Online Teaching: Unachievable?

This free book, The Theory and Practice of Online Teaching and Learning: A Guide for Academic Professionals (n.d), is a sixty-page compilation of six different books written by multiple experts in the field of online education. The aim of this book is to provide teachers with some theoretical basis and practical tips to approach this field, which has usually been regarded as challenging by many instructors, and help them “make the most of their online teaching regardless of their level of experience with internet instruction” (Routledge, n.d, p. 4). Nevertheless, few practical guidelines are provided for a prospective online teacher to undertake such a demanding task.

Teaching Online- The Basics describes the differences between teaching onsite and online, warning the future online course instructor that his success in the field will depend on his adaptation to the online written world and its tools.  Orientation to Online Teaching and Learning illustrates how time management is different in the online teaching scenario. Synchronous and Asynchronous learning are defined, and the benefits which the latter may provide are highlighted. E-tivities for Active Online Learning introduces the reader to the concept of e-tivities, explaining how these collaborative activities may benefit both moderators and students. After all, scarcely does this chapter provide teachers with directions on how to design this type of activities and implement them in actual practice.

The Varied Terrain of Online Learning depicts the four dimensions at play in online learning (context, design, implementation and outcomes), and how their interaction may shape the total experience in the teaching and learning scenarios. Reusing Open Resources for Learning describes how the use of the different open resources available can have beneficial outcomes. “By including open resources in educational experiences, opportunities for learning increase dramatically” (Routledge, n.d, p. 5). However, how to find and include these open resources in actual practice is not specified.

 In the final chapter, Teaching as a Design Science, teaching is compared to engineering since it has the capacity to introduce improvements into the world. It is then necessary for teachers to “master the use of digital technologies, to harness their power, and put them to the proper service of education” (Laurillard, 2012, as cited in Routledge, n.d, p.58).  Teachers have to take an active position and use technology to favour their practices. Nevertheless, uncertainty and confusion may result from novice teachers’ lack of knowledge as regards how to implement these digital technologies in their practice.

Teaching means involving yourself in the never-ending process of learning.  Teachers who want to venture in the world of online teaching may find in this book an extensive description of what the online teaching field may offer to them and their students. Because of its technical portrayal, educators may feel they are incapable of successfully approaching the field of online teaching. This book would have been more enriching and useful for amateur teachers if it had provided them with more practical tips, and by doing so, it would have been able to fulfil the aim stated at the introduction of the book.

Reference

Routledge. (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