Online delivery is becoming more widely used to enhance face-to-face provision within the higher education sector. What is the value of such supplementation in the learning process? This notion of value is explored through examination of the responses and online output of over 50 students involved in two third year units, each of which used online supplementation. These responses and output are then analyzed within teacher-centered and student-centered models of teaching. Findings are discussed related to: components accessed; the reasons for accessing or not accessing the different components; students' perceptions of the usefulness of the bulletin board to their learning; the lecturer's intentions and perceptions of the impact of the online components; and examination of the online components. The findings suggest that the level and amount of self-directed learning undertaken by the students in the supplementary online component is related to the approach to teaching and learning adopted by the lecturer. The student questionnaire and lecturer interview schedule are appended. (Contains 10 references.) (Author/MES)