The development of applications for CAL relate to three levels of instructional design: a micro-level, the design of mediacomponents; a meso-level, the choice and formulation of an instructional method and a macro-level, the integration of CAL into the social context of learning. Whereas the first two levels have gained much attention the third aspect has been neglected in research so far. At this level the compatibility of instructional technology and the content and organisational structure of the learning has to be analysed. One aspect refers to the mostly implicit concepts for implementing CAL in organisations: CAL is viewed as either a substitute, an enrichment or as an organisational innovation. Problems contained in each of these concepts in corporate training are discussed.