The increasingly popularity of eLearning does not refer to a specific educational method of instruction nor method of delivery. The design can have different meanings depending on the sophistication of the educational method employed, the resources made available, and the educatorís skills. Unfortunately the application of technology in education does not necessarily equate to effective forms of learning. The literature does not always provide clarity in defining a framework for educational technology initiatives. This paper suggests that such a taxonomy is necessary to establish distinct categories of eLearning between industrial models, bottom-up innovation and top-down institutionally-led changes.