Appropriately used, e-learning technologies can improve the flexibility and quality of learning, enhance students’ learning experience and encourage independent learning (Littlejohn and Higgison, 2003). However, the current state of e-learning is one of widespread use, but with poor pedagogic development in most cases. In a report about the present and future of ICT use in universities across Europe, USA and Australia, Collins and van der Wende (2002) describe a general positive feeling among lecturers regarding ICT use. Moreover, most institutions now have the necessary technological infrastructure to support the use of ICT institution-wide. However, the researchers also highlight that this infrastructure is often not used as part of a rich pedagogical environment. Worryingly, they noted that lecturers tended to be less enthusiastic about the benefits of ICT use than decision-makers and technical support staff. Many lecturers in the study felt that they were “gradually doing more, but with no reward”, what Collins and van der Wende called the “stretching the mould” scenario.
