Using data collected in spring 2009 from students at a southern research university enrolled in either of 2 sections of a general education course that fulfilled a social/behavioral sciences graduation requirement, the present study examined whether participating in online assignments enhanced students' satisfaction with those assignments and with their learning. Online assignments included chapter exams, video questions, and survey questions; they were due weekly. Additional online assignments were 2 threaded discussions over the semester. The study used subjective and objective measures of student learning. Overall results confirmed that having students participate in online assignments can promote student satisfaction and foster critical thinking and deep learning. Practice implications are briefly discussed. (Contains 3 tables.)