Most Higher Education institutions are now embracing e-learning to\ud some extent. Some have instigated institution-wide e-learning initiatives, whilst\ud others are engaging in the use of e-learning to expand their portfolio of course\ud provision and the development of new niche markets. But the successful\ud deployment of e-learning, whether large-scale or more localised, is complex\ud and multi-faceted. This paper considers these complexities by drawing on the\ud findings across four disparate e-learning evaluations, arguing that these provide\ud a valuable means of extrapolating key lessons to ensure better use of e-learning\ud and avoidance of large-scale, spectacular and public disasters, such as the UK\ud e-University.Peer-reviewedPost-prin
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