Purpose: This report explores the notion of signature pedagogies within the field of e-learning for higher education. Methodology: We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice and understanding of the profession. Results: We show how signature pedagogies can be applied to both synchronous and asynchronous aspects of e-learning in higher education. Conclusions: Designing learning in an e-learning environment requires consideration of the differences between conventional and online learning. While educators may choose to incorporate similar learning activities (e.g., case-based learning, group discussion), the mode of learning (e.g., learning platforms, tools) and engagement in online learning may be different. Signature pedagogies should be chosen for their effectiveness at building capacity within the profession of education and for maintaining a community of inquiry. Whether they are surface, deep or implicit, implementing a signature pedagogy should be for the benefit of all learners. Recommendations: Designers of e-learning can incorporate signature pedagogies into program and course design to ensure that elements of surface, deep and implicit learning are included in design. Additional data: The report was developed as an Open Educational Resource as part of the follow-up commitment to the "Technology in English" event, held in November 2016, which was a collaborative effort between The White House Office of Global Engagement and the U.S. Department of State, Bureau of Educational and Cultural Affairs, Office of English Language Programs. [The authors are grateful to the Office of Teaching and Learning, Werklund School of Education, University of Calgary, who awarded funding for this project under the Scholarship of Teaching and Learning Grant, 2016-2017.]