Le e-Learning occupe une position centrale dans un ensemble large et diversifié de modalités d’acquisition et de développement des capacités organisationnelles. Cependant, sa mise en place implique une contrainte comportementale. Nous nous interrogeons sur les facteurs qui favorisent l’acceptation de l’utilisation du e-Learning par les salariés comme un nouveau mode d’apprentissage. L’objectif de cette recherche est d’identifier les déterminants de l’utilisation du e-Learning comme un nouveau mode d’apprentissage en s’inspirant de la théorie sociale cognitive, le modèle d’acceptation de la technologie, la théorie de l'échange social et la théorie de l’apprentissage organisationnel. A partir de cette riche base théorique, nous avons pu constituer notre modèle conceptuel. Le second objectif consiste à tester empiriquement le modèle élaboré auprès d’un échantillon de salariés dans le contexte tunisien à travers une étude qualitative exploratoire consolidée par une étude empirique menée auprès d’un échantillon de 318 salariés tunisiens.

E-learning is considered as a learning style, which continuously improves the employees' skills. The question therefore becomes to know how to facilitate the learning transfer in the organization after the use of e-learning. The object of the study is to identify the susceptible factors which are likely to influence effective learning transfer and to consequently understand the factors hindering this transfer after the use of e-learning through a survey based on a questionnaire addressed to 109 learning employees, preceded by 17 semi-directive interview guides directed to learners and training managers of the companies practicing e-learning as an additional learning style. The study has enabled us to highlight the role of motivating the learners to transfer their learning as well as the superiors' encouragement and the colleagues' support.

The academic research on e-learning effectiveness becomes one of the current themes. In this perspective, many efforts have been made to give more comprehension to learning effectiveness determinants. In fact, researchers focus frequently on the variables that maximize the reaction, learning and behaviour changes of trainees. Despite these efforts that aim at giving more comprehension to learning effectiveness determinants, researchers have not reached a consensus on the "nomological network" of learning results, ruling distinctness over how to explain them and queries as how could they make training experience more effective and interesting in education and corporation area as well. These divergent perspectives suggest that a conceptual and quantitative review of nomological network of learning outcomes antecedents is justified and necessary.
The present study addresses the limitation of understanding regarding learning outcomes antecedents by reviewing the empirical results of literature. In this case, a review and Meta

Technology information has increased dramatically in the last years and has contributed to the growth in technology delivered instruction as an important learning and education method. In this perspective, many academic researches considered the importance of e-learning effectiveness.
Although the existing models of e-learning effectiveness has improved our understanding of how online training can support and enhance learning, most of published models do not take into account the importance of the relationship between social presence and interaction. Thus, this study develops preceding investigation by extending a model of e-learning effectiveness which adds social presence to other studied variables including computer self efficacy, perceived usefulness, perceived ease of use, interaction between trainer and trainees, and e-learning effectiveness. Moreover, the model includes the possible relationships between independent factors. In this case, the present research seek to identify the influence of computer self efficacy, ease of use, perceived usefulness, interaction, and social presence on e- learning effectiveness. Furthermore, this study considers the possible influences between individual characteristics, perceptual characteristics and environmental characteristics.
Using data from 410 employees, the conceptual model was validated through a Tunisian context. Results indicate the importance of interaction, perceived usefulness, perceived ease of use, and social presence on e-learning achievement. E-learning achievement, in turn, influences e-learning transfer.