Advances in information and communication technologies, particularly the emergence of the Internet as a major source of global information have encouraged tertiary educators to develop rich, technology-based learning environments. Moreover, ready access to multimedia at the desktop provides the opportunity to develop engaging and interactive learning resources to enhance traditional learning environments. As a consequence, educators of distance education students are now able to move away from traditional, print-based study packages and develop multimodal course materials. This paper provides a qualitative meta-analysis of the issues associated with academics' adoption and integration of technology for developing distance education courses, emerging from a range of contemporary studies and presents a framework for the investigation of factors influencing academics' adoption of technology. Author abstract