The increasing role of information technology changes the way university lecturers teach and adopt electronic learning tools in the preparation, execution, and reworking phase of lectures in higher education. This paper investigates which learning tools lecturers use, why these learning tools are chosen, and which learning tasks they are used for. In particular, promoters and inhibitors for the tool selection as well as infrastructural and organisational limitations are discussed. To this end, the paper presents an exploratory mixed-method approach.