Ghana's higher education landscape reveals the continued dominance of the face-to-face mode of learning to the utmost neglect of other modes of innovative learning. This study shows that distance and sandwich education which involves practical work experience in addition to academic study in an e-learning environment in Ghana are stifled mainly because of high stigma, poor internet connectivity, and non-existence of national policies regulating higher learning through innovative educational programs. Through conceptual analysis, the study suggests a policy framework for enhancing higher learning through innovative modes of learning in Ghana's higher education institutions.