The use of Web-based resources in higher education has been expanding at an exponential rate over recent years. It is having a significant impact on every discipline, not least in terms of enriching the store of accessible learning materials. Moreover, advocates of virtual learning environments have made strong claims that educational technology can enhance the quality of students' critical thinking. This article examines these claims within the context of a WebCT-based project and the subject of history. It interrogates a body of evidence which suggests that technology can induce improvement to the quality of learning and cognitive achievement. But it also underlines the centrality of assessment practice and students perceptions of learning goals in shaping the impact of "online" approaches on student attainment. To that extent, this study holds wider implications.