Many institutions of higher education have purposely begun to position themselves with regards to e-learning. They have made serious efforts to move ahead from the public relations rhetoric associated with innovation toward 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 ubiquitous, mediated communications environments and have begun to understand where such innovations really do add value. The answer to the question of what distinguishes institutions of higher education is increasingly being seen in terms of the context and process of learning (i.e., communities of learners); not simply access to content. By revisiting their core values and culture, these institutions are recognizing a need to move away from passive lectures and are realizing that e-learning may be the catalyst and means to enhance the scholarly culture and learning environment significantly.