This article describes an exploratory study of the educational effectiveness of course Web sites among undergraduate students in accounting and graduate students in business statistics. We measured Web site visit frequency, the usefulness of each Web site feature, and the impacts of the Web sites on perceived learning and course performance. Graduate students visited the Web site significantly more often than did undergraduate students. In both groups, students rated course note availability and access to grades most useful and, relative to men, women felt that the Web site added more to their learning. Undergraduate students who visited the Web site more often and graduate students who found the discussion board more useful also perceived that the Web site contributed more to their learning. Finally, the graduate (but not the undergraduate) students who visited the Web site more often also performed better in the course.
