This study investigates the level of students' learning when using e-lectures to increase the flexibility of the learning experience. Two cohorts of students were presented with the same material in lecture format. The control group attended a traditional live lecture, while the treatment group was offered an e-lecture with the same content. Both groups were asked to work on specific review questions and encouraged to pose their own, as preparation for a knowledge-acquisition post-test. There were no significant differences in post-intervention measures regarding students' level of knowledge, but students in the e-lecture group (lacking immediate teacher-student communication) employed a strongly acquisitive mode of learning, thus undermining teacher-student dialogue later in classroom. The results of this study indicate that students may learn efficiently at the introductory level by using e-lecturing material and they are also satisfied by the flexibility of the experience. However, the adoption of e-lectures to support flexible learning should be explored in close relationship to models of course re-engineering that also foster instructional cohesiveness, by integrating the various learning events as interrelated nodes of a productive learning network. (Contains 4 tables.)