An online curriculum intervention focusing on electronic interactions structure and percent composition was developed using a modified Knowledge Integration design framework. A study was conducted to determine the effectiveness of the design and student perceptions of their experiences. A sample of 58 students enrolled in an introductory chemistry course at a private university was recruited. Data sources and instruments included (1) a content paired pre- and post-test, (2) a modified "Motivated Strategies for Learning Questionnaire," (3) a demographic survey, (4) a series of Post Learning Module surveys, and (5) focus group/interview recordings. Findings indicate that when controlling for a selection bias, students perform at the same level online as the traditional students. Significant changes in learning strategies and motivation occurred across both groups, but group membership was only a factor in one: Time Management. No changes in self-regulation were observed. Implications for the use of Knowledge Integration in the design of university level chemistry instruction are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]