Web‐assisted instruction in upper division communication studies curriculum

Purpose This paper aims to describe the incorporation of technologies into two upper division Communication Studies courses at Texas Tech University. Design/methodology/approach The article discusses the methodological and pedagogical rationale used to select the appropriate technologies and to effectively incorporate them into the classroom. An early semester survey and then a post‐semester survey were administered. The survey results and implications are reported and discussed. Findings There are more technologies available to teachers today than in the past. Therefore, the decision to use these technologies will continue to be intricate, but instructors must make the decision based on a fundamentally sound rationale in order to succeed and attain the course goals. Originality/value The paper offers both qualitative and quantitative observations and suggestions for instructional technology in the traditional classroom.