The aim of this study was to investigate the advantages and challenges in integrating elearning and e-learning systems into higher education by examining the theoretical groundwork of e-learning and some of the relevant studies. It was ascertained that by implementing e-learning systems into higher education, learning and teaching become more flexible, interactive, multimedial and active. Incorporating such systems into the institutions of higher education positively affects the overall quality of education and enables more options in establishing and developing e-learning. Research into student experiences with elearning reveals an important impact attitudes and motivation have in e-learning, and on which learning success and the probability of continuous usage of such systems depend. The challenges presented by infrastructure, accessibility and phenomena such as computer anxiety also affect the establishment, implementation and development of e-learning platforms. Furthermore, the results of such research suggest that students are generally satisfied with elearning systems and in many cases prefer those systems due to a range of reasons such as flexibility and clarity. Research into these matters also suggests that e-learning encourages higher order thinking, as well as reflexive and integrative learning.