There has been an exponential growth of e-learning in the UK Higher Education. However, there is a growing opinion that e-learning practitioners are not critical enough and that they should adopt a more techno-negative or techno-scepticism approach when implementing new e-learning tools. In this paper we use a techno-scepticism framework to assess the evaluation of a newly implemented online reading list at our UK Higher Education Institution. In particular, we look at the "The Myths about E-Learning in Higher Education" (see EJ872751) proposed by Njenga and Fourie (2010). We present qualitative and quantitative evaluation data collected from the focus groups which shows that the students have a very positive perception of this newly implemented online reading list and believe that it will improve their academic experience. Furthermore, as the student focus groups also produced rich data which deal with the students' experience of e-learning in general, five of the myths of e-learning that relates to the student experience are used to framework these discussions. [For the full proceedings, see ED562127.]