A majority of the research conducted in the field of online distance education has centered on systems evaluation, attitudes toward the medium, and student and instructor satisfaction. The current body of literature is limited by a lack of studies that explore online course design based on sound educational theories and academic growth. This study examined the relationship between constructivist course design and educational effectiveness in online distance education courses. Sixty-five online graduate students completed two Web-based self-report instruments: (a) the Constructivist On-Line Learning Environment Survey (COLLES), which measured the students' perception of the learning environment and (b) the Cognitive, Affective, and Psychomotor Perceived Learning Scale (CAP Scale), which measured the students' perceived learning. The results of this study found that there was a relationship between all of the elements of constructivist course design measured by the COLLES and affective learning. A relationship was also found between the extent to which engagement in the online environment was made relevant to the student's professional worldviews and related practices and psychomotor learning. Interestingly, there was no relationship found between constructivist course design and cognitive learning. The results of this study reflect the constructivist tenets that learning is inherently social and involves emotions and feelings.