This article provides a holistic view of e-Learning as a by-product of Adaptive Hypermedia Learning Systems (i.e. AHLS). It aims at proposing a generic framework for evaluating and assessing AHLS. While many of the existing assessment and evaluation instruments yield useful findings (1), most of them seem to be revolving around one key problem __ampersandsignndash; with so many variables that can potentially be considered of impact to the quality of these instruments, how do we re-adapt the assessment and evaluation instruments to produce results that are relevant to our learners__ampersandsignrsquo; ethnographic background1, pedagogical paradigm2, and the actual AHLS. It was also found that many authors choose to disregard (i.e. consciously or otherwise) some variables (2). This practice needs to be discouraged as it not only results in constraining findings but also distorts analysis of the flaws (and strengths) in current AHLS deployments. The proposed framework is designed on a premise that considers a number of studies namely; the E-VAL project models - considering factors from ethnographic, pedagogical, and applicable AHLS; and the Learning Object Review Instrument (LORI) __ampersandsignndash; considering the nine dimensions of quality (3).