The paper reports on the findings of the recently finalized a project targeting students from higher education sector titled "Evaluation of teaching and learning delivery modes in Arts and Education subjects", which was supported by Australian Learning and Teaching Council for two years from 2008 to 2009. The research investigated student preferences for the mode of delivery of their teaching and learning [T/L] resources such as study guides, readings, supplementary language & learning materials. In addition to data related to this issue, very interesting data was also collected in relation to student preferences for onscreen versus hardcopy reading. Somewhat overwhelmingly, in all subject areas and age groups, as well as across the range of student backgrounds and levels of digital literacy, the findings indicate a very strong student preference for paper-based or hardcopy reading as against online and onscreen reading. These findings raise a number of important questions connected to the increasingly prevalent provision of student resource materials online in the tertiary sector. In this paper we question the appropriateness of educators and policy makers taking too seriously prevalent rhetorical tropes in the discourse of technology enhanced learning [TEL] such as the "Net.Generation" or "digital natives versus digital immigrants". Such tropes need to be handled cautiously we suggest. For in spite of the appeal of such buzzwords and catch phrases, the digital literacy and/or digital rapport of the present/next generation of university students may not be as strong or advanced as some university managers, policy makers, as well as enthusiastic TEL educators, may like to believe. In conclusion we argue managers, educators and policy makers in Higher Education [HE] should continue to ensure multi-modal forms of T/L resource delivery are provided to guarantee equity of access for an ever increasingly diverse university student cohort.

Information Communication Technology (ICT) diffuses to a mixed reception among academics, partly because the scope for pre-adoption experimentation needed for devising new practice is being eroded by the centralized nature of infrastructural controls that accompany initial ICT implementation. Corporate managers now leading Universities are coming to regard ICT as the key to implementing the transition from the modern „mass university” to the future “virtual university“ ( see table 3.1 in Delaney 2002). Clearly, face-to-face teaching is soon to be widely regarded as only one of the options in course-unit content delivery, especially if course-unit pre-requisites are to be relaxed in the interests of widening appeal and class sizes without generalizing content so much as to dilute quality, not to mention relevance. It is argued here that, in this context, online delivery should be in hypertext including links to relevant web sites, and that if the university cannot support the necessary net-ware, the hypertext can be distributed on CD with supporting documents, with teacher-student interaction served through a university web site and/or email system. Introduction