Disruption can be defined in a number of ways. It can be perceived as something unwelcome or unexpected and it can impede progress and development. It can be a state imposed by influences outside our control. Whilst these definitions might be accurate disruption can also have positive outcomes. Using Bonk’s (2004) analogy of e-learning as “the perfect storm”, the aim of this paper is to explore the disruptive nature of e-learning in Higher Education. Through using a longitudinal case study approach, we employed a collaborative methodology that enabled us to work with all stakeholders in a UK University. The paper explores the movement from an e-intensive project to developing an on-campus blended learning strategy and implementation plan. What are the lessons for higher education and how responsive are we to the new challenges? Is blended learning creating a new stability after change, or is it placing the University in the eye of the storm, a still small moment within an ongoing change process
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