This paper presents research into ways that e-learning can be integrated into conventional higher education teaching. It examines how appropriate techniques and technologies may be selected, adapted and combined for effectiveness, to accommodate the preferences or needs associated with disciplinary differences. The research reviews existing literature and surveys practice. Disciplinary differences are analyzed and examples of typical applications are presented with an analysis of those techniques which are most appropriate. It also analyses quantitative and qualitative data gathered from interviews with students across a number of academic disciplines. The conclusions have implications for the direction of future work on learning design