**3. Literature census**

attend external training programs and because internal training is too expensive. Therefore, SMEs should logically turn to e-Learning to provide training as the benefits associated with it are supposed to solve these problems. But the logic is not working. SMEs have not rushed to embrace e-Learning in order to train their employees. Why? What are the barriers and

In Canada, particularly Atlantic Canada, SMEs have played an important role in the economic development in various ways and their contribution towards a healthy economy has been recognized. They are defined as businesses having fewer than 500 employees and they represent the majority of businesses [3]. They are the fastest growing segment of the economy, and are considered the foundation of economic development [3–5]. Due to their great flexibility and adaptability, they represent the economy sector that creates the most employment [3, 6] and they remain critical to the economic prosperity of the region as in other parts of the world [see, for example, 7–9]. Yet, despite their great contribution to the region's economy, there are very few studies on them and even less on the training barriers they face, and this despite the fact that the most successful economies are those with the best trained individuals [1, 2, 10].

Capability development of small and medium firms remains critical to economic prosperity in Atlantic Canada as well as in other parts of the world [for example, see 3, 5, 7–9,11–13]. It is therefore important to know the barriers faced by SMEs regarding training, more specifically e-Learning, in order to be in a position to help them ensure their growth and their sustaina‐

The purpose of this study is descriptive and prescriptive. After having identified the barriers and constraints SMEs experienced when they wanted to use e-Learning using a survey of the literature on the issue, the first objective is to determine through multiple case studies if the barriers to e-Learning actually experienced by SMEs in Atlantic Canada are still the same after all these years. If so, the second objective is to introduce possible solutions to assist SMEs in

Thus, the remainder of this chapter is arranged as follows. Section 2 presents the method used for the study. Section 3 presents a literature census on the various barriers and constraints to the use of e-Learning by businesses. Section 4 determines through multiple case studies the barriers and constraints to e-Learning actually encountered by SMEs in Atlantic Canada and proposes different approaches to overcome those barriers. The conclusion and discussion will

Given the present state of knowledge on training in SMEs and on e-Learning, the method used for this study includes a census of the literature on training and e-Learning combined with a qualitative and exploratory research approach, i.e. multiple case studies. The literature census covers more specifically the barriers and constraints businesses faced when they wanted to

constraints they face?

440 E-Learning - Instructional Design, Organizational Strategy and Management

bility.

surmounting these barriers.

**2. Method**

be included in section 5. The references are in section 6.

Some researchers such as references [18, 19] have identified the barriers to the traditional training taken up by SMEs. Some of the problems identified are lack of training time, delivery of tailored training programs, cost versus financial resources available for training, lack of knowledge on training opportunities available, returns on training offered and the fear of poaching by other businesses or losing the employees to another business. The lack of employees' desire for training and learning combined to a lack of awareness by SMEs of the necessity of having more skilled employees for business success have also been identified.

Barriers to e-Learning as a method of training for learners, both for businesses and educational institutions, have also been identified by various studies. For example, reference [20] mentions that the main barriers to the use of e-Learning in Canada are learners and technical infrastruc‐ ture. Among other barriers mentioned by reference [20], we find the lack of knowledge towards e-Learning, the accessibility, the lack of commitment from senior management, the lack of quality courses, the development costs and the priorities of investment. According to reference [21], the bandwidth, the access to the Internet, the reluctance of the employees to use the technologies, the lack of investment on the part of companies in technology and the lack of university-level courses and non-academic courses relevant to the needs of businesses are also some barriers to e-Learning. In addition to the lack of relevant courses, the reluctance of employees towards training, the lack of expertise or technical capacity of the employees, reference [22] also mentions the lack of realism of businesses towards what e-Learning can and cannot do. Businesses' lack of realism towards what e-Learning can and cannot do is also mentioned by reference [23]. The barriers to e-Learning seem to be perceived differently by working adults and full-time students, with working adults viewing technology access and time for studying their principal constraints [5].

