Educational content on the Internet is rapidly increasing. Academics and businesses are placing more course material online to supplement classroom and business training situations. In addition, significant increases in undergraduate enrollments in information system courses, and the rapid pace of new knowledge in the field, have led researchers to call for new innovative approaches to learning. Prior researchers have reported that this new Web-based training technology (which has its foundation in computer-based training) has not integrated sound pedagogical practices into the authoring process when developing new tutorials. This paper summarizes an experiment to evaluate the effect on posttest scores of a Web-based authoring tool that prompts the developer to build multiple presentation styles into the learning module. Early results indicate that the tool is more effective than traditional HTML-authoring tools and that the number of exercises affects posttest scores in a positive manner. No effect on posttest scores was observed for the number of examples in the learning module.