Building on the results of a prior study, the purpose of this qualitative study was to further explore where there is agreement on the effects of e-­learning technologies in higher education learning experiences. The results confirm that (1) there are many varied and polarized perspectives about e­learning, and each position should be carefully considered by policymakers and administrators concerned with implementing e­-learning technologies; (2) it is unlikely that e-­learning experts will ever reach consensus on the effects of e­-learning technologies within educational contexts; and, (3) the use of e-learning technologies in higher education will continue to vary based on subject matter, instructors, institutions, contexts, availability of technology and various other factors--not the least of which are the purpose of the learning activities and the epistemological beliefs about higher education. The diversity of opinions that currently exist does not make one view more correct or superior to another.