"Roll call." Open each videoconference session with an informal "roll call" to give participants a chance to become accustomed to using the equipment.
Call on sites. When there are many off-campus sites watching or listening to a live videoconference, you must call on specific sites for questions or comments.
"10-Second Rule." When you ask for a question from a videoconference site, give the site a chance to respond. Wait at least 10 seconds before saying anything else or going to another site.
Timing. Interaction should be short (15-20 minutes) and well-planned to maximize involvement and generate results.
Question and answer. Distance education interaction takes more time. Budget about one-third more time than you think it will take for question and answers.

Dr. Marshall Breeze discusses overcoming "frustrations" with the technology to increase interaction. Watch Video

Delivery systems. Integrate a variety of delivery systems for feedback and interaction, such as fax, electronic mail, individual or conference calls, e-mail chat sessions, and, when possible, personal visits.
Detailed syllabus and personal message. Develop a detailed course syllabus and provide it, as well as printed course materials, well before the class starts. Also include a "personal message" about who you are and what you expect from the class. You also might want to include a pctture of yourself in the personal message.
Students' personal Web pages. Allow students to develop Web pages that tell a little bit about who they are. Have them include a pctture about themselves, so that other students can see what they look like. However, discourage them from revealing too much personal information on the Web and definitely discourage them from providing personal data (Social Security numbers, driver's license numbers, etc.) on Web pages.

Dr. John Zenger explains how short student biographies encouraged learner-learner interaction and reduced isolation.  Watch Video