Online education has traditionally relied on asynchronous interactions between instructors and students and students and their peers in online courses. However, advances and access to communications technologies in the last decade have made the integration of synchronous interactions easier in online education. Video conferencing facilitates student-instructor and student-student interactions that can combat loneliness and isolation, and increase community and student persistence in online education. This study focuses on instructor planning and implementation of online teaching using video conferencing in higher education. A general qualitative approach including semi-structured pre- and post-interviews with three online instructors, as well as observations of their videoconferencing sessions, was used to explore how instructors plan to teach using video conferencing and what interactions take place during those sessions in online courses. Interviews revealed the instructors' student-centered approach to planning and teaching through videoconferencing -- they used various strategies to get to know and support their students, build community within their courses, and tailor content for students and for real-world application. Observation data analysis showed the combinations of instruction and interaction types that accomplished instructor goals and purposes. This study includes implications for future faculty development at the institution, and informs strategies for video conferencing that supplement asynchronous online learning in online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]