ABSTRACT
Institutions of higher education have purposely and seriously begun to position themselves with regard to e-learning. They have made serious efforts to move ahead from the public-relations rhetoric of suggesting innovation towards becoming leaders in drafting vision, policies, and goals with regard to e-learning. These institutions have begun to question and redefine their conceptions of what constitutes a quality learning experience in the context of an ubiquitous, mediated communications environment and have begun to understand where they really do add value. The answer as to what distinguishes institutions of higher education is increasingly being seen in terms of the context and process of learning (i.e., community of inquiry) and not access to content. By revisiting their core values and culture, these institutions are recognizing a need to change and are realizing that e-learning may be the catalyst and means to significantly enhance the scholarly culture and learning environment.
