The growth in the application of information technology to end-user training (EUT) underscores a fundamental need to understand how these e-learning technologies improve the learning process. Results from the limited EUT studies provide an inconsistent picture of the effects of e-learning technologies. Also, collaborative learning has become one of the most used techniques in American education, yet, we could find only one EUT study on collaborative learning. This paper applies adaptive structuration theory (AST) to the specific area of technology-mediated end-user training. The main focus is on understanding learning, collaboration and technology structures involved, their interactions and appropriation, and their impact on learning outcomes. By integrating social cognitive and social development theories into the AST framework, the model presented investigates both the learning process and functional/structural aspects of technology-mediated end-user training. Propositions are developed for future empirical testing.