The most likely explanation for the lack on the experience of e-learners is that the overwhelming majority of e-learning research to date has focused on establishing the value of particular e-learning course designs, teaching methods, or tutor interventions. The objectives have been teacher- rather than student-focused, with an evaluative objective aimed at investigating the pedagogic worth of e-learning innovations. There are good reasons why this should be the case. E-learning is relatively new and, with respect to learning in general, under-researched. It has attracted significant educational investment but its educational value is often contested. These factors cause an emphasis on evaluating pedagogic ‘worth’ as seen for example in Holtham & Courtney’s (2005) practitioner focussed review of the benefits and disadvantages of virtual learning environment (VLEs).