Higher education and learning calls for a human process, an interaction between facilitator and learner. A customized approach to individualized problems is more than just electronic delivery. The crucial issue is not the mode of delivery, but the skills required to facilitate learning. Unfortunately, evidence of a subtle re-definition of education and instruction seems to emerge in some quarters, a re-definition that leans toward information delivery rather than education.Facilitators live under an impression that the necessary information is available and yet learners do not utilize opportunities to expectation. The problem can be that the message received is not an exact replica of the intended message originally sent. The "noise" accumulated during "transmission" obscures the true value of the 'signal'. Fortunately an increased awareness is growing to identify best practice in terms of learning facilitation in the new technologically enriched environment. To address this issue requires more than technical competence. This paper acknowledges that a combined approach is called for and proposes a framework within which the role of the e-options can find its rightful niche within the realities of modern educational practice once the current "signal to noise ratio" has been modified to send clear messages. The paper highlights contributing factors; identifies methods by which behavior can be understood; and eludes to key concepts to be aware of when approaching technologically enhanced education. Includes four figures. (Contains 10 references.) (Author/AEF)