This article describes the design and delivery of a compulsory course in packaged software at vocational schools in Taiwan. A course website was devised and deployed to supplement learning activities in the traditional classroom. A series of quasi-experiments was conducted with innovative instructional designs, that is, web-enabled problem-based learning (PBL), self-regulated learning (SRL), and their combinations. The impacts of these web-enabled pedagogies on students, instructors, and course design were evaluated. The effects of web-enabled pedagogies were mostly positive, thus reinforcing the instructor's confidence for further application to the rest of his courses. The authors further discuss the implications for schools, scholars, and teachers who plan to implement, or are already engaged in, e-learning. (Contains 2 figures and 3 tables.)