Anderson, Terry & Elloumi, Fathi. ( Eds.) (2004). Theory and Practice of Online Learning. Reviewed by Amy Garrett Dikkers, University of Minnesota

Anderson, Terry & Elloumi, Fathi. ( Eds.) (2004). Theory and Practice of Online Learning. Athabasca, CA: Athabasca University. 421 pp. Available free online at     http://cde.athabascau.ca/online_book, or $50 (Hardcover)   ISBN: 0-919737-59-5 Reviewed by Amy Garrett Dikkers University of Minnesota March 17, 2005 Theory and Practice of Online Learning developed from the experiences of faculty and staff members of Athabasca University from the 1990’s, as the university began placing its coursework online, to today, when the university is wholly an online learning institution. Individual chapters of the book “present() individual practitioners’ views of the principal pedagogical and course management opportunities and challenges raised by the move to an online environment” (p. x). Although not intended to be a comprehensive guide to theory and practice of online learning, the book reads as a sort of how-to guide for online learning. The edited volume of 16 chapters provides a multitude of practical advice for the development of online learning. Parts of the book can appeal to faculty members or groups considering online learning in many stages, whether a) incorporating online learning into their face-to-face courses, b) creating individual online courses, c) updating present online courses to better suit learner needs, d) developing a complete program of education to be delivered online, or even e) creating an online comprehensive university, similar to Athabasca itself. Athabasca University has published Theory and Practice of Online Learning through a Creative Commons license, which allows the book to be freely distributed and used by all, while the university maintains the copyright. This open-source license allows for wide access and distribution by practitioners around the world, regardless of financial means. The editors also “believe that the free sharing of course content is a powerful tool to encourage the growth of public education institutions,” (p. xvii) and that sharing their work freely will lead to critical discussion and dialogue of important ideas in a world where online learning is quickly growing as an educational option. The specialized nature of publication requires special consideration in this book review. After my initial hesitation regarding reading a 400+ page book solely on my 14 inch laptop computer screen, I found that this unique publication avenue has certain benefits. The publication is available on Athabasca University’s website as a complete Adobe pdf document, as an html document that easily allows the reader to access individual chapters or sections of chapters, or as a printed book for purchase for $50. I first read the book as an Adobe document, which allowed me to make comments, highlight text, and read at my own pace without having to stay connected to the Internet. I then returned to Athabasca’s website to access the book as an html document. Reading the book online as an html document allows access to html sources of information, some references (when they are available virtually), and links to information regarding individual authors and programs cited. The html document also allows readers to move quickly from section to section (e.g. for those who might be more interested in certain aspects of theory and practice than others). Here I must include a cautionary note, several chapters present theory behind the choices faculty and staff at Athabasca University have made regarding the development of their online learning programs. When reading in html, it becomes tempting for a reader to jump to implication sections or checklists and disregard the underlying theory. I believe the editors of the book would caution against this, stating that various learning and instructional theories are necessary to inform online learning development practice. A few minor changes would add value to an already impressive publication. Reading and searching for information regarding specific aspects of online learning in the Adobe document would be eased if bookmarks were set up in smaller pieces than book chapters. The html version also needs a link to the previous or next chapter from each page (a reader must use her browser’s back button, which becomes problematic if she has opened up reference sites). Both the pdf and html versions would benefit from a topical index that details specific pages, sections, and chapters for important ideas of online learning (e.g. interaction, support services, learner-centered curriculum). Taken as a whole, the chapters of Theory and Practice of Online Learning discuss the importance of theory for online learning and applying that theory to practice. The chapters address the needs of learners and online teachers in individual courses or programs and detail what needs to be in place regarding support services (such as administration, library, advising, and technical support). Literature, theory, and results of other studies are interspersed throughout the book, providing a comprehensive view of online learning. Part 1 of the book focuses on the role of theory in online learning and course development, as individual authors present the literature and theory behind online learning and move the field towards the further development of online learning theory (chapters 1 and 2). In chapter 3, co-editor Fathi Elloumi presents a