The Importance of Writing Academically: Book Review/Critique

Exploring Online Teaching and Learning

A Book Review by Naiman, L. & Ruiz Díaz, L.

The book The theory and practice of online teaching and learning: a guide for academic professionals by Routledge (n.d.) is a free guide which comprises six different books on the matter of teaching online; each of which is summarized by its own author or authors in a separate chapter. This guidebook seems to be directed to any academic professional who might consider starting a line of work in this area, which involves the use of information technology (IT) tools, some designing skills, and appears to offer the same benefits as the onsite and blended teaching alternatives.

Ko and Rossen (n.d.) present the first chapter depicting the basics of teaching online; they describe its differences and advantages and offer interesting words of advice for teachers who are new in this area, and for those who were not trained with technology before entering to the digital era. Next, Vai and Sosulski (n.d.) continue to describe the pedagogical essentials for asynchronous teaching in chapter two; they explore its flexibility to accommodate itself to different types of learners and then suggest a course building period which can help to control time properly since its management can become a cumbersome endeavor. In addition to this, Salmon (n.d.) takes charge of chapter three and coins the term e-tivities, which are activities that could also require students’ collaboration although they are developed online. Generally speaking, there appears to be a common ground agreement among the authors regarding a support to the social constructivist theory of learning since Salmon (n.d.) describes e-tivities as “based on the strong idea that knowledge is constructed by learners through and with others” (p.29).

Later on, in chapter four, Means, Bakia and Murphy (n.d.) introduce a typology of online teaching methods based on context, design, use and outcomes. Means et al. (n.d.) mention how to implement this typology dimensions and illustrate their interconnection and constant feedback. Chapter five is written by Littlejohn and Pegler (n.d.), who delve into the benefits that open resources might bring to the teaching and learning environment for both, students and teachers/instructors. Finally, in chapter six, Laurillard (n.d.) clearly explores the relationship between education and technology and how they interact in the teaching/learning environment making a point regarding the fact that unluckily, there has not been any technological advancement regarding teaching; instructors or teachers are the ones in charge of adapting technology and online applications or tools to the teaching/learning field. Laurillard (n.d.) also states the importance of questioning what new technologies can do for education, and in doing so “[the academic community] have to do that from a position of strength, with a clear and continually renewed understanding of what education requires of them” (p.59).

In addition to the wide variety of information and digital tools that the authors offer, we are invited to explore the book’s web site where we may enlarge our knowledge regarding online teaching and learning by purchasing these authors’ works on the different aspects presented in the guide. Regarding its structure, the book is organized, easy to read, and it presents clear definitions and information in a summarized fashion. Not only do the authors elucidate the benefits of this innovative teaching/learning mode, they also incorporate worthy evidence supporting the rationalizations exposed.

Even though the arguments given are pristinely organized, it would have been enriching if the authors had mentioned some of the B sides of this teaching and learning mode. Not only do the authors seem to take for granted that online resources are available everywhere and cheap, but they also present this choice as a one-size-fits-all system that would meet the needs of all types of learners. Additionally, the arguments regarding the necessary time to be invested in learning and teaching seem to be treated lightly. It would have been more realistic if the authors had made a case of the actual effort and time that takes acquiring different skills to master this teaching and learning mode.

On the whole, we are offered a remarkable account of the aspects regarding online teaching and learning to take into consideration in order to embark on this kind of experience. Moreover, if we are interested in exploring the online universe, we are offered a nice pack of information that summarizes all efforts and that can be obtained cheap and easily on the web. Whether we decide to become part of this innovative method or not, it is indubitable that this form of learning and teaching is already in progress, and the propositions provided by the authors encompass a complex but inexorable reality.