A comparison was made between students' overall performance, as measured by overall grade, in different teaching and learning protocols: (1) traditional textbook and lecture along with standard examinations; (2) lectures with online augmentation and PowerPoint lecture notes along with standard examinations; (3) similar to "(2)" but with modified examinations, 30% of which were questions designed to check students' conceptual learning; (4) similar to "(2)" but with modified examinations, 60% of which were questions designed to check students' conceptual learning; and (5) Flash-based self-guided inquiry and group learning, classroom group discussion, and modified examinations (60% concept). The data gathered indicate that students' conceptual learning is enhanced by the self-guided inquiry eBook and group discussion protocol. (Contains 1 table and 4 figures.)