This article reports on two research studies exploring factors influencing learning, one in the United Kingdom (UK) and the other conducted across Europe. The European project focused on an investigation of the role of human resource development (HRD) practitioners in creating opportunities for, and supporting, lifelong learning. This article examines one aspect of that project — factors inhibiting and enhancing learning in work, specifically in large, learning-oriented organisations. These factors were categorised at organisational, functional and individual levels. The UK project focused on computer-based learning, with researchers exploring learners' perceptions of the quality of computer-based learning materials. Computer-based resources can offer accessible, flexible and affordable learning opportunities. However, it is important for managers, HRD practitioners and learners to be able to judge the quality of information and communication technology (ICT) based resources to ensure effective learning. It is also important for managers and HRD practitioners to be able to recognise, understand and address the more subjective factors identified by learners themselves which might the effectiveness of ICT-based learning in education and work contexts. Drawing upon the two research studies, the article identifies, compares and contrasts the various factors influencing learning in work, at organisational, functional and individual levels, and then focuses upon factors influencing computer-based learning. Research findings suggest that the same factors could be both positive and negative features, highlighting the complexity and subjectivity of investigating both factors influencing learning in work and learners' perceptions of the quality of computer-based learning materials. However, it is argued that identifying such factors is an important step, enabling managers and HRD practitioners to recognise how learning might be hindered or helped within the organisational, and particularly ICT, context. The article presents a model of factors influencing learning in work.
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