An exploration on what drives learners’ engagement in blended training at workplace

Purpose This study aims to identify and examine the key predictors of learners’ engagement (LE) in a blended learning (BL) training program. The goal was to assess the significance of perceived supervisor support on LE and examine the role of LE in their agility. Design/methodology/approach The survey-based study was conducted among 371 employees who had participated in BL. The responses were analyzed using smartPLS-SEM. Findings The findings of the study are indicative of a positive effect of BL, the adoption of e-tools and learners’ self-efficacy on LE. A strong indirect effect of LE between all three predictors, as well as perceived employee agility (PEA) was found. Furthermore, results indicate that perceived supervisor support strengthens the association between LE and PEA. Also, LE is found to positively affect PEA. Research limitations/implications The findings provide prescriptive guidance for human resource managers, corporate trainers and organizational executives. Developing training programs with mixed learning and technology solutions can enhance learners’ participation and employee flexibility. Originality/value This study presents a novel framework that connects BL to PEA using LE as a mediator. It further examines perceived supervisor support as a moderator, providing valuable insights into the ways in which leadership can improve learning outcomes. While BL has been studied in the context of higher education, this is one of the few studies explored it in the context of the workplace.