In the rush by academics to incorporate online learning technologies into tertiary education courses, pedagogical imperatives are often ignored. This paper addresses the need to step back and evaluate courses holistically within a structured framework that allows for the determination of appropriateness of use of one or more technologies. This paper attempts to add to the body of knowledge on successful and appropriate integration of technology into courses by investigating how email technology can support learning. It uses Reeves’ fourteen dimensions of pedagogy for computer based learning to evaluate a course that uses email as the principle communication tool for teams of distance education and internal students. The outcomes of the evaluation indicated that use of a technology can be supportive of learning needs if used appropriately.