For a number of years teachers in higher education have been encouraged to make use of online learning to transform individual and institutional learning and teaching practices (Crook, 1994; HEFCE, 2005; Laurillard, 1993; Squires, Conole, & Jacobs, 2000). This push to adopt e-learning has been reinforced by political reactions to growing student numbers, falling per capita funding and the growing ominance of bureaucratic university cultures which see e-learning as a means of providing cheaper, more flexible and more scalable delivery of both courses and whole programmes of study.