This paper examines how teaching within a traditional classroom benefits from insights and techniques developed through online teaching. A critical assumption underlining it is that much online instruction would be performed by faculty members who also teach, as part of their work load, traditional face-to-face classes. The format of the paper follows that of a journal kept in a graduate seminar. It contains reflections on course structure, content and materials, class interaction, assignments and grading, modes of presentation, quality issues for students and the instructor, and satisfaction. These conclusions are made: online students report greater "community"; face-to-face courses create a potentially coercive environment in which everyone must feel the potential for manipulation and embarrassment; students in traditional classes expect the instructor to do all the work and resist class participation; and many external factors influence grading and the accurate assessment of students in a traditional classroom. (YLB)