The paper discusses the development of a novel theoretical framework for studying the transfer of workplace e-learning. Building on theory, where training transfer is affected by training content and delivery, workplace environmental factors, trainee characteristics, and, specifically for e-learning, computer self-efficacy (“transfer factors”), the proposed framework also acknowledges stakeholders who can exercise control or influence over each transfer factor.

As researchers may understand the term “e-learning” in different ways, a definition is provided to add clarity to the discussion. The paper then differentiates workplace e-learning from other types of workplace training and from e-learning in other contexts.

The paper summarises the main theoretical frameworks for studying training transfer, with a particular focus on the transfer of workplace e-learning. The “transfer problem”, i.e. the fact that a great deal of training is not actually used in the workplace, is briefly discussed, along with a discussion of how transfer is measured in practice.

The paper identifies typical stakeholders in workplace e-learning programmes, including strategic leaders, trainees, learning designers, and team supervisors. The roles of the stakeholders in commissioning, purchasing, developing, implementing, consuming, and applying e-learning are outlined.

Finally, the paper proposes a framework that addresses stakeholder control and/or influence over transfer factors. Effective use of this control or influence may help stakeholders apply research-based practices to tackle the transfer problem and increase the effectiveness of workplace e-learning.

Keywords: e-learning, Workplace, Transfer, Stakeholders.