Understand your audience:

Survey participants before class to identify their background, knowledge of evolution, expectations, related experiences, level of computing skills.

Identify and work with the technology resource people in your school/university.

Decide which online course delivery software to use (see http://www.marshall.edu/it/cit/webct/compare/comparison.html for comparison of online course delivery software).

Know the online course delivery software structure and how to use it effectively.

Understand the unique characteristics and limitations of the online environment:

Limited immediate, verbal, and visual feedback (so greater chance of misunderstandings)

Necessity of "netiquette," rules for communicating effectively and respectfully online (For examples, see http://www.albion.com/netiquette/corerules.html)

Built-in "wait time" after questions and answers

Time for reflection in asynchronous (not in real time) environment

Read about effective facilitation of online courses. See:

Collison, George, et al. Facilitating Online Learning: Effective Strategies for Moderators. Madison, WI: Atwood Publishing, 2000.

Hanna, Donald, et al. 147 Practical Tips for Teaching Online Groups: Essentials of Web-Based Education. Madison, WI: Atwood Publishing, 2000.

Harasim, Linda, et al. Learning Networks: A Field Guide to Teaching and Learning Online. Cambridge, MA: The MIT Press, 1997.

Palloff, Rena and Pratt, Keith. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Francisco: Jossey-Bass Publishers, 1999.