With higher education teaching moving into the cloud, the distinctions between online and on-campus are blurring. Almost all students rely on online technologies.  Synchronous versus asynchronous interactions Interactions that occur in the digital environment can be synchronous and/or asynchronous. There are benefits and limitations for both modes, therefore using a combination is recommended for inclusive teaching practice (Giesbers et al. 2013; Stone 2016).Synchronous interactions occur in real time via digital tools such as Blackboard Collaborate, Skype, webcam, Live Chat etc.  In other words participants are logged in to particular platforms at the same time to communicate with each other.Pros and cons include: strengthens class/group relations, collaboration and engagement (Giesbers et al. 2013) provides immediate interaction, clarification and feedback (Giesbers et al. 2013) can be problematic scheduling across different time zones (particularly northern and southern hemispheres) and may exclude some students (Lieblein 2000) excludes students with limited or no internet access or low bandwidth students often choose online modes of enrolment to allow for other commitments and therefore may not be available at set times reliability of technology can be unpredictable at times. Asynchronous interactions occur at the discretion of the individual at any time or location.  These are predominantly text-based communications, for example email threads, online discussion forums via posts, and text messaging, which is available on a range of platforms including mobile phones and social media applications. Pros and cons include: equitable contribution, that is everyone is able to participate without one person dominating (Ho & Swan 2007) more time to reflect and consider the content of messages (Ho & Swan 2007) open to misinterpretation (Giesbers et al. 2013) may disengage students who lack sufficient motivation to contribute (Giesbers et al. 2013). Differing abilities and capacities It is estimated that about 20% of the population has some kind of disability. The major categories of disability require adaptations in web content design. Such adaptations are helpful to most people, not just those with disabilities. Illustrations, well-organised content, and clear navigation benefit all users. Similarly, while captions are necessary for those with hearing impairment, these can help others, for example, when viewing a video without audio.As defined by WebAIM (2016), the major categories of disability are:­­­ Visual: Blindness, low vision, colour blindness ­­­ Hearing: Deafness and hard-of-hearing ­­­ Motor: Inability to use a mouse, slow response time, limited fine motor control Cognitive: Learning disabilities, distractibility, inability to remember or focus on large amounts of informationBut remember, 'disability' is not only a permanent 'condition' that limits or constrains a person's ability to undertake a particular action or activity. It can affect anyone at different times or in different contexts. For example, an injured limb, a headache, mental health issues, working in a noisy, crowded, or poorly lit environment, or encountering unfamiliar language or vocabulary, can variously impair mobility, hearing, sight or cognition. When designing your digital content then, 'solve for one, extend to many' (Microsoft Design 2016). Technology Digital literacy: students may lack sufficient digital skills, knowledge and competency in using technologies in the online environment.Bandwidth can cause problems downloading files; for example in rural and remote regions. This will impact equity groups such as LSES, rural/remote, and indigenous students.Internet access in rural and remote regions, as well as for some LSES and Aboriginal and Torres Strait Islander peoples may be affected by limited or no internet access.Poor usability and course design may create difficulty for students in navigating, interacting and engaging with the course interface. Students using screen readers and other assistive technologies will be disadvantaged here.Safety: establishing a safe environment in which staff and students can interact in a civil and respectful manner is vital to successful learning in a virtual community.