Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics' views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005; Olaniran, 2006). This study also identifies how their role has changed and the underlying factors which may cause negativity in their working environment. Based on a literature review and twelve interviews with academics the work suggests that online learning applications have increased workload. For some academics the use of E-learning technology in UK higher education can be a full time occupation. It is evident from the data that the drawbacks to current E-learning technology outweigh the number of benefits. A key concern is the high number of working hours spent on E-learning systems by academics. This research states unequivocally that the level of complexity for some academics is daunting as well as frustrating. A key finding from this research is a wish list made by academics that can help in their role as teachers in utilising E-learning technology. Managing expectations of academics is vital to the success of E-learning technology in higher education institutions.