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This paper describes an exploration of an inquiry-based learning approach undertaken with a group of first-year students in a large undergraduate class. An innovative technology support was used to manage the process and an exploration was undertaken to determine students' responses to learning based on problem-solving activities. The study investigated the extent to which the problem-solving approach was able to cater for the diverse needs and expectations of the students. Positive results confirmed the efficacy of the setting, and demonstrated students' preferences for problem types.