The authors of this article have had some doubts as to whether the new information and communication technologies presented through the internet may be altering the way in which the student's brain processes the information received. Access to the internet permits students to obtain abundant information quite rapidly, but the result is superficial learning that lacks reflection and is often plagued with mistakes. As instructors, university lecturers face the challenge of designing new activities that engage students in active learning and help to develop skills to guide their self-learning in the subject of physiology. The authors agree with many other authors that meaningful learning requires multiple opportunities for the student to be actively engaged in the reasoning and application of concepts. Thus, they believe that the best learning performance could be reached by the implementation of activities based on the guided use of the new communication and information technologies as, currently, all students can be considered digitally competent. Therefore, in the belief that voluntary participation in an active learning exercise leads to a better understanding of physiology, two different activities were designed. Students had the opportunity of choosing either one of them. They also decided that these activities should be carried out in work teams since knowing how to work in a team has become one of the skills most demanded by the working world. These activities are described in this article. (Contains 1 table.)