A primary goal of both distance and traditional courses should be that of distance reduction-a shrinking of the mental and time-dimensional separation between the students, the instructor, and the content to be learned. This sort of reduction brings the learning events of a class together in a holistic way that maintains an ongoing dialog with participants. This article reports the results of a study that evaluated the use and effectiveness of course websites in three undergraduate technical communication courses. Research questions investigated students' site visit frequency, purpose of use, and perceptions of distance reduction during out-of-class times via the constant availability of course companion sites. A survey was conducted to measure student responses to the course website used in their technical communication course. Anecdotal and empirical data indicate that course companion sites do decrease students' perceived distance during out-of-class times; however, they also produce unanticipated results, such as increased student dependency on online information and a low tolerance for out-of-date information. Future research is suggested to further investigate the impact of course websites on both cognitive and affective modes of student participation and learning.