As any college student knows, the process of registering for a course is daunting. State university students can especially relate to this time of year, the peak time for spring course enrollment. Finding classes that fit clubs, organizations, work schedules, family commitments, and other classes seems like an impossible task. Many students on college campuses across the nation are turning to online classes, a flexible alternative that allows students to juggle their schedules while maintaining their degree schedule. On paper, the idea of ​​replacing traditional, time-consuming classes with the more flexible alternative of online classes seems decent. However, are students really getting the same education from these online classes as their traditional counterparts? How can a classroom formatted for online delivery provide students with all the material they need to learn in a way that is meaningful and easy to understand? The sad truth is that these online classes cannot replace traditional physical classrooms. The benefit of online classes' flexibility is far outweighed by their high cost: the loss of meaningful learning. Traditional classrooms are better sources of communication and knowledge that allow students to truly absorb the material. One of the most important positives of traditional classrooms compared to online learning environments is that they are much better at promoting communication between the professor and the students. In an online class, professors know that students only need help if the student directly asks them for clarification on the material. In traditional classes, the unspoken communication of students' body language and facial expressions can give professors clues about their... middle of paper... ideas, behaviors, and success online and face-to-face. Assessment and Evaluation in Higher Education, 37(1), 73-88. doi: 10.1080/02602938.2010.496532 Liu, S. Y., Gomez, J., Yen, C. (2009). Community college online course retention and final grade: Predictability of social presence. Journal of Interactive Online Learning, 8(2), 161 182. Retrieved from http://www.ncolr.org/Nonis, S. A. & Fenner, G. H. (2011). An exploratory study of student motivations for taking online courses and learning outcomes. Journal of Teaching Pedagogy, 7, 2-13. Retrieved from http://www.aabri.com/jip.htmlSansone, C., Smith, J.L., Thoman, D.B., MacNamara, A. (2012). Regulating interest during online learning: Potential motivation and performance trade-offs. Emotions in Online Learning Environments: The Internet and Higher Education, 15(3), 141-149. doi:10.1016/j.iheduc.2011.10.004