Although the advent of VLEs (Virtual Learning Environments) promised more flexible and independent learning, concerns have also been raised about the quality of their pedagogical effects. This article presents the results of a case study which endeavoured to explore the relationship between approaches to learning and studying, and perceptions of use of a VLE in a Higher Education taught module. Literature review focuses on the theory of approaches to learning and studying, which advocated that students' positive perceptions of the academic environment are linked to desirable learning outcomes and proposed the existence of three distinct approaches to learning: the "deep," the "strategic" and the "surface" approach. The results of the study are presented and the relationship between approaches to learning and use of the VLE is explored. The article consequently investigates the requirements for appropriate design of VLEs. Recommendations are aiming to highlight the importance of specific elements in the design and delivery of online courses through VLEs. Reflection, inquiry, analysis and synthesis are key characteristics which play a crucial role in the demonstration of desirable approaches to learning in an online context. (Contains 3 tables.)