Technology has become a fundamental aspect of learning, yet many course instructors are hesitant to incorporate various forms of technology into their instructional design. This study sought to determine how course instructors can be assisted and supported to incorporate various asynchronous and synchronous technologies and strategies to course design and delivery to improve student learning outcomes. Participants and data collected in Cycle 1 consisted of course instructors, undergraduate students, and administrators in a medium size department at a public university. Action steps included the researcher working closely with three course instructors to assist them in incorporating various asynchronous and synchronous technologies and strategies into their course design. This took place over a fifteen-week long semester in which the selected technologies were implemented and evaluated in Cycle 2 with the goal of determining how instructors could be assisted and supported when integrating these technologies. The evaluation of Cycle 2 was based on feedback from course instructors and students who participated in the courses taught by the instructors during that semester. This evaluation provided insights into ways in which instructors can be assisted and supported to incorporate asynchronous and synchronous technologies and strategies into course design and delivery and how the use of these technologies effected student learning outcomes. Findings from this study highlighted the need for course instructors to be supported and assisted to integrate various forms of technologies, how using various asynchronous and synchronous technologies effected student learning outcomes and thus identified the need for differential learning opportunities. Implications for the organization included continued support and assistance for course instructors and further collaboration with students, administrators, and internal and external stakeholders of the organization to impact instructional design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]