Most of the organizations involved in higher education have rapidly developed the use of the information and communication technology (ICT). The impact was extremely significant and the humanity has accepted on their day-to-day vocabulary a new letter, the “e” letter. This letter is a key focus and proves the fact that the higher education moved forward also due to the use of the great opportunities provided by Internet. Today we are talking equally about education and E-education, about teaching and E-teaching as well as about learning and E-learning. Every year the higher education organizations develop and implement E-education programs having as fundament new generations of E-courses more reliable to achieve the proposed goal. To design an E-course is not an easy task as such course should fit inside the already existing E-teaching and E-learning standards and also, should respond to students’ expectations. According to researchers (Campbell, 2001) understanding the impact of E-teaching and E-learning is the key factor for moving toward the educational process itself. Even the support provided by the ICT to educational process is great as is to date the author believes that there will be no significant improvement and benefits just only using ICT means without developing/transforming the classroom teachers in E-teachers and without provide them with the necessary e- tools for building students’ knowledge and develop their skills. In this article the author is addressing some key areas such as the teachers new role while moving from a traditional classroom environment to an E-learning environment, and the impact of the E-learning on teachers and students in higher education. Also, the author is presenting a brief overview of the different types of approaches for the E-courses as well as is proposing a model of an E-course designed through a systematic approach and outcomes-based planning, applicable to Informatics discipline.

E-teaching, E-learning, E-course, systematic approach, outcomes-based planning