Based on survey data from 1222 undergraduate students studying at UK higher education institutions, this article addresses students' engagement with the internet as a source of academic information for their studies. In particular the article explores how academic use of the internet is patterned by a range of potential influences such as students' wider internet use, access and expertise, their year of study, gender, age, ethnic and educational background. Analysis of these data suggests that students' academic internet use is most strongly patterned along the lines of gender and subject-specialism rather than other individual characteristics or differences in technology access or expertise. The article therefore considers how these differences can be addressed by those seeking to encourage ICT-based learning across all sectors of the undergraduate population.
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