Book Review: Engaging the Online Learner: Activities and Resources for Creative Instruction, by Conrad, R. M., & Donaldson, J. A.

Abstract

Conrad, R. M., & Donaldson, J. A. (2011). the Online Learner. Activities and Resources for Creative (updated edition). San Francisco, CA: Jossey-Bass. 139 pp. ISBN 978-1-118-01819-4 (paperback). The increase in the number of online courses offered by higher education institutions indicates a need for more resources to assist faculty in providing effective instruction within a virtual setting. The updated edition of Engaging the Online Learner: Activities and Resources for Creative Instruction offers a wealth of tools for instructors to promote learning and engagement in an online setting. The book lists several sample activities that can be modified to fit an array of curriculum, while enhancing student involvement. In addition to sample activities, I found the theory on adult learning and learning communities beneficial. The book introduces Phases of Engagement within which the student and instructor's roles evolve throughout the online course. Four phases span a 16-week time frame, during which the learner transitions from Newcomer to Initiator, while the instructor moves from Social Negotiator to Community Member/Challenger. The process requires instructors to begin online courses with interactive activities promoting socialization among students. Toward the end of the course, however, students are required to design and lead most activities. I agree with the book's premise implying that this self-directed learning method is essential to reinforcing course curriculum. In addition to listing the four phases, the authors divided the text into two parts. The first part, Constructing Activities to Engage Online Learners, addresses the design and measurement of online activities as well as the assessment of students' skills. According to the text, instructors should focus on the desired learning outcomes of each activity designed for an online course. The book characterizes learning outcomes in detail: intellectual skill, attitude, verbal information, cognitive strategy, and motor skills. As an online student, I have often felt instructors focused on the needs of the group, as opposed to the individual, throughout the course. This book casually addresses the idea that identifying students' needs is also a key element in effective online course design. The book asserts adult learners' prior knowledge should be sought by the instructor and woven into the academic experience (p. 21). The authors categorize the effectiveness of various online communication tools via table illustrations, providing a visual resