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The purpose of this paper is to provide new insights into the implementation of large‐scale learning projects; thereby better understanding the difficulties, frustrations, and obstacles encountered when implementing enterprise‐wide e‐learning as a tool for training and organization transformation in a complex organization.

Information‐sharing disturbances, one of five categories of disturbances that emerged from a grounded theory open coding procedure applied to empirical data collected through a longitudinal field research, are in focus. Third generation activity theory, specifically the notions network of activity systems, disturbances, tensions and contradictions, is used as an analytical lens through which to understand the role of information sharing in a large‐scale implementation.

The study has identified how information sharing disturbances became a critical factor in the implementation of e‐learning in a large company. A number of tensions that point to potential contradictions have been identified. Ways in which to deal with such tensions in future implementations of e‐learning have been suggested.

Activity‐theoretical discussion of e‐learning in a large organization, identifying underlying tensions, is of relevance to large organizations introducing new technologies for working and learning.

The study has identified the causes of an important type of problem that can slow down or hinder e‐learning adoption in an organization, and thereby pointing out shortcomings of standardised e‐learning applications.

Empirical studies of enterprise‐wide implementations of e‐learning have rarely been reported on in the research literature.

The purpose of this paper is to show how activity theory transcends the boundary between workplace learning and organizational learning.

Activity‐theoretical analyses examine collectives and organizations as learners. On the other hand, activity theory is committed to pedagogical and interventionist actions to change and learning characteristic of workplace learning.

Activity‐theoretical studies put an emphasis on the object, i.e. on what is done and learned together in inter‐organizational networks, instead of studying only connections and collaboration of networks. The theory of expansive learning enables a longitudinal and rich analysis of inter‐organizational learning and makes a specific contribution in outlining the historical transformation of work and organizations by using observational as well as interventionist designs in studies of work and organization.

The paper shows that activity theory and the theory of expansive learning provide useful analytical tools for the enrichment of studies in workplace learning, as reported in the articles included in this special issue.