As demand for online course delivery increases, it is imperative that those courses be delivered in an effective and efficient manner. While technologies are offering increasingly new and innovative tools to deliver courses, it is not known which of these tools are perceived as useful and beneficial by university agricultural education students. This study sought to measure the impact of using an audio/video communication tool (Jing[TM]) within the online classroom environment in an effort to document the tool's value to students. This multi-state quasi-experimental study was conducted at land-grant universities in Arizona, Montana, and Texas. The instrument contained Likert-type scale questions with specific focus on the use of an audio/video technology (i.e., Jing[TM]) as an instructional tool and the relation of verbal communication to online learning. A total of 168 instruments were completed by participants. Thirty-one individuals completed all three rounds of the study. Findings revealed that gender and classification can impact perception of technology use in online courses. Participants reported strong preference for audio, feedback and immediacy; communication and interaction; and social presence. Implications exist in regard to the delivery of online courses. (Contains 10 tables.)