Lots of papers are being published about e-learning in engineering education. In these papers, positive experiences and aspects seem to overshadow negative ones. However, there are still some problematic sides worth studying. In order to improve its quality these should receive broad attention too. We present an explicit two-sided evaluation of the STUDIO e-learning project carried out at TU Delft in the Netherlands. STUDIO was set up as a Technology and Society course for all first-year students at TU Delft. Given the expected numbers of students, labour-extensivity was an important aim. STUDIO was introduced in three faculties. At the SEFI-conference 2002 the project was evaluated by its designers using student-questionnaires. In this article teachers describe their experiences with STUDIO over some years. Together it gives rise to a balanced view of e-learning in engineering education and provides a good base for improvement.