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This review provides a rough sketch of the evidence, gaps and promising directions in e–learning from 2000 onwards, with a particular focus on Canada. We searched a wide range of sources and document types to ensure that we represented, comprehensively, the arguments surrounding e–learning. Overall, there were 2,042 entries in our database, of which we reviewed 1,146, including all the Canadian primary research and all scholarly reviews of the literature. In total, there were 726 documents included in our review: 235 general public opinion; 131 trade⁄practitioners' opinion; 88 policy documents; 120 reviews; and 152 primary empirical research. The Argument Catalogue codebook included the following eleven classes of variables: 1) Document Source; 2) Areas⁄Themes of e–learning; 3) Value⁄Impact; 4) Type of evidence; 5) Research design; 6) Area of applicability; 7) Pedagogical implementation factors; 8) A–priori attitudes; 9) Types of learners; 10) Context; and 11) Technology Factors. [ABSTRACT FROM AUTHOR]