Based on a collaborative approach to learning, a student cohort taking an introductory level University course in computing was provided with information and asynchronous communications technology (including learning resources, e-mail, bulletin board and FAQ), as a means of enhancing their collaborative efforts on a web authoring exercise within a flexible learning environment. The qualitative investigative paradigm used was action research. By use of ethnographic techniques (questionnaires and focus group interviews), evidence was gained indicating that while a collaborative approach promoted improved learning, usage of computer-mediated communication technology and its contribution to collaboration was limited in an activity that was skills-oriented, requiring practical experience. Reasons for this are then discussed and a number of barriers to the take-up of communications technology are identified, and implications for educators are drawn from these.