RESISTANCE TO E-LEARNING IN THE TRAINING OF PUBLIC SERVANTS

Abstract

The study aimed to understand how resistance affects the ongoing e-learning training of a public institution’s servants. To do so, we used the Theory of Resistance to E-learning in Corporate Education (READEC) (Albertin; Brauer, 2012) as a theoretical model. Qualitative research was conducted, consisting of semi-structured interviews with fifteen state employees, which were analyzed using content analysis technique. As a result, we identified good performance and discipline among some servants, while others tend to procrastinate and require face-to-face interaction. We also observed that although most public servants could easily use the virtual platform, there were reports that the system is complex, which may represent a resistance. Additionally, we found that teacher monitoring and feedback can also represent a resistance. Regarding technical and organizational structure, we identified easy access to technical support and sufficient tools within the system, but there was a lack of resources and materials.