This article explores incorporating flexibility in online classes. While recognizing the struggles that faculty face to create a more flexible online course and still maintain the necessary structure, the article considers the benefits of introducing specific elements to the online classroom that can add flexibility for students, specifically how faculty can provide flexible deadlines for students without creating more work for themselves, and how such a change gives ownership and agency to students. Controlled flexibility allows faculty to put students in charge of their learning while also creating options that support online learners' unique needs, making the online classroom accessible and inclusive for all types of learners. After discussing the benefits of flexibility for the online students as well as for the professor, the article provides examples to introduce assessment flexibility into the online classroom and allow students to take ownership of their learning.

In this article, the author relates how Michael Greer, the inaugural editor of Research in Online Literacy Education (ROLE) impacted the journal, his university, his field, and teaching in general. Michael left a lasting impact on many people in ways they didn’t always realize. His vision for a new type of journal manifested in what ROLE was and is. This article is a memorial to Michael from a colleague and friend. His death is a loss to the field and to the many who knew him.

This study explores the impact of course modality on student success, accessibility, community, and support in first–year writing courses at a large urban public university. Two instructors taught identical courses in asynchronous online, synchronous online, and face–to–face formats, implementing best practices for asynchronous design across all modalities. Data was collected through final exam responses and institutional research, analyzing student perceptions and performance across the three delivery modes. Key findings include: Synchronous online students achieved the highest grades, while asynchronous students had higher withdrawal and failure rates; All modalities were perceived as highly accessible, with face–to–face courses rated most accessible; Sense of community was comparable across modalities, with asynchronous students providing more detailed feedback; Student perceptions of instructor support were consistent across all modalities. The study results suggest that implementing asynchronous design principles can enhance accessibility and community across all modalities. The research highlights the importance of active instructor presence, multiple communication pathways, and the need for better guidance in course selection to match student strengths with appropriate modalities.