Though higher education has returned to in-person instruction in the wake of the COVID-19 pandemic, demand for online learning continues to increase. This rapid growth in virtual instruction necessitates examining its impact, particularly in skill-based courses that have traditionally been taught in person. Public speaking, a course requiring experiential learning and active engagement, presents unique challenges and opportunities when converted to an online format. This study explores student experiences in an online public-speaking course designed to parallel the structure of traditional in-person instruction, examining whether the essential learning outcomes of a skill-based class can be effectively achieved remotely. Using archival student data (n = 1151) from 2021 to 2024, we conducted a qualitative analysis of student reflections on how in-person pedagogical strategies effectively implemented in the online format influenced their self-concept, mindset, and overall learning experience. Our findings indicate significant improvements in students’ self-concept, growth mindset, self-confidence, and their ability to overcome fears related to public speaking. Additionally, students highlighted unexpected benefits of the online format, including enhanced support for multilingual learners and increased connections between course content and greater future career readiness in utilizing remote communication. These results highlight the potential of well-designed online public speaking instruction to foster skill development, professional preparedness, and inclusive learning. The study has implications for future skill-based online pedagogy and curriculum development.
Speer et al. (Tue,) studied this question.