This study aims to examine the extent to which offering optional autonomous training online contributes to better learning and improves inclusiveness in an introductory networking course. We present how we designed these active-learning resources in order to offer a high variety of problems within a class of situations, and in order to provide constructive feedback. We expose the methodology that is planned for comparing the use and benefits of Autonomous Training Resources to the other existing resources at the students' disposal. Preliminary findings show that students are currently using these non-compulsory autonomous training resources at almost the same level as they are using the course resources.