Avoid putting students in a passive mode of receiving information by combining the overhead/slide presentation with chalkboard/whiteboard use or other learning activities.

Limit the length of video clips.

Provide detailed instructions for students, including student roles and responsibilities

Create a comfortable atmosphere for the online conferencing/discussion, for example: Be an active participant. Challenge the students without threatening them. Use personal anecdotes when appropriate. Bring your own experiences to the discussion. Do not dominate a discussion or let a few students dominate it.

Energize the online discussion if needed (e.g., using role-plays, simulations, pros and cons).

Have a back-up plan for lectures (e.g., print or save the web pages on your local hard drive).

Emphasize the need for filtering and interpreting information on the Web when encouraging students to use online resources.

Use clickers in conjunction with teaching strategies such as “Peer Instruction” or “Think-Pair-Share” to improve students’ conceptual understanding of the content, as well as their critical thinking, problem-solving, and decision-making skills.