It appears as if e-learning is now embedded in most educational institutions; from the provision of an appropriate technological infrastructure to support teaching, research and administrative activities through to the innovative use of technologies for learning. National and international policies in the area refect this and are flled with rhetoric about the potential technologies offer for education – personalisation, fexibility, adaptively, and engaging, authentic environments. However,

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... r inspection suggests that there is a gap between the promises inherent in the policy rhetoric and actual use in practice. This paper will focus on a retrospective e-learning timeline, mapping the shifting directions of policy perspectives and their subsequent impact on practice. It will extrapolate the timeline to consider the implications of technologies for education in the future. It will then present a framework for ensuring that e-learning interventions are effective, that emphasises the relationship between e-learning policy, research and practice. The paper argues that use of such a framework can help ensure that e-learning research informs and helps shape both policy and practice and vice versa - that activities in practice can in turn inform further policy directions and suggestions for areas which need further research investigation.