This paper looks at the concept of e-learning in the context of a number of different definitions of the term to be found currently in the public domain. It considers the question of why people are so over-optimistic in their claims for what e-learning has to offer the world of higher education, and suggests that the problem is partly one of concentrating on technology at the expense of pedagogy, of confusing the medium with the message. It goes on address some of the problems that arise from the attempt to replace the teacher with technology, and suggests a number of ways in which progress might be made in harnessing the principle of 'complementarity', of exploiting the different strengths of people and machines to enhance the overall educational experience of students in the electronic age.
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