This paper examines the use of virtual interactions in a Communication class at Cape Peninsula University of Technology (CPUT)-South Africa. It demonstrates how synthesising virtual and other computer-assisted exercises as well as traditional classroom-based activities can enhance the teaching and learning of communication concepts. The paper is based on the experiences of 1st-year Information Technology students at CPUT, and the data was gleaned from observations, questionnaires and course reflections during one semester of an academic year. The findings of the investigation revealed that despite the burgeoning interest in computer-centered teaching and learning at CPUT, traditional methods of teaching are still valuable given the differences in the learning styles and technological experiences of students. In this light, this paper subscribes to "complementarity" as the most expedient teaching approach because it can cater for the student diversity in this learning space as well as promote quality peer interactions and collaborative learning. It can also transform the process of learning into an invigorating experience especially because these students are dispassionate about communication.