Beyond the Boundaries of Traditional Teaching and Learning

Critique of The theory and Practice of Online Teaching and Learning: A Guide for Academic Professionals.

The Theory and Practice of Online Teaching and Learning: A Guide for Academic Professionals is a freebook published by Routledge that compiles excerpts from different titles aimed at providing educators with the basic steps into online teaching. Even though virtual environments have become increasingly common, many professionals are still reluctant to introduce technology in their practices because they feel vulnerable in the face of this change. They could mistakenly believe that physical presence and synchronicity are critical in learning. Nonetheless, communication can be successful if the parties involved embrace this new environment enthusiastically.

            In chapter 1, Ko and Rossen (2010) establish a comparison between online and conventional teaching. They offer tips to plan an online course or convert a traditional one into an online version and dispel the myth that being a computer expert is vital to become an online instructor. Quite on the contrary, “a very basic familiarity with computers and the Internet will more than suffice” (Ko & Rossen, 2010 as cited in Routledge, n.d., p. 12). They emphasize that “it is ’people-oriented’ people who make the best online instructors” (Ko & Rossen, 2010 as cited in Routledge, n.d., p. 12). In this first excerpt, averse teachers are encouraged to overcome the fear of technological failure and enjoy the online teaching experience. It is an impressive beginning to persuade educators into adopting this new tool.

Vai and Sosulski (2011) delve specifically into the design of online courses in chapter 2. They address topics such as timing, structure of the course, and communication. A list of the adjustments that teachers will need to make in order to adapt to online instruction is proposed as well as an overview of the learning process in this century in which digital native students are being taught by digital immigrant teachers. This appealing chapter highlights the fact that virtuality allows people from all over the world to work together and raises awareness that online environments have incredible benefits on both teachers and learners.

In Chapter 3, Salmon (2012) introduces e-tivities framework. He states that “e-tivities deploy useful, well-rehearsed principles and pedagogies for learning” (Salmon, 2012 as cited in Routledge, n.d., p. 29).  He delves into the fact that e-tivities are not only valuable for the low cost they represent but also because they develop knowledge in a collaborative way.  After exploring this excerpt, the readers have no evidence of what an e-tivity is. It would have been more significant if the author had included more detailed features and examples of them.

In chapter 4, Means, Bakia, and Murphy (2014) describe online learning. Nowadays this kind of learning presents an extensive field. Nevertheless, the authors select four dimensions to classify and categorize the most important aspects. The four elements promoted in the approach are context, design features, implementations, and outcomes. In this chapter, the authors offer tools to reflect on online courses. The book will be useful for inexperienced teachers who want to introduce in this trendy learning modality. Particularly important is the fact that the four dimensions present well-defined items to online teaching practices.

In chapter 5, Littlejohn and Pegger (2013) discuss the background of reusing open resources for learning. They focus on the fact that open resources enhance the possibilities for learning. They highlight that since open licenses had a considerable improvement, reusable resources have been increasing in the education field. According to the authors “learners use and reuse open resources across contexts of education, work and everyday life” (Means, Bakia, & Murphy, 2014 as cited in Routledge, n.d., p. 55). Not only do we agree with the idea of online resources as a possibility to reinforce learning throughout various context but also, we assume that this is a very interesting standpoint which invites to ruminate over the insights of the open, online resources.

In chapter 6, Laurillard (2012) compares teaching not only to an art but also to a science and later concludes that education has analogies but differences with these two disciplines. The author finally defines teaching more as a design science. The relationship between technology and education is analyzed and the use of the potential of technology to enrich the learning process is suggested. However, it is absolutely necessary to understand first what we need from technology to put it at the service of education, which is the priority. This important remark closes the chapter and the booklet. We must bear this in mind if we do not want to be exposed to the risk of being led by technology.

In this compilation, the publishing company takes advantage of titles written by seasoned educationists to digest the most important aspects of online teaching and learning. Although the stated purpose of the compiler is offering practical tips and advice to teaching professionals that are novice at online instruction, it seems to be that there is a hidden intention that is advertising the range of books on the subject published by this company. In any event, some tips and advice could be valuable material for those who are making their first foray into this field and they could open the door to more advanced reading possibilities.

References

Routledge. Taylor & Francis Group. (n.d.). The theory and practice of online teaching and learning:

A guide for academic professionals. Routledge. Retrieved from:  https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/FreeBooks+Opened+Up/Theory_and_Practice_of_Online_FB_final.pdf