UC Davis

Purpose – This study aims to analyze the work and learning experiences of ten work-from-home (WFH) employees in Silicon Valley during the COVID-19 pandemic. Using qualitative case study methods, this study examines employees’ work and learning experiences during telecommuting and offers insights for post pandemic flexible workplace.

Design/methodology/approach – In-depth interviews with ten telecommuters were analyzed using thematic analysis procedures, providing seven main themes. Ecological systems theory served as the theoretical framework to interpret findings across multiple layers.

Findings – The findings of this study reveal how the shift to WFH simultaneously disrupted multiple ecological layers. At the microsystem level, online meetings became the primary form of daily work, while digital tools replaced informal interactions. At the mesosystem level, eroding connections weakened collaboration, turned colleague networks instrumental and left newcomers without social scaffolding. At the exosystem level, company-initiated social programs failed to compensate for the loss of organic interaction. At the macrosystem level, Silicon Valley’s performance-driven norms shaped how employees interpreted autonomy and accountability, producing divergent outcomes. These disruptions illustrate how WFH fundamentally restructured the ecological systems in which employees work and learn during the pandemic.

Research limitations/implications – Findings are based on a small, context-specific sample and may not generalize broadly. Future research should use larger-scale, comparative and quantitative designs to extend understanding of remote work learning dynamics.

Practical implications – Organizations should design inclusive virtual environments, invest in hybrid work strategies and support self-directed learning and newcomer socialization to sustain engagement and performance in remote settings.

Originality/value – By empirically mapping WFH experiences onto ecological layers, this study extends ecological systems theory to remote work contexts and offers a multilevel framework for how environmental disruptions simultaneously reshape work, learning and relationships.