There is a "prevalence of computer-mediated communication (CMC) in education," and a concern for its negative psychosocial consequences and lack of effectiveness as an instructional tool. This essay identifies five variables in the CMC research literature and shows their moderating effect on the psychosocial, instructional expevrience of the CMC classroom. These influences are: the medium, the social presence, the amount of student and instructor effort involved in classroom interaction, the student's identity as a member of the class, and the relationships developed among the instructor and students. The essay articulates ways in which a CMC classroom instructor can strategically address the challenge of these influences to develop positive CMC classroom interactions, relationships, and learning experiences.