This article describes the implementation and evaluation of a learning objects based computer aided system for an advanced engineering course at Ghent University, Belgium. A new syllabus concept was introduced: students had access to a Web-delivered component and received an identical printed component as two sources of information additional to the altered lectures. The latter were redesigned as interactive, application-oriented sessions, centered around two case studies which actively engaged students in the learning process. Both pre-test and post-test surveys were conducted to investigate the impact and the effects of the new teaching approach. The following issues were addressed: changes in students' attitudes toward the use of ICT; the impact of the new approach on students' ways of learning; and their appreciation for the entire course concept. The issue whether multimedia and lectures are complementary or alternative in nature as well as some gender related issues are also discussed. (Contains 1 table and 2 figures.)