Online training is rapidly being adopted by universities. It is important to contemplate how to effectively support the development of the techno-pedagogical skills of online instructors, particularly when using a synchronous delivery method. A descriptive research project with a convenience sample of 14 professors and lecturers was used to test a training sequence in using Web conferencing. A one-group, pre-test, post-test, pre-experimental design combining data collection through a questionnaire and observation was implemented. The questionnaire focused on the profile of the participants regarding their use of technology, social media, and cloud computing. Techno-pedagogical skills were observed in 10 simulated situations. Surprisingly, participants whose profile indicated high access to technology and social media did not perform any better than those with less access. The use of several cloud-computing services was conducive to a higher score when observing more inclusive simulated situations. To provide effective support to online instructors, we recommend they be given the necessary training to ensure efficient and effective performance and prepare them for switching from in-class teaching to online instruction while taking all challenges into account.