The Theory and Practice of Online Learning. 2nd ed.

Frits Pannekoek is an associate professor of heritage studies, director
of information resources at the University of Calgary, and the author of
A Snug Little Flock: The Social Origins of the Riel Resistance of
1869–70.

This is the second and updated edition of Terry Anderson’s Theory and Practice of Online Learning. The book is probably the most frequently read and cited in its field largely because it has been, since its birth several years ago, freely available online. The first edition has been downloaded over 80,000 times and now, with its pending translation into Chinese, it will be, without a doubt, the most read book on its subject in the world.

Over 30 experts are involved in 18 essays divided into four parts. The first part of the book deals with the role and function of theory in online education, the second with content development and infrastructure, the third with the design and development of online courses, and the fourth with delivery, quality control, and student support. The essays all relate directly to the e-learning “value chain.” There are essays on student support, library e-resources, call centres, social software, and online learning infrastructure needs.

Of particular value, not only to those working in a distance learning environment but to those committed to the removal of barriers to learning, is Dianne Conrad’s “Situation Prior Learning Assessment and Recognition (PLAR) in an Online Learning Environment.” One of the areas of greatest concern in distance education throughout the world today is quality control. Those administrators committed to that agenda can do no better than give Nancy Parker’s essay on that subject careful attention. It is at once thoughtful and insightful.

What might have been useful is an index, and an essay on copyright in the e-environment. The new copyright legislation being threatened in Canada could severely limit the possibilities of e-learning. Sections suggest that universities should ensure that students remove any digital downloads from their machines 25 days after graduation and that faculty should remove any downloads accessed for educational purpose five days later. Frightening prospects indeed! These limitations aside, the book is a must for today’s distance educators, researchers, and administrators.