The perceptions and theories of developers and users of eLearning have been used as the predictors of development and use practices of eLearning in higher education institutions (HEIs) (Aviram & Tami, 2004). Furthermore, technology-related changes are perceived as personal rather than social challenges (Sasseville, 2004). At the broader level, educational technologies are perceived either as ‘instrumental/supplementary’ or ‘substantive/liberal’ in higher education. If information and communication technologies (ICTs) are considered just like other technologies with no role other than their technical role, the view is instrumental. But substantive theorists suggest that ICTs can change the culture of society and their mere existence can make the difference (Macleod, 2005; Ezer, 2006).