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This article reports on the investigation into the differences in students?? perceptions when they are subjected to two different instructional designs of the Web-based Learning Environments (WBLEs), one utilising the constructivist approach adapted from the Black and McClintock Model and the other utilsing the traditional content-based approach. As envisaged, the content-based approach of the WBLE received significant favourable responses in terms of the design of the course contents. However, in terms of the content delivery, the respondents felt that the constructivist WBLE provided them with more meaningful learning opportunities through the provision of learning in context, on-line collaboration and the availability of the on-line resources.