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.