Students in online higher education courses face issues with communication with peers and instructors, which often leads to various learner struggles and a less than quality learner experience. The purpose of this project study was to examine the problem of communication in online higher education courses and the role of communication apps in shaping the learner experience. Situated learning theory provided a framework to examine this issue. The research questions explored the perceptions of online college students regarding the use of communication technology apps with instructors and peers and how the use of communication technology apps contributes to communication and learning experiences in courses in a local setting. The qualitative study featured a basic design format to explore the perceptions of students (N = 16) who had taken courses involving communication apps. Participants were interviewed via telephone or videoconferencing or completed an online survey. Responses were analyzed using thematic coding to determine emergent themes. The data analysis emphasized several themes, all of which determined that effective use of communication apps resulted in positive learning experiences for participants. The results informed the development of a professional development course for faculty utilizing the community of practice approach. The professional development course provides a framework for faculty to implement communication apps in the online classroom. Better integration of these apps in online instruction may effect positive change in the student experience by fostering engagement in online courses. [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.]