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The ability to undertake life-long learning is essential in the world today and this requires independent learning skills. A growing body of evidence suggests integration of computer assisted learning could potentially replace face-to-face teaching entirely with no detriment to students. Case study methodology was therefore utilised to investigate studentsÃ¢â¬â¢ perceptions of the use of online resources to replace face-to-face teaching and the impact of this approach on student outcomes when learning anatomy and physiology. Concurrent mixed methods, incorporating pragmatic comparison of summative assessment scores with a questionnaire gathering student opinion of this learning method, were used. Students had access to typical Anatomy and Physiology Computer Aided Learning resources. Additional adaptive learning activities (ALA) and homework quizzes were provided. Directed study was given for every topic. All but four topics were supported by interactive workshops; these four were supported by additional ALA and an optional Ã¢â¬Ëdrop inÃ¢â¬â¢ session. The results indicated no difference in student outcome for topics taught with and without workshop support. However, although students understood the rationale for the change and sufficient guidance was given, they found the independent learning challenging due to lack of intrinsic motivation and confidence. Engagement with ALA and homework quizzes was limited. Students do not want more independent learning and like the confidence provided by attending workshops. Using more selective online resources may be beneficial and ensuring that materials addressed online are used in other classes may be a way forwards, thus ensuring a constructivist approach to learning while encouraging more independent learning. Roberts Student views of using e-learning tools to facilitate independent learning of anatomy and physiology Journal of Learning Development in Higher Education, Issue 9: July 2015 2 Keywords: Computer Aided Learning; adaptive learning activities; constructivist learning; motivation; perceptions.