Three hundred students across eight countries and eleven higher education institutions in the Asia Pacific Region participated in two courses on climate change and disaster management that were supported by learning technologies: a satellite-enabled video-conferencing system and a learning management system. Evaluation of the student experience across the region proved a significant challenge, particularly the way the students conceived of the links between the technologies and their studies, and the way they approached the use of the technologies in connected and sometimes disconnected ways. This study examines the results of a quantitative investigation into the student experience and identifies key aspects of the structure of the variables used to evaluate the experience as well as identifying groups of students in the sample population who reported qualitatively different experiences. Significant outcomes reveal that cohesive conceptions of the learning technologies tend to be related to more effective ways of using both the video-conferencing and learning management systems, and that both at the level of variables, and at the level of groups of students, these experiences tend to be related to relatively higher outcomes. The results have important implications for both the design and teaching of technology-mediated courses and offer ideas for courses that combine systems such as learning management and video-conferencing. (Contains 4 tables and 2 figures.)