Educators are increasingly using educational technologies at the postsecondary level although little research has investigated the effects of such technologies on learning. Our research explored the effects of traditional lecture, slide-show-supplemented lecture, and virtual learning environment (VLE) on learning and frustration among college students. Participants in slide-show-supplemented lecture and VLE conditions demonstrated more learning than participants in the traditional lecture conditions. However, participants in the VLE conditions reported significantly higher levels of frustration relative to those in the traditional lecture and slide-show-supplemented conditions. Our findings may be particularly relevant in light of the increasing numbers of online college degree programs that use VLE platforms. We discuss additional implications and future research. (Contains 1 table and 4 notes.)