Purpose: The purpose of this paper is to study the impact of a web-based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning. Design/methodology/approach: In this paper, a web-based multimedia-mediated project was developed based on an Internet Applications course where students were taught to use specific web authoring tools to solve a web-related problem. The mode of learning was geared towards a student-centred, constructivist learning perspective where students were active learners, worked in a group environment and constructed knowledge and understanding in their learning process. An online survey was given to the students to assess their reactions towards this learning environment. Findings: The results obtained were positive and satisfactory. In this learning process, students were able to understand the problem, work collaboratively, construct their own solutions, and determine their own learning outcomes. Feedback on the online survey provided further support of the students' positive attitudes towards this learning environment. Research limitations/implications: The implications of this research study are that students found that the web-based learning environment allowed them to be more active participants in their learning process, increasing their critical and creative thinking skills as well as improving their problem-solving skills. They learned "how to learn" and developed several learning skills such as communication, teamwork, collaboration and presentation, as well as achieving ownership of these learning outcomes. The use of multimedia- and web-based tools for their project allowed them to be innovative in their presentations, making the project more fun for them. Practical implications: This research provides educators with an innovative approach to teaching with technology, and students with a more effective. Originality/value: This paper fulfils Malaysia's MSC initiative to include ICT in the classroom teaching environment and to focus on learner-centred teaching and learning strategies. This constructivist-based learning environment also enabled students to build their problem-solving and collaborative skills as well as their creative and critical thinking abilities in order to meet the rising demands of twenty-first century organisations. (Contains 3 figures and 1 table.)