A substantial increase in the use of technology based training has been seen in recent years. Organizations of all sizes and across industries are using e-learning to facilitate employee development. Past research has focused on factors that enable the design of effective e-learning programs. However, little has been done to assess various factors that contribute to the transfer of e-learning.

While integrating the cognitive load theory and the multi-tasking literature, the current field survey investigated design characteristics, trainee characteristics, and contextual factors in relation to the self-reported transfer of e-learning to the job. The study participants included 608 employees of various organizations, 418 of which had participated in organizational e-learning.

The findings indicated that several trainee characteristics, including computer self-efficacy, core self-evaluation, but not age, were correlated with transfer of e-learning. Additionally, the usability of the e-learning program mediated the relationship between computer self-efficacy and transfer. The work environment was also found to predict the transfer of e-learning. Specifically, perceived supervisor support and work overload contributed to the prediction of transfer of e-learning.

The physical location in which participants completed the e-learning program was related to the number of distracting activities that the trainees engaged in. Although the majority of participants engaged in multi-tasking while participating in e-learning, no significant impact of multi-tasking on transfer was found. Limitations and suggestions for future research are presented.