Positive studentÁinstructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools Á a webbased student response and learning platform that facilitates communication between instructors and students Á as a possible solution to this issue by analysing survey data collected from students in a second-year communication class at a large Canadian university. This study builds on previous evidence that using LectureTools results in an increase in student engagement, attentiveness and level of learning, while expanding on this work to include the concept of student instructor relationships. Ultimately, the functionality of LectureTools was found to facilitate the development of studentÁinstructor relationships in the large class while also enhancing student engagement.Keywords: pedagogical design; undergraduate; mixed method; e-learning; technologyThe prevalence of large class sizes in the current post-secondary landscape presents a challenge for educators. Of particular concern is the barrier that large classes present to the development of positive studentÁinstructor relationships. These relationships have been found in numerous studies to contribute to student retention (evidence provided in Jaasma and Koper 1999) and improved student learning (evidence provided in Tinto 1993), among other positive outcomes. Given that profit-driven institutions are unlikely to eliminate large classes (Australian Universities Teaching Committee 2003), it is of great importance to understand how positive and supportive studentÁinstructor relationships can be developed in this environment.LectureTools Á a web-based student response and learning platform that facilitates communication between instructors and students Á may offer a solution to this challenge. By harnessing the power of the personal laptop, LectureTools has the potential to enhance the studentÁinstructor relationship through increased communication with the professor. The purpose of this article is to confirm existing results about the potential of LectureTools to produce positive effects in the post-secondary class, while also extending these results to consider the impact this tool may have on studentÁinstructor relationships.