Remarkably little has been published on what works or does not work in online basic writing (BW) instruction. Internet-based learning is not a natural fit for BW students, and instructors planning hybrid or distance learning courses face a difficult task, with little theory to guide them. This article reviews current research and advice on three key questions about web-based learning in general: how online learning affects the teaching role, what kinds of assignments are appropriate to this medium, and how teachers can best promote the sort of student self-reflection important to academic success. BW teachers are encouraged to consider carefully how best to translate general Web-based teaching/learning theory into praxis tailored to their specific students and then to share the results, so that their questions, their experiences, and the experiences of their students begin to play a larger role in the online education debate. (Contains 3 notes.)