This book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers¿ perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers¿ perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers¿ perception of quality teaching in Italy, the UK