broader view of an online university as a whole, “emphasiz[ing] the role of strategy for online learning institution, and us[ing] the value chain framework for discussing the particular management challenges, skills, and practices associated with online learning” (p. 63). Part 2, “Infrastructure and Support for Content Development”, continues to place emphasis on the importance of using theory to inform practice, detailing infrastructure needs for successful development of online learning and describing technologies and characteristics of media that affect the potential for success in online learning. All three chapters in this section provide practical knowledge and advice for developers of online learning content. Chapter 5 can easily stand alone as a chapter that provides detailed descriptions of current and future technologies in use in online learning. The ability to read this chapter as html through the Athabasca website is especially valuable as authors Rory McGreal and Michael Elliott provide website links for each technology after a short description of it. Therefore, as a reader, if you are interested in learning more about a new technology, you only have to right click the link in text, open the page in a new browser window, and immediately be presented with more information regarding that technology. Part 3 addresses several individual pieces of the design and development of online courses. Chapters speak to certain issues that impact the power of online learning, such as the need for student interaction and the development of team-building skills and issues of copyright for materials used in and developed as part of online learning. Chapter 10 deals specifically with one member of the online learning development team, the multimedia instructional design editor. However, even this chapter, which speaks to a seemingly small part of the overall online learning development process, revisits the value chain analysis in chapter 3 and speaks to the importance of viewing online learning through a wider systems perspective. Connections between chapters (such as this one), an overarching focus on the importance of interaction as part of online learning, and the return to major ideas of using theory to support online learning practice are strengths of the book as a whole. Delivery (especially in regards to teaching practices, including asynchronous discussions), quality control (of online learning in general), and student support of online courses (through the creation of call centers, improvement of library services, and the reorganization of other support services) are addressed in the last section of Theory and Practice of Online Learning. Most practitioners of online learning will find chapter 11, “Teaching in an Online Learning Context”, to be helpful and inspiring in regards to developing an online teaching presence and designing their online learning courses. Chapter author and book co-editor Terry Anderson provides suggestions for effective online teaching practice, presents two competing models of online learning (the community learning model and an independent study model), and provides frameworks for assessment of student contributions in online learning. The underlying nature of Theory and Practice of Online Learning as a how-to guide for online learning comes through strongly in this chapter and other chapters in this final section of the book. The authors provide useful tools and checklists to allow for development of rubrics, synchronous and asynchronous learning activities, student interaction, and effective support mechanisms. Stylistically, Theory and Practice of Online Learning is easy-to-read, with summaries at the end of sections and chapters to reinforce the main points of each aspect of the discussion of online learning. Bulleted lists and figures are included throughout to further explain complex details of theory. Case studies and real-life examples are included in many chapters to ground the theory in practice. There are implicit connections between and among chapters. An astute reader makes these connections herself, but there could be more overt connectors, especially back to the value chain analysis of the system of online learning at an institution. Simple textual connections to what the other authors have to say would make the book a bit tighter. Theory and Practice of Online Learning is a comprehensive publication that presents the ideal situation of online learning, regarding development, delivery, support, evaluation, and continuation. However the authors consistently present the ideal and speak to the reality, understanding that individual circumstances of faculty members, departments, and institutions contribute to the final product and success of an online learning endeavor. Open-source access to this book is significant as online learning becomes more inherent in education every day. Athabasca University’s Theory and Practice of Online Learning is a valuable resource that I can see holding an important place on many practitioners’ desk(top)s. About the Reviewer Amy Garrett Dikkers is a PhD candidate in the Educational Policy and Administration department at the University of Minnesota. She is also Research Coordinator for the School Technology Leadership Initiative (www.schooltechleadership.org), the nation’s first graduate program to comprehensively address the need for tech-savvy school administrators through the use of the National Educational Technology Standards for Administrators.