Web-based instruction is a popular new form of education being adopted at all levels of schooling and it is generating a great deal of interest in the instructional technology R&D community (Carr-Chellman & Duchastel, 2000). Nowadays, blended learning is bringing together of traditional physical classes with elements of virtual education (Motteram, 2006) and its effectiveness is a popular matter of research. This paper focuses on two particular courses that of 'Educational Technology - Multimedia' and 'ICT Pedagogical Applications' for students who are prospective teachers intended to enter the Greek secondary technological education. Courses are offered by the Educational Technology Laboratory at School of Pedagogical and Technological Education (ASPETE) in Patras, Greece. The basic free services of Claroline Campus are used to create and manage an e-course for the teacher-students which works in parallel with the face to face above mentioned courses in a supplementary way resulting in a blended learning course. The purpose is the e-course to be a 'place' open to a live dialog and questioning among the teachers-student. They may decide on the place, the time and the pace they may work in this e-course, find additional educational material and information, deliver projects and assessments, continue discussions started during the face-to-face lesson, start new ones or exchange ideas about their projects, work together in order to complete a project and discuss about common learning problems as well (Karatrantou & Alimisis, 2006). The participants are keen to try different kinds of experiences and clearly learn a range of skills from doing this. This paper attempts to capture students' experiences of using a number of online tools trying to illustrate how important the blended nature of this course might be for them to get a balanced program that upgrades skills and knowledge, but which also enables them to reflect on past and future educational practice. For this purpose data of 63 students-teachers are used. These data are coming from the Claroline statistics keeping track of their work in the e-course, content analysis of their forum discussions as well as from their answers on a series of written questions of an appropriate designed questionnaire.The experience gained in the frame of this course is described, the way teacher-students used the tools offered is discussed, the main gain achieved is analyzed and the way in which the electronic course was integrated into the normal course is presented. Opportunities and facilities that Claroline Campus offers as well as difficulties and questions arising from the use of it are also commented. Carr-Chellman, A. & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology, vol 31, No 3, pp 229-241 Karatrantou, A. & Alimisis, D. (2006). Claroline supports teacher education: A Greek case study. Proceedings of ACCU2006, May 22th and 23th, Louvain la Neuve, Belgium (electronic) Motteram, G. (2009-6). 'Blended' education and the transformation of teachers: a long-term case study in postgraduate UK Higher Education. British Journal of Educational Technology, vol 37, No 1, pp 17-30