This is a study of an online, Web based learning environment developed for an introductory business information systems course. The development of the environment was guided by a design principle that emphasizes choices regarding hypertextuality, centralization in client-server, interactivity, multimedia, and synchronicity. The environment included a several hundred page textbook and individual and group online learning aids and implements. Following the development period and a pilot class, the system was used by students in three large classes of 50 - 100 students each. We examined student grades, attitudes, and usage logs and their intercorrelations. Our findings indicate that online, Web-based learning environments are not just feasible. Employing such a system to complement lectures yields measurable enhancements. We propose a focus on logged, machine-collected usage statistics. Such statistics allow a measurement of actual reading behavior and linearity in the learning process. Reading amount is highly correlated with student achievement. A-synchronous conferencing tools enhance instructor-student and student-to-student interaction. This interaction is, itself, a correlate of success in the course. Furthermore, more mature student groups seem to make better use of the online environment, and use it less linearly.