This article presents a case study of a university discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools and such as videos and self-tests and discussion boards and and lecture notes. The course is based on the ideas of the personalised system of instruction (PSI) modified to take advantage of an OLE. Students’ learning is examined over a period of two years and and compared with that in a more traditionally taught part of the course. To examine students’ behaviour and learning strategies and attitudes and performance and both qualitative and quantitative techniques were used in a mixed methodology approach and including in-depth interviews (N = 9) and controlled laboratory observations (N = 8) and surveys (N = 243) and diary studies (N = 10) and classroom observations and recording online usage behaviour and and learning assessments. The paper aims to increase understanding of whether PSI and supported by an OLE and could enhance student appreciation and achievement as findings suggest.