The ability to access information has gone through a dramatic revolution in the past few decades. Online e-learning has also undergone a revolution wherein virtually all universities have provided courses that can be taken asynchronously anywhere and at anytime. Tools and technologies have rapidly evolved to transform the conventional sequential unidirectional methods into collaborative omni directional learning environments. Piaget's theory of cognitive development stated that "the learner must be active; he is not a vessel to be filled with facts Learning involves the participation of the learner" (Piaget, J. The Child's Conception of the World; Routledge and Kegan Paul: London, 1928). eBooks and new collaborative learning software allows us to create materials and an environment that allow students to explore and independently navigate tendrils of interconnecting concepts that will empower and enhance their construction of a more cohesive understanding of interconnected facets of a discipline. This chapter traces the evolution of e-learning and eBook technologies and explores the current efforts to create more effective e-materials integrated into curricula. Two studies are presented that evaluate the efficacy of e-learning technologies. The first study describes the Kindle Project whose goal is to evaluate the integration of eBooks into university curricula. A second, multiyear study is also presented that evaluates the potential educational benefits of creating an integrated learning environment that allows students the ability to navigate and connect concepts between courses that span a discipline. We are at a critical juncture in human civilization where we have the ability to create a truly global integrated knowledge repository, where material and concepts can be woven together to present courses/materials that incorporate the breath and depth of our scientific knowledge. The challenge is to make these enabling technologies available to all and to create a community that fosters cooperation.