Purpose: The purpose of this paper is to report changes when a classroom-based makerspace moved from face-to-face to an online setting. Design/methodology/approach: To better understand changes in teaching maker activities, as they move from face-to-face to online contexts, the authors analyzed video and interview data from six weeks of an introductory computer science high school classroom (38 youth) that was implementing an electronic textiles unit, shifting to asynchronous online teaching and learning during the March 2020 state-wide school closure because of the pandemic. The authors analyzed field notes and videos of face-to-face and online interactions between the teacher and his students in learning to craft and code their electronic textiles projects. Findings: The analysis revealed changes in the role of physical and code artifacts, in improvising teaching, and channels for communication between the teacher and students. Research limitations/implications: This study discusses the implications for future pedagogical design and research efforts, as the authors continue to engage youth and work toward designing equitable learning opportunities with maker activities online. Originality/value: In maker activities such as electronic textiles, youth design, sew and program circuits to make personalized three-dimensional, textile artifacts. However, nearly all research on supporting and teaching making has been conducted in face-to-face settings.