A more recent report, the State of e-Learning in Canada, done by reference [24] also mentions the learners and the technology as some of the main barriers. Other barriers mentioned in the 2009 report are the lack of support for the learners, the lack of knowledge towards e-Learning by the organization and, the financial problems, in which the e-Learning project are underfunded and, therefore, could not produce the anticipated gains. Other challenges and con‐ straints mentioned in the 2009 State of e-Learning report are the reluctance to use chat rooms and discussion groups by the learners, the fact that many Canadians discontinue use of the Internet and the difficulty to harness the potential of the Internet to enhance learning oppor‐ tunities. A similar study conducted in seven European countries by reference [25] also mentions that technology and attitudes of managers and employees seem to form the main drawbacks to e-Learning initiatives in SMEs. For reference [26], learners and the necessity for them to be self-motivated and self-disciplined are also a barrier to e-Learning. They also noted the lack of desire to assign a specific amount of time to learn during the work day and the lack of a good human resources development policy towards learning as some barriers to e-Learning.

Other researches done on Canadian SMEs also mentioned that the barriers encountered by SMEs in the use of e-Learning are the lack of access to the necessary technology, the lack of training and support both for SMEs and for the employees and the lack of knowledge on the e-courses and the content relevant to the needs of SMEs including false expectations of SMEs as to what e-Learning can and cannot do. The purchase costs of tailored courses and internal development costs are also barriers for SMEs. Finally, the level of interaction in the e-courses and the learners are also problematic according to references [27, 28].

According to reference [29], organizations reported more barriers to adopting e-Learning in 2011 than in 2010 but the top barriers remain the same: the lack of skills among employees, the lack of knowledge of technology, the lack of skills by training staff to implement e-Learning, the reluctance by line managers and unreliable ICT. The barriers facing companies when they want to use e-Learning are summarized in Table 1.


**Table 1.** Barriers to the use of e-Learning

poaching by other businesses or losing the employees to another business. The lack of employees' desire for training and learning combined to a lack of awareness by SMEs of the necessity of having more skilled employees for business success have also been identified.

Barriers to e-Learning as a method of training for learners, both for businesses and educational institutions, have also been identified by various studies. For example, reference [20] mentions that the main barriers to the use of e-Learning in Canada are learners and technical infrastruc‐ ture. Among other barriers mentioned by reference [20], we find the lack of knowledge towards e-Learning, the accessibility, the lack of commitment from senior management, the lack of quality courses, the development costs and the priorities of investment. According to reference [21], the bandwidth, the access to the Internet, the reluctance of the employees to use the technologies, the lack of investment on the part of companies in technology and the lack of university-level courses and non-academic courses relevant to the needs of businesses are also some barriers to e-Learning. In addition to the lack of relevant courses, the reluctance of employees towards training, the lack of expertise or technical capacity of the employees, reference [22] also mentions the lack of realism of businesses towards what e-Learning can and cannot do. Businesses' lack of realism towards what e-Learning can and cannot do is also mentioned by reference [23]. The barriers to e-Learning seem to be perceived differently by working adults and full-time students, with working adults viewing technology access and

A more recent report, the State of e-Learning in Canada, done by reference [24] also mentions the learners and the technology as some of the main barriers. Other barriers mentioned in the 2009 report are the lack of support for the learners, the lack of knowledge towards e-Learning by the organization and, the financial problems, in which the e-Learning project are underfunded and, therefore, could not produce the anticipated gains. Other challenges and con‐ straints mentioned in the 2009 State of e-Learning report are the reluctance to use chat rooms and discussion groups by the learners, the fact that many Canadians discontinue use of the Internet and the difficulty to harness the potential of the Internet to enhance learning oppor‐ tunities. A similar study conducted in seven European countries by reference [25] also mentions that technology and attitudes of managers and employees seem to form the main drawbacks to e-Learning initiatives in SMEs. For reference [26], learners and the necessity for them to be self-motivated and self-disciplined are also a barrier to e-Learning. They also noted the lack of desire to assign a specific amount of time to learn during the work day and the lack of a good human resources development policy towards learning as some barriers to e-

Other researches done on Canadian SMEs also mentioned that the barriers encountered by SMEs in the use of e-Learning are the lack of access to the necessary technology, the lack of training and support both for SMEs and for the employees and the lack of knowledge on the e-courses and the content relevant to the needs of SMEs including false expectations of SMEs as to what e-Learning can and cannot do. The purchase costs of tailored courses and internal development costs are also barriers for SMEs. Finally, the level of interaction in the e-courses

and the learners are also problematic according to references [27, 28].

time for studying their principal constraints [5].

442 E-Learning - Instructional Design, Organizational Strategy and Management

Learning.
