Large format lecture classes can be intimidating to the student and lecturer. This pressure makes class discussion difficult. Reasons for this difficulty include student reticence, time constraints of material delivery and student uncertainty of nuance necessary for higher order thinking. If the goal of class discussion is to ascertain knowledge, the “Paper Chase' method of question and answer from individuals may suffice. However if the goal of student discussion is assessment of conflicting statements, judgment of hypotheses, or understanding of a concept, time seldom permits full treatment of complex ideas in lecture settings. Web enhancement of introductory lecture classes allows assignment of discussion of ideas presented in lecture as well as exploration of material presented on the web. Discussion pages in class delivery software offer students a chance to think about a response, time to formulate a reasonable answer or question, and partial anonymity. Discussion postings can then be discussed in class to provide feedback and to clarify misunderstanding. In this way complex subjects can be treated more efficiently. Students assigned responses can be ordered to avoid embarrassment to students or simplistic treatment of complicated material.