If you go through your lectures, you'll find most of the them actually cover between 3 and 6 separate distinct topics: what would have been the top-level items seen in good student notes. We can take advantage of this to improve online delivery. Well before an online class meeting, look at your notes and identify those topic areas. Now instead of one meeting, think in terms of a separate session (usually 10 minutes or less) for each of those shorter topic areas.
Even better, you can almost always find good content freely available online that will cover those topics. Where finding a single replacement for the complete lecture would not have been possible, the smaller topics will each likely have a good option or two available. This online content will often be produced, in that it has good lighting, supporting animations, edited closed captions, etc. If you define the topic narrowly enough, this often even holds for upper-level undegrad work (graduate coursework may be different).
Now you can assign these videos as prerequisites for your class meeting (often with a very short and low-value quiz, just to provide the extra incentive for students to complete this work). You may still need to cover one or two of your original topics personally, but finding the videos is often much less work than creating or delivering your own.
This now lets you change how the conference session is run, whether on Zoom, Hangouts, Teams, Skype, WebEx, BBB, BlueJeans, or whatever. Lecture content is now much shorter, if it happens at all, and therefore less susceptible to these interruptions. Instead, these meetings are about handling class business: introducing homework, setting expectations, providing review material and guides, helping students understand where to pay the most attention in the outside material, and answering questions... you know, the kind of question that would have been an interruption before. It's now part of the primary purpose of the session.
Pedagogically this is called a flipped classroom approach, and it has a number of documented benefits outside or our current situation: Students learn better with the shorter 10 minute sessions, they have the original lecture material for review, they can catch up much easier for missed class times, they can use their video player to slow down or speed up delivery, or pause to take notes without disrupting other students, and it increases student access to the instructor.
I think instructors are sometimes wary of the flipped approach for three reasons: one is it seems like a lot of work to set up, though I'd argue it's less work over time. Second, it seems like it devalues them as an instructor, though I could argue it increases student engagement with the instructor, and therefore the opposite is true. And finally, they feel like they couldn't actually find good content to replace their existing lectures. That is where this answer comes to bear. If one looks at a full 40 minute lecture, that's probably true, but if you break up the lecture into the major bullet points I believe you'll usually find something to cover several or all of those smaller sections.