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There is much enthusiasm for the use of new information and communications technologies (ICT) and online education and training (OET) in particular, in higher education. ICT is presented as a panacea for all contemporary education and training problems. But using ICT and OET is subject to similar practical and theoretical problems long debated in the extensive literature on open and distance education (ODL), and to a small but growing critical literature on its use in education. These literatures have largely been ignored by advocates of ICT. The question is why their enthusiasm persists.