This report documents benefits and costs of restructuring two undergraduate courses at Virginia Polytechnic Institute and State University to better utilize instructional technology. Professors of the two courses, one in philosophy and one in microbiology, participated in workshops designed to help faculty explore the potential of electronic instructional technology and then restructured their courses to incorporate this technology. Learning outcomes from courses held in the spring of 1997 were evaluated. Students in the Web-based philosophy course section scored somewhat better than, or as well as, students in the traditional lecture section on 15 of 16 essay-scoring criteria. Learning outcomes from the microbiology course suggest no effect on grades of students taking the course, either before or after its redesign. Students in both restructured courses mentioned such advantages as better access to course materials. Institutional renewal through the instructional development initiative was also found. Analysis of costs (including the workshops, course conversions, and workstations for faculty and students) suggests that if 25 percent of a student's entire degree program were taken in these restructured courses, the cost per student would increase by $331 to $465. (DB)