This paper draws on the experiences of management education students following courses using a combination of e-learning and class-based learning methods at Nyenrode University. Evidence is taken from two international MBA courses in Management Information Systems, which followed the same pedagogical design but were delivered using contrasting IT platforms. Both courses were designed to support a “conversational” rather than “instructional” model of learning, where the emphasis was placed on knowledge building and skills acquisition through the trajectory of active participation. In both cases, technology was introduced to support a student-centred learning process through “e-learning”, rather than an “e-teaching” model based on the instructor’s direction. We record how students responded to the technological and pedagogical innovations incorporated within these courses. The findings from both courses are remarkably similar, suggesting a number of ‘platform-independent’ factors which determine student responses to this new method of course design and delivery. Student attitudes towards the adoption of ICT tools and acceptance of the conversational “e-learning” approach in both courses appear to be strongly linked to social pressures, with peer opinion and the prevailing learning culture exercising an important influence on potential adopters. The results suggest that course instructors should invest a significant amount of time in socialising learners to accept changes in the new learning approach and method of course delivery, as a means of overcoming initial adopter inertia amongst students.