This article examines the way in which e‐learning is transforming the nature of social interaction in higher education. In this new educational environment, radical societal transitions and the opportunities afforded by modern communication technologies together produce formidable challenges. Significant as these challenges may be, concentration upon problems of a practical kind draws attention away from the more theoretical concerns in understanding e‐learning. By drawing together developments in social, educational and communicational theory and Gilly Salmon’s hands‐on approach to teaching and learning online, this article reveals some unintended consequences: e‐moderation and the use of e‐tivities may perpetuate the very conditions that limit our chances of dealing successfully with the challenges posed by e‐learning. While theory may muddle what might otherwise be communicated meaningfully to those in search of practical answers, theoretical developments provide concepts and frameworks that can be placed in the service of a critical understanding of e‐learning and the transformation of social interaction in higher education