This paper describes an exploration of an inquiry-based learning approach undertaken with a group of first-year students in a large undergraduate class. An innovative technology support was used to manage the process and an exploration was undertaken to determine students' responses to learning based on problem-solving activities. The study investigated the extent to which the problem-solving approach was able to cater for the diverse needs and expectations of the students. Positive results confirmed the efficacy of the setting, and demonstrated students' preferences for problem types. (Contains 7 tables.)