Informal Learning at Work: An analysis of the nature and forms of informal learning when employees work-from-home

Despite extensive research on informal learning in traditional workplace settings, little is known about how it unfolds for employees working from home. This exploratory study examines how informal learning occurs, reshapes, and is enabled or constrained in digitally mediated work-from-home (WFH) settings. Using a qualitative, inductive case study approach, this study draws on survey data from two large organisations, EDUCO and TELECO. It explores employees’ experiences and perceptions of informal learning during WFH. A conceptual framework, informed by informal learning theories, organises influencing factors into four categories: individual, organisational, learning preferences, and technological resources. An online qualitative survey with open-ended questions captured rich, context-specific accounts from 50 EDUCO and 17 TELECO participants. Data were thematically analysed using six-phase process. Findings show that informal learning in WFH is more autonomous, intentional, and technology-driven than in traditional workplaces, with employees frequently engaging in self-initiated learning. Formal resources were often integrated informally, blurring traditional boundaries. This blurred distinction finding contrasts with extant theory and research on informal learning, which has not taken the central role of technology into account for informal learning. While digital tools enabled peer collaboration, they could not fully replicate the richness of in-person interaction. The study makes four theoretical contributions: (1) highlighting autonomy, intentionality, and digital self-efficacy as central to WFH informal learning; (2) introducing “blended informal learning” to describe the integration of formal digital resources into informal learning practices; (3) empirically validating a conceptual framework that identifies and explains multiple factors shaping informal learning in WFH contexts; and (4) evaluating the applicability of traditional informal learning theories, showing how digital mediation reshapes rather than diminishes informal learning in WFH. Practical implications include the need for robust digital infrastructure, user-friendly learning platforms, and workforce digital fluency. Managerial engagement is critical for sustaining informal learning, while strategies should prioritise blended and peer-based learning, accommodate diverse learning preferences, and address barriers such as reduced incidental learning and home distractions.<p></p>