**5. Conclusion and discussion**

software) that can be made available to users [75–81]. Users connect their devices (comput‐ ers, tablets, smart phones, etc.) to the server where applications have been installed and use them to train themselves [75, 79, 80]. There is no burden of maintenance. Software and hardware updates are done by the providers [81]. Users can also receive external comput‐ ing support from the cloud supplier [77, 78]; which is an important aspect for smaller firms [77]. Nevertheless, top management commitment and support is still a requirement for

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

The lack of knowledge towards e-Learning and the technology is among the factors that discourage SMEs and employees from using e-Learning [2, 24, 25, 27–29, 74]. The comment of Hector is an example; he says: « *First, it is necessary that SMEs are equipped with people who can prepare the material for e-Learning. The IT equipment and the applications have to work. [...] People who do the promotion have to know what they are talking about. It will take trained people to promote e-Learning to other businesses* » (H:386–398: 410–412). Thus, in order to ensure that learners do not drop out or refuse to use e-Learning, we must ensure that employees have the equipment, the software, the skills and the necessary knowledge needed to use e-Learning [24, 31, 64, 69, 74]. Reference [58] suggests offering training seminars in IT skills to people working in SMEs in order to help small firms integrate information and communication technologies in their business activities and improve their competitiveness. Ivan gives us an example of the necessity to train employees; he says: « *Employees do not have all the necessary knowledge. We might have to train them before they can use computers and e-Learning* » (I:822–830). It is also necessary to provide basic courses to those who do not know how to use computers. Jules's comment goes in this direction; he says: « *Some of our employees do not have the knowledge and skills necessary [...]* » (J:654–658). Stan's comment also expresses the need for better-trained employees. He says: « *Some of our employees don't have what's needed... we will have to offer them some training* » (S:611–612). For her parts, Theresa expresses her firm's incapacity to support e-

Learning; she says: « *We don't have computers technicians here...* » (T:223).

and highly qualified technicians is eliminated with cloud-based e-Learning [81].

Cloud-based e-Learning could be an alternative to the lack of knowledge on technology since the SMEs and the employees don't have to be knowledgeable on the necessary technologies because the technology itself is being offered by the provider [77–80]. Moreover, since the e-Learning applications run on provider's infrastructure, the need to keep high-end computers

The lack of information about what is available on the Internet is one of the barriers identified in the use of e-Learning [27] by both authors and SMEs themselves despite references [73, 82] showing a large number of courses available on the Internet. To overcome this barrier, some researchers [for example, see 82–84] suggested using tools to explore the availability of e-Learning, and thus better understand what is available on the Internet. For their part, refer‐ ences [27, 28, 69] suggest creating and distributing tools to help companies use e-Learning. Reference [58] also suggests the development of information counters in order to provide information and empirical evidence to SMEs. The comment of Gérôme illustrates well the need of a toolbox; he says: « *The most interesting way would be to bring me a catalogue and to tell me what is available as training [...]* » (Gérôme G:595–597). Edna also expresses the need for a toolbox for SMEs or access to different resources. She says: « *I think if the economic development agencies have*

cloud e-Learning [77].

In recent years, e-Learning has grown into a widely accepted learning model by larger organizations and to some extent by SMEs. The technological advances along with a reduction of their costs allow SMEs to reconsider the e-Learning model in order to train their employees.

In Atlantic Canada, a growing number of SMEs are aware of e-Learning, and use it to train their employees. During this study, three quarters of the SMEs participating used e-Learning to various degrees to train their employees. Nevertheless, they encounter numerous barriers when they want to use e-Learning.

The barriers that need to be addressed and are preventing SMEs in using e-Learning are the same as those which larger organizations are facing. The lack of training and support for both SMEs and employees is a major barrier. There is no support service regarding technology and e-Learning in some firms and the technical infrastructure is inadequate in others. The learners' lack of skills is another problem. There is a large number of employees whose level of knowl‐ edge is inadequate for e-Learning and who don't have any interest in computers, even less in e-Learning. The lack of knowledge on e-courses and content relevant to the needs of SMEs including false expectations of SMEs as to what e-Learning can and cannot do is another barrier. The level of interaction of e-courses is also a challenge for SMEs. E-courses where there is some level of interaction are judged more interesting and appropriate for effective learning. The cost of purchases of e-courses or the cost of in-house development is an important barrier. Finally, the culture towards learning and e-Learning is also an obstacle. The accessibility which was a barrier in the 2006 study doesn't seem to be a barrier anymore for SMEs, nor for the employees/learners at home.

Therefore, in order for e-Learning to be a viable and feasible solution for all SMEs and for the full potential of e-Learning to be achieved by SMEs, conditions favourable to e-Learning must be created and maintained. Efforts are required to eliminate or at least alleviate some of the barriers SMEs run into while using e-Learning. Activities to promote e-Learning have to be undertaken at all levels of the firms as well as different stakeholders if we want SMEs to fully engage in the use e-Learning. The various actions presented below to alleviate and to eliminate some of these barriers are a start in that direction.

Indeed, a number of actions could facilitate the adoption of e-Learning by SMEs and address the barriers they face in its adoption. The first set of actions should focus on the need to develop an e-Learning culture within the SMEs: an e-Learning culture where managers and employees are truthfully committed and motivated to lifelong learning using e-Learning because they believe it is essential to their individual development and their firm's growth. This requires greater awareness and promotion of learning and e-Learning's value through the dissemina‐ tion of knowledge among SMEs as to the nature, possibilities and advantages of e-Learning for workplace training. It also requires a better awareness and promotion of the supply and appropriateness of e-Learning services and products available.

A second set of actions should focus on eliminating or at least alleviating the barriers to the efficient and effective use of e-Learning by SMEs. Inadequate infrastructure, technological problems and lack of support services are major barriers to e-Leaning and can eliminate the motivation to learn through e-Learning. Inadequate or lack of necessary skills of the employees to learn through e-Learning is also a barrier faced by SMEs. This implies that employees must possess the computer knowledge and skills required to use e-Learning effectively, and that they should be provided with computers and e-Learning software at work that are userfriendly and appropriate to the task at hand if we want to eliminate these barriers. This also implies better management and technical support of employees in regard to e-Learning, support which was found lacking in a number of SMEs. Cloud-based e-Learning could be a solution since it can alleviate some of these barriers. Finding relevant courses to the need of SMEs is also a barrier. This implies a need for a better dissemination of information on existing e-courses and other possibilities. Finally, the cost of in-house development of e-courses and of purchases of external tailored e-courses is another major barrier to the use of e-Leaning. Cloudbased e-Learning could be a solution here and at the same time lower the burden of cost.

Considering the limitations of our research, it should be noted that our sample includes 16 SMEs in the first case studies and 4 SMEs in the last case studies. This constrains the possible generalization of results; thus further research is needed in order to confirm our conclusion. Nevertheless, this research sheds light on the barriers faced by SMEs when they want to use e-Learning to fulfil their training needs and introduces some ideas on how to address these barriers.

For e-Learning's full potential to be achieved, favourable conditions to learning must be created and maintained in Atlantic Canada and Canada in general. Stakeholders such as governments, economic development agencies, SMEs, employees, learning institutions and society in general have an important role to play in developing a culture more conducive to learning and e-Learning. Stakeholders also have a role to play in facilitating access to e-Learning in order to ensure the growth and sustainability of SMEs.
