VOL. 25, No. 2
This book by two faculty members from the University of London provides a succinct overview of many of the Key issues in e-learning. The authors state that their primary audience is university-level instructors and those in the field of research; the focus is on e-learning within the context of higher education. It provides brief introductions to many common topics that would be valuable to students, and those with novice to intermediate knowledge in the field who are interested in the research and practice of e-learning.
The book consists of an introduction and six chapters that could stand independently. The introduction begins with a summary of some of the recent discussions around e-learning, the good and the bad, with consideration of different stakeholders. Chapter 1 defines the term “e-learning” and its various interpretations. It also includes some theoretical information, though, Chapter 3 is where the book really focuses on theories and models of e-learning.
Policy concerns and technological developments are discussed in Chapter 2, “Changing Contexts”. This includes the impact of Web 2.0 technologies on e-learning and the blurred distinction between formal and informal learning. While the examples in this chapter, as with many others, feature programs from the UK, sufficient background information is given so that the examples may be understood by those from elsewhere.
Chapter 3 introduces a limited number of e-learning theories, concepts, and models. Topics covered in Chapter 3 include the shared construction of knowledge, Laurillard’s Conversational Framework, and computer-mediated communication. This chapter focuses on concepts related to e-learning; as a researcher, this left me wanting to know more about the key theories and models used in e-learning research.
Chapter 4 discusses both learning and teaching with technology. The information provided here is relevant to both practitioners and researchers. The importance of taking learning into account when designing and teaching is cited. Anderson’s model of e-learning, the community of inquiry model, Conole and Fill’s model of learning, and Brown and Adler’s circle of knowledge building and sharing are all depicted and discussed in relation to learning and teaching with technology.
Chapter 5 focuses on evaluation, primarily in relation to students. It is noted that evaluating students in an e-learning environment differs from evaluating students in a face-to-face environment. A list of good e-learning assessment and feedback practices is included, which could be helpful for novice instructors. The use of portfolios in the assessment of e-learning is also featured, along with a model of e-portfolio based learning. While neither this nor any of the other chapters go into great depth, the authors do a particularly good job in the chapter of providing a variety of citations that the reader may choose to consult for more in-depth information.
The book concludes with Chapter 6, “Researching e-Learning.” The relatively short history of research in e-learning is presented along with information about some of the more popular areas of research. A short section on the Qualitative Content Analysis model is included. The book closes with suggestions for future research and a discussion of the importance of the theory-practice relationship in e-learning.
I found this book to be a relatively quick read that provides a good overview to the key topics in the field, though, at points, I felt myself wanting to know more. I would suggest this book to a novice who is interested in a general overview of the field of e-learning, or someone with more experience who is looking for an update or review of the more recent trends in the field. This is not for someone who wants in-depth analysis. This book would be an appropriate text for a graduate-level introductory course in e-learning, since it surveys many different issues in the field that could be discussion starters or could spark students’ interest. It could also be a useful tool for identifying areas of interest, however, the reader should expect to do more digging elsewhere for in-depth information.
Whitney Alicia Zimmerman is a doctoral candidate in The Pennslyvania State University's Educational Psychology Program. Her research interests include online education, educational statistics, and assessment. E-mail: waz107@psu.edu