The study investigated the practicability of e-learning for teaching and learning in Ethiopian higher education in terms of availability, clarity, accessibility in terms of accommodation and economy. The research looked into the roles of e-provisions based on the country’s Information and Communication Technology (ICT) in education policy guidelines as benchmark. Descriptive  survey research  design was used in the research since the study focused on indicating status than in-depth institution-based analysis of technology-use in education. Two higher institutions  were selected for their relative proximity and viability for data collection. Data for the research were collected from 150 students, 4 technical support renderers and 30 teachers. Instruments of data collection were binary mode questionnaires and semi-structured interviews. Findings indicated shortage in a purpose-orientation, weak cross-institutional interchange and low mainstreaming of e-resources for course-provision. Though initiatives were high to use e-resources across lessons, shortage in internet access and prevailing digital divides were common barriers. Selective use of e-learning was witnessed on the part of technical support providers. multiplier effects in sharing experiences were not practiced among the teachers. Purpose-conformity was met on highly individualized bases. inter-institutional experiential exchange was insufficient though there was high emphasis  on supporting selected instructional strings.  

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