In recent years, e-learning has tremendously increased the opportunities for different approaches to learning for both individuals and groups, made possible via ICT. Increasingly, universities and institutions are harnessing the capabilities of e-learning and other innovative technological systems to facilitate the education and training of healthcare providers, students, patients/clients, and the public at large. Equally, the continuing education of practicing health professionals through sharing experiences and ideas with colleagues is made possible via access to such ICT facilities. However, although we have progressed much in terms of providing accessibility to health information through the rapid growth of the Internet, the success of e-learning in healthcare comes in isolated areas. This is partly due to the nature and complexity of the health industry which involves a huge number of stakeholders, and the rapidly evolving technology. In addition, the lack of progress may also be partially explained by the lack of a proper structure to guide and scope e-learning research within the complicated health setting. In this paper, we argue the usefulness of a functional framework of e-learning research in the healthcare area. Therefore our aim is not to provide another e-learning literature review. By examining the extensive e-learning literature, with particular focus in the health sector, we propose a user-centered and contextsensitive approach to e-learning research, using a framework modified and adopted from stakeholder theory. The different components of this framework are presented. Future work includes an evaluation of this framework.