This paper provides an evaluation of the effectiveness of a year-one module delivered by a combination of traditional and online teaching methods to leisure and tourism undergraduates. The research further considers the value of the extemporized implementation of computer-mediated instructional settings that do not consider or refer to existing evaluative frameworks, in view of the fact that initiatives often are driven more by pragmatism and policy than pedagogy and theory. The findings show that there are negative and positive attributes to both methods of instruction, but overall, traditional methods are seen as preferable to new online developments. The reasons for this preference are explored and include communication interaction and contact with a tutor. The main positive attributes of the online system are flexibility and accessibility. The issue of appropriateness of online instruction at differing higher educational levels is also considered.