The use of the Internet as a course supplement represents a new reality in higher education today. The novelty of this tool has diminished to the point that students, and most administrators, now expect that Internet-based technology accompany traditional classroom instruction. We used a six-year record of student evaluations (1996-2001) from an Internet-supplemented course in Plant Nutrition at the University of Wisconsin-Madison to analyze the student’s command of this tool, as well as the behavior associated with its use. We found that students have progressed considerably from being unfamiliar with the Internet to a comfort level where they now possess the experience to critically evaluate our Internet-based instruction. Internet access has moved from the university to home computers, and students are now concerned with the efficiency by which they can extract information from course websites. However, the Internet does not appear to have yielded a decline in class attendance or the need for a direct contact with the instructor. Students appear more inclined to attend courses with Internet supplements, as opposed to those that do not offer this technology. Our data suggests that academia has advanced beyond the uniqueness of Internet-based instruction to a situation in which we must develop new metrics to evaluate the efficiency of this tool in pedagogy so that it effectively measures the tradeoffs between enhanced learning and the time and effort it takes to maintain this electronic environment.