I hate "teaching tips". Teaching tips are ideas and suggestions that teachers share that have seemed particularly effective or useful. They have become the primary means most faculty exchange ideas about teaching, because they seem quick and efficient. But they discourage faculty from thinking more deeply about educational goals and philosophy and they almost always reify the dominant paradigm in education: transmissionism. Here are some "teaching tips" from a 
page about on-line teaching
Students will not take advantage of WebCT tools that are not required as a portion of their grade. For example, if you want them to use the bulletin boards, make that a requirement for some of their group work and monitor their progress.
In other words, "Students are point-sucking weasels. If you want them to do anything, you have to lure them with points." It's a completely teacher-centered approach to learning. The ideas that (1) students would engage in tasks that they want to accomplish, (2) you would provide tools that are useful, and (3) they would use them because they're useful are all completely absent from the discussion.
Be very clear about what the student is responsible for learning. If you are providing links to external sites, indicate whether they are "supplemental" or contain "core information."
In other words, the teacher defines all of what is worth "learning" and what isn't. This approach discourages students from exploring ideas and trying to reach their own decisions about what is important. I think it's a teacher's responsibility to explain how student performance in the course is going to be evaluated, but the (very common) idea that a student is supposed to learn or "know" particular things, discourages the idea that students would learn for understanding. If you learn for understanding, each student will go on an independent quest and may end up in a very different place than their peers. Why are students all supposed to come to learn or "know" the same particularl things? How else would you "measure" what they've "learned"?
I try to keep them from using resources to complete the quizzes by having time limits on graded on-line quizzes.
Just look at that statement: It is clear that there's some kind of battle or competition between the students and teacher. How is that going to improve student learning? A dialog about the real goals here might be really informative. If the teacher really wants to understand how the students are doing, s/he might provide a quiz where the evaluation is for completing the quiz -- not for getting the items right or wrong. While the students are doing it, s/he might want to provide them with useful feedback. And then carefully look at how students respond to the items and use it to improve the design of the course. (Gee -- that sounds a lot like duck).
Teaching tips assume a shared set of principles and beliefs about teaching and learning. The people who feel they need teaching tips the most almost always have extremely naive ideas about teaching and learning. But the teaching tips dialog never challenges, or even acknowledges assumptions -- they are a purely implicit component in the discussion. The only way to improve teachers' conceptions of teaching and learning is to create a dialog in which these assumptions can be identified, questioned, and challenged, but that will never happen as long as the discussion centers around "teaching tips."