The increase of computer technology and Internet applications since the early and mid-nineties has seriously enlarged the ways of delivering and managing education at university level. Educational technology can seriously affect all aspects of the instructional design, the facilities for learning support and the organizational structure. Short-term effects of technology adoption seem to be apparent. However, the speed of technology expansion and institutional reforms leave little place for reflecting on long-term implications, neither do scholars have much time to examine the position and beliefs of all educational costumers towards a technology enhanced learning model. This paper addresses this issue by describing the expectations of university students towards the increase of technological facilities for on-campus instruction and learning support. A written questionnaire was administered to a representative sample of 472 university students within all faculties of a mid-sized Dutch speaking university in Belgium. Data were collected in spring 2002. The results show students to have high access to computer technology. Of all students, 85 % uses the internet at least two times a week at home or at the university. However, high Internet access and use does not guarantee favorable expectations toward the shift from a traditional instructional model towards a technology supported model. Only few students favor a full conversion towards a virtual university, 10 % prefer the maintenance a non-technological instructional model and almost 90 % prefer a mixed model. Students express many concerns as well as challenges regarding the impact of e-learning facilities on university life. An 11-item Likert scale was developed for assessing students' expectations towards the outcomes of e-learning. Principal component analysis revealed a three construct underlying structure of expectations: the social impact of technology (3items), institutional expansion due to technological innovation (5 items), and perceived instructional problems (3 items). In this paper, full results of the scale development will be presented.