Online vs. Remote Courses


Remote  (transplant)

Online  (native)


Approach conceived for a f2f course and converted quickly and with available tools for remote access. Original course outcomes may be modified.

Approach conceived and developed as an online class. 


May be new to teaching online. May not be able to fully deliver original outcomes and objectives of course. Expectations of the students may need to change. 

Well prepared for an online course. Strategic decisions have been made about delivery of course content and interactions between faculty and students. Expectations of the students are clearly defined. 


May be unprepared for an online course, possibly disinclined, may not be able to fully access/engage with course content. Schedule may have changed due to work, family, or other needs.

Deliberately select online format and have tools and tech to participate. Course structure designed to build cohort and community. Course schedule known prior to start of course.


Assessments as originally defined may have changed, and students may not have access to the same set of tools that they needed to accomplish the work in a f2f course. Due to a mid-semester shift, delivery and evaluation may be unclear. Faculty expectations for student performance and mastery may need to shift.

Assessments are tied to the outcomes and objectives of the course, and are articulated precisely in terms of expectations, tools, and evaluation. 


Students may turn to course instructors for tech support. Faculty members may not know what kind of supports, tools, and training are available for students or themselves. 

Faculty are not tech support for the students, and contact information for student support is provided. Support personnel are trained on any specific needs the students may have in the particular course.  


Utilize only technology available in the moment that the course is converted, faculty-student and student-student interaction, content delivery, etc. based on the technology at hand. Dependent on home, neighborhood, regional, national, and international technology services and infrastructure.

Select technologies that meet the pedagogical needs of the course content from start to finish. Scaffolding is built in to the course to introduce tools and technologies. Utilize campus infrastructure for course development and delivery. Students aware of their technology requirements before registering.