The massive enforced embedding of information and communication technologies (ICT) to the educational process of universities due to the Covid-19 pandemic has exacerbated some of the previously existing problems and attracted attention to their research. This article is based on the results of the analysis of the researchers' views on the problems of distance e-learning, set out in publications of the period preceding the pandemic, and of the present, when the pandemic is not over yet. Variants of combining traditional, distance and electronic learning technologies, economic aspects of ICT implementation, planning the workload of teachers and students, changing the structure of professional risks are discussed. Conclusions are drawn on how the introduction of ICT relates to the goals of higher education.