I recently returned from a trip to Thailand, where I was teaching a cohort of graduate students how to use library databases for research. A common question that I was asked upon my return was why an in-person visit was necessary to teach these skills.

I find it interesting that many people believe that technology and in particular synchronous technologies are a panacea that can replace the face-to-face classroom environment. While I believe that these technologies are powerful and can and do extend the reach of traditional classrooms, I also believe it is important to make wise decisions about the use of technology based on the potential audience and their unique needs and attributes.

In this particular situation, where English was not the students’ first language, where their prior experience using libraries was mixed, and where their access to reliable technology was not a given, face-to-face instruction made the most sense.

I believe that instructors who are being asked to take their classes online need to weigh the advantages and disadvantages carefully. What is the motivation for moving to even a hybrid model? Can the students’ needs be met effectively?

I believe that there are certain courses and certain students that should be taught face-to-face in a real classroom. Statistics and math courses are two that come to mind. I suppose there are those that would argue that many people can and do learn these subject without the need to be in a classroom, but I would argue that there are many more students who require the personal interaction that only a live human standing in front of them can provide. This isn’t to say that there aren’t successful online math and statistics courses but more to argue that before you take the entire math department virtual, you take the students’ needs into consideration.

Undergraduates are another population of students that I believe benefit from the interaction of a live instructor standing in front of them. Again, I am sure there are undergraduates who successfully take online classes and have great experiences, but I would argue that this is more the exception than the rule. Most undergraduates that I know are just learning how to balance their responsibilities and adding the responsibility of managing an online learning experience to the mix is a recipe for disaster. I find it laudable that schools often want to find ways to extend their campus to those most vulnerable of dropping out or not even starting, those students for whom time is precious, since they are juggling home, work, and school responsibilities. However, I would argue that too often the time commitment of an online class far outweighs the potential benefit of not having to be in class on a particular day or time. I would also argue that these students are precisely the ones that need the extra attention that a live teacher in a face-to-face class provides. Perhaps the greatest benefit of this extra attention is that it makes students feel like they belong to a community.

Given all of this, you may think that I don’t believe online instruction is a good option, which isn’t true. Instead, I believe that we as instructors and instructional designers need to make good decisions about which classes and which students are part of our online classrooms.