Purpose--The purpose of this work is twofold. First, the vagueness of e-learning terminology is explored as a premise that the uncritical use of language reflects uncritical approaches to e-learning. North American practitioner literature is then reviewed to examine the way(s) in which e-learning vocabulary and metaphors reveal the attitudes and values that executive decision-makers and analysts bring to bear on organizational e-learning strategies. Design/methodology/approach--Trade and industry publications related to e-learning in the workplace are written both by and for executives and e-learning analysts. A swath of these publications and web sites, along with three major white papers from the OECD, Canada Conference Board and NGA/ASTD were analyzed for major themes. Findings--This review finds practitioner literature dominated by concerns about cost and technology in strategizing and implementation to the near exclusion of learner considerations. It is argued that a broader conceptualizing of e-learning's impact is required for effective analysis. Originality/value--This review lends perspective to the values and priorities of executive decision makers in practice, showing that a broader understanding of workers' learning and affective needs is required if e-learning is to be applied effectively toward developing creative, productive, satisfying and sustainable learning organizations. Organizational decision makers should seek the input and perspective of multiple stakeholders to ensure that e-learning strategies are appropriate not only in terms of financial and technological feasibility but also in the interests of lasting positive effects on employees and organizational culture.