With rapid developments in information technology in society being mirrored in the use of new learning technologies in universities, research into the quality of technologically-supported learning is essential. To date, research into new learning technologies has provided us with valuable knowledge that includes the theories behind their design, the variety of situations in which they can be applied and their impact on learning efficiency and effectiveness. Surprisingly, there has been comparatively little research from a student perspective allowing us to reflect on the quality of the learning processes. In this study, a student-focused perspective was adopted to investigate a student writing experience supported by technology in a first-year undergraduate course in plant science and physiology. Interviews were used to reveal variation in the approaches students have adopted to the whole writing experience and the technologically-supported part of that experience. The data provides opportunity for reflection on what constitutes quality learning in student approaches to writing when technologically-supported processes are part of the experience and the results suggest important relationships that require further investigation. (Contains 13 references.) (Author/MES)