This paper describes a study which explored students' responses and reactio
ns to a web-based environment supporting problem-based learning. The study
was undertaken among undergraduate students in an Australian university. Th
e findings revealed that while the majority of the students saw value to be
gained from learning in a student-centred and collaborative setting, many
expressed a preference for learning in the more conventional teacher-direct
ed forms. The study also sought to explore the potential of the environment
to develop problem-solving skills and to determine factors which impeded s
tudents' success and achievement. The results did not demonstrate any disce
rnible development of problem-solving skills despite students' extensive ex
perience and participation in problem-solving activities. The findings have
suggested a number of important factors missing in the implemented setting
including an organising strategy to aid students in the problem-solving pr
ocess and adequate feedback to ensure reflection among the learners on the
quality of the solutions they were developing.