The diffusion of the e-learning model during the last decade has contributed to solve many problems concerned with education at the workplace. Technological progress has significantly contributed to eliminating most limitations of the traditional education model, through improved access, diffusion of information, and the adaptation to individual needs. However, e-learning is an instrument, which does not ensure the automatic achievement of intended goals. Some studies have demonstrated that the mere conversion of course materials into an e-learning course may reduce motivation and thus, the level of effective learning. In addition, appropriate design of course materials for e-learning programs might not be sufficient to achieve optimal results. In order to maximize the benefits of implementing an e-learning program, it is if fact necessary to take into account organizational issues, such as the existence of incentives, the distribution of time for learning at the workplace, or the management system being used, for example. This paper analyzes some organizational features, which are linked to learning in organizations and might help to better explain success of an e-learning program. In particular, we attempt to assess the impact of both incentives and the assignment of a specific period of time for education to personal satisfaction and the level of learning. To this end, we proposed a specific survey to users of e-learning courses at a consulting company, which includes questions about satisfaction, self-assessed learning and monetary or long-term (career) incentives, among others. The impact of different organizational characteristics on satisfaction and learning has been then estimated by a bivariate ordered probit model, which allows for considering both the nature of dependent variables and the possible correlation between equations. The analysis sheds light on key practical organizational features, which should be taken into account in order to improving results of e-learning programs The main goal of this analysis has been to provide evidences to support policies aimed to increase effectiveness of e-learning models. We have based on the e-learning experience of a consulting company, evaluating the effectiveness of this new model in terms of two variables: learning perceived and level of satisfaction of participants. In order to analyze the determinants of both learning and satisfaction, we collected data from participants of e-learning programs. We found out that self-assessed satisfaction and perceived learning are likely to be affected by the same set of variables. On considering these relationships, and the nature of available data, both a simultaneous bivariate ordered probit model and a simultaneous bivariate probit model have been used in order to assess the impact of different factors on both satisfaction and perceived learning.
