In this article, we introduced the case of online conversion of the first semester D college writing class in 2020 and examined the learners’ reactions. First, in order to support non-face-to-face classes, we revised the lecture plan and actively used the notice. Next, the non-face-to-face classes were conducted in two main ways. First, we attempted to strengthen learners’ self-directed learning capabilities, through selfcorrection and citation of objective data. Second, we supplemented the limitations of self-correction and induced learners to induce learning motivation through case analysis-oriented instruction. Next, we analyzed learners’ responses based on the survey. The learner was relatively satisfied with the quality of the lecture, the appropriateness of the amount of assignment, and motivation. However, there were some differences in learners’ lecture time, effectiveness of practice, and communication problems. We discussed the combination of video recording lectures and real-time video lectures, and the development of new platforms as improvements.