Teaching on the BSc Animal Science course at the University of Nottingham has traditionally sought to maintain a significant level of practical-based classes at the heart of its modules. Data collection, analysis and interpretation are primary learning objectives of practical-based classes in the biosciences however time limitations often mean the focus during classes is on data collection with analysis being performed by the student retrospectively. This can be challenging for a student as inexperience often means they have difficulty dealing with the individuality and variability of biological data. The current study therefore looked at using a computer-mediated communication facility, WebCT discussion groups, as a means of providing support and advice beyond the practical. Eighty-two undergraduate students on Year 2 module D224Z5 Neurophysiology & Pharmacology were involved in the study, none of whom had previously used discussion groups. Use of the discussion boards was demonstrated at the start of the module and 2h on-line discussion sessions, after each of 3 practical classes on the module, were initially timetabled for 1 week after the practical and 1 before the associated coursework submission deadline; during the session the lecturer would be available on-line to answer questions and to encourage discussion between students. However on reflection and in response to requested feedback following each session, boards were subsequently run throughout the two week period with the lecturer contributing when available. Student opinion on the use of discussion groups was surveyed at the end of the module using an anonymous questionnaire. Forty completed questionnaires were returned giving a response rate of 48.8%. The data indicate that students engaged with the practice of using discussion boards to enhance their understanding. Only 5% of respondents did not use them, whilst 74% of everyone else used the discussion boards after each practical; 84.2% indicated they got useful information from the discussion boards. However the lack of anonymity when using the boards meant that some students (13.8%) were reluctant to participate. Interestingly, the vast majority of students (82.5%) did not consider coursework until at least a week after the practical therefore many (57.5%) thought initial timetabling of sessions was too early to be effective. Therefore overall on-line discussion groups appear to be a valuable tool to provide support that is available and of benefit to all students on a module. It would appear that to satisfy different work strategies of individual students a discussion board without time limitations (asynchronous computer-mediated communication) is the most suitable format. When questioned, most students preferred the use of discussion groups over alternative forms of providing feedback such as e-mails and specific seminars.