How did the Internet affect learning in higher education? What methodological and theoretical issues characterized research on Internet-Supported Learning (ISL)? What implications existed for future research? A constant comparative, qualitative analysis of 29 studies indicated grade achievement was the prime measure of effectiveness in ISL environments although some additionally assessed student motivation, participation and satisfaction. Some 45% of the studies reported positive results, whereas 55% reported no significant differences. Most studies used quantitative design methodologies. Generally, ISL was found to be more (a) student, group, and/or project-focused and (b) feedback intensive than its classroom counterpart. Other results and implications are discussed. (Contains 4 figures.)