It is important to understand that linear progression through the course is not effective add or can be in face to face courses. Online courses must be organized in ways most effective to the medium. 

Course facilitation is a constant, evolving process. Instructors must evaluate during a course as well as after to ensure that the course is meeting the needs of all students.

While organization is important in both types of environments, it is more dio in an asynchronous environment, where students must be able to work on their own most of the time. 

While there are many different technology tools available, the instructor must constantly assess the various tools for their appropriateness to what is being taught. 

Using multiple tools to evaluate a course is necessary to keep the course effective and relevant. No one tool is adequate for effective course evaluation.

I have never had much success with peer review and feedback. However, if done correctly, many of the issues I have always had with it can possibly be eliminated, allowing more efficient use of this valuable tool.

Scaffolding is the result of a number of different tools, used by the instructor as well as the student. As with most components of online courses, communication plays a key role, on the part of both instructor and student.

The learning-object database as a useful tool for lesson design could be applied to more than just online courses. Given the proper hardware and software, it would be a great tool for classroom lesson design as well.

Many of the challenges to online instructors in the areas of classroom management, conflict resolution, and communication are quite similar to those in a physical classroom. The various personalities encountered are the same, and must be handled in much the same way.

As the lesson indicates, asynchronous meetings seem to have much larger application in most settings. I think that using a combination of the two could be effective, given the appropriate type of group. This is something the instructor needs to evaluate ahead of time to enable them to consider the dynamic of the group (location, number, etc.).