Psychological perspectives have long been reflected in educational theory and practice. Therefore, we expect psychology to contribute to our understanding of the impact of technology on the temporal aspects of teaching and learning in this digital age. Understanding how we learn, and how learning and teaching can be facilitated, are key to understanding the temporal dimension of e-learning. In this article the authors review the research literature with the purpose of developing a psychologically informed understanding of the temporal aspects, challenges and skills required for successful digital mediated learning. They consider how time has previously been addressed in educational theories and evaluate whether these theories retain their psychological validity in the context of e-learning. How is time perceived and experienced? How do such perceptions and expectations impact on e-learning? What skills will learners require? The authors' consideration of these and other issues leads them firstly to advance five psychologically informed challenges associated with the temporal aspects of e-learning. Secondly they identify three categories of psychological skills that support the ability to manage these temporal challenges and illustrate how they function as psychological enablers to e-learning. Psychological insights will not only deepen our understanding of the temporal aspects of e-learning, they will also inform the design of educational materials and the deployment of technology to support their effective use.