A BOOK REVIEW

Otero, M. and Ramirez, M.(2018). [Review of the book The Theory and Practice of 

Online Learning: A guide for academic professionals, by Ko et al. (n.d.)]. Routledge Education. 

Retrieved November 5, 2018 from https://www.routledge.com/posts/722

     The Theory and Practice of Online Teaching and Learning: a guide for academic professionals is a free book that provides non-expert teachers with ideas and useful information related to the use of online resources and activities to include in their teaching-learning processes in response to increasing educators´ needs to be able to articulate the use of digital technologies to their teaching and learning strategies, basically fed by the growing popularity of online courses.

     Counting on the collaboration of virtual learning environment experts, it is particularly important to highlight that the authors direct to the reader by providing tips and pieces of advice to struggle with technological barriers and myths. It is especially noteworthy to mention the emphasis given to teachers and learner’s benefits in the use of virtual environments. Not less interesting is the description of several resources and meaningful activities suggested to teachers who have not been involved in online courses yet.

     As regards format, the book is divided into six chapters, each of which supplies the reader with basic online educational tools. Basic information, guidance and recommendations are offered, along with specific differences between onsite, blended and online courses are clearly stated.

     In the first chapter Ko and Rosen (2008) explore the benefits of teaching online in contrast to face to face traditional classrooms. Careful instructions related to course planning, determining goals, managing learners’ performance as well as the allocation of new roles to teachers are described.  Moreover, the authors provide invigorating practical aids for teachers who face the challenge of introducing virtual learning tools regardless of their proficiency in the use of devices or having minimal technological resources provisions. As Susan Ko (2008) claims,    

“The situation isn’t entirely bleak, however. Even if your institution doesn’t provide much in the way of preparation for online teaching, there are some reliable training programs offered to the public. In addition, the amount of technical know-how you need before you begin is less than you may suppose. Newcomers to online teaching are likely to exaggerate the computer and overall technical expertise required. (pp. 11-12)”

     In the second chapter Vai and Sosulski (2011) define the concepts of asynchronous, synchronous and blended learning introducing aspects related to online course design in terms of planning, timing, content writing and students’ participation to name but a few. The authors emphasize the advantages of the courses’ flexibility to accommodate different students’ demands related to schedules, busy agendas, international courses or having to commute long distances.  Furthermore, a detailed description for Information Technology (IT) learner categories from migrants to native is supplied. As for teachers, Vai and Sosulski (2011) reinforce the smart use of time in virtual environments stating that:

“One of the most important factors in saving time comes up during the course-building  stage. While the course design and implementation of standards may require more upfront time, it can save time in the end. The very first time you create an online course may be quite time consuming. Each time that course is taught again, you will only be revising and updating. This will get easier as you gain experience. (p.27)”

      Nonetheless, it is a pity that the authors did not mention disabled learners who derive great advantages from virtual learning environments.

     In Chapter three, Salmon G. (2013) introduces readers to the term  E-tivities to refer to the activities that individuals and collaborative group work developed in online contexts. The author describes and provides examples of formats, objectives, features, design, participants and effective online learning material at a lower risk and cost but for a much greater audience.

     The varied terrain of online learning is dealt with in Chapter 4, delineating types of online learning by offering a set of four dimensions: context, design features, implementation and outcomes, including a conceptual framework for their analysis. Context, as the author points out, is the field of use, and the nature of the learners. Design features are limited to modality, pacing, synchrony, instructor and learners’ roles and assessment. The third dimension will determine the learners’ experience within the different levels (student-content, student-instructor, student-student interaction). The book suggests that there are categories of outcomes, such as, responses, engagements, productivity measures and learning-to-learn outcomes.

     In Chapter 5 Littlejohn and Pegler (2014) claim that a significant progress in opening access to resources has occurred. This change has happened due to major socio-technological advances, financial support into open education, the translation of resources into other languages, Massive Open Online Courses (MOOC) and Open Courses Ware (OCW) offered by respected institutions, multinational companies, and professional and government bodies.  Throughout the book, the authors illustrate how online resources are reused for learning and moved to knowledge building negotiated with experts and novices around shared work.

     According to Laurillard (2012) teaching is a design science because it builds design principles and implements them. The author claims that tools and technologies are the drivers of education; however educators should consider the exploitation of the technology development to enable learners build knowledge through online experiences.   

     In conclusion, the authors made an attempt to introduce teachers and lecturers to online teaching providing them with easy reading materials as well as driving readers smoothly from theory to practice in E-learning environments. However, it might have been more valuable that a complementary wider view of the present Virtual Learning Environments were included in the work to foster educators’ curiosity in further updating. All in all, the book is worth reading as a first step to plunge into E-learning.

REFERENCES

Routledge, Taylor & Francis Group. (n.d ). The Theory and Practice of Online Learning: A guide for academic professionals. Retrieved from https://www.routledge.com/posts/722