Introduction

The coronavirus disease 2019 (COVID 19) pandemic is still going strong meaning more online classes. There are many approaches to designing online classes. Some instructors have taken to using their online tools to mimic their face-to-face classes to great success. However, the same resources can be also used to make an entirely new style of non-face-to-face online language course.

Rather than making online classes into face-to-face classes, this article focuses on what unique options the online medium has to offer language instructors. As a face-to-face class can take advantage of physical space, an online class should take advantage of virtual space. This can be done by considering the kinds of interactions occurring online, thinking about how online tools are used in these interactions, and designing lessons based around them.

Online interactions mediums and topics

Unique online interactions occur through various online media. Table 1 provides a short list of interaction media and some characteristics to consider before making tasks around them. The table describes the purpose, primary means of communication, and conversation power dynamic of each medium. Purpose refers to how the interaction medium can be used. Primary means of communication refers to how communication occurs within the medium. Conversation power dynamic refers to the strength of one person’s communication method compared to another’s. For example, spoken communication requires immediate attention as it is loud but fades quickly. Text is silent but lingers so it does not need immediate attention or can be approached at a time that suits the next conversation turn. Thus, speakers have more conversation power than text users.

Integrating these interactions and topics into lessons, activities, and projects may provide unique purpose to online classes. For example, a grocery store role-play may lose relevance online. However, an online shopping role-play would feel right at home. Think about what happens online. Think about how language occurs online. Then make a lesson based on that.

Taking advantage of Zoom to mimic online media

Zoom has become an invaluable resource for language teachers around the world. It provides a synchronous way for classes to learn, a large space where lectures and teacher talk time can occur, and small rooms where students can do group work and small conversations. Zoom also allows teachers and students to screen share. Zoom is an excellent tool for making the language classroom interactive and mimicking the face-to-face classroom. However, stopping here, at mimicking, misses the opportunity to build an effective online classroom using Zoom features that physical classrooms cannot offer.

Zoom can function as different interaction media from Table 1 depending on the situation. Zoom can function like a live stream when the focus is on the instructor. In this situation, a more chat oriented participation would come more naturally to students, especially those familiar with live streaming. On the other hand, Zoom can also function a panel discussion when using breakout rooms or with small classes. Mics and webcams can be used during panel discussions as speaking and visual cues are more common due to smaller numbers of participants. Zoom can function as a variety of different online media. It is just a matter of looking at its functions and using them in a way that naturally captures online interactions.

Conclusion

Making lessons focused heavily on online environments and using online tools to facilitate it can transform online classes into a distinct place from the face-to-face class.  Face to face classrooms have plenty of benefits and more practices constantly being theorized and researched. However, educators should not just rush back into physical classroom and abandon the online environment. It also has huge potential—it just has not been explored for hundreds of years yet.