This position paper deploys a dialectical worldview and a critical sociological perspective on practice to conceptualize professional e-learning as a reflexive bundle of knowing, doing, thinking and reflecting that produces practical knowledge as the power to change when immersed in the dynamism of practice across social structures. It is therefore a structural constructivist process. Two implications for the design of electronic continuing professional development (eCPD) pedagogical models to address this learning challenge so as to improve the impact of eCPD programmes on professional practice are explored. Firstly, acknowledging the diversity of social actors in any process of eCPD for changing practice highlights that implementing technologies and implementing new evidence to improve practice brings up issues of conflict and confrontation because of the agency of all practitioners. Secondly, in such a context, educators could tackle the challenge of managing the reflexivity of professional networks by creating new informal social structures for social interaction and collaborative learning networked with technologies that disrupt existing structures. Finally, it concludes with recommendations for designing eCPD as a strategy to improve impact on practice. [For the full proceedings, see ED562127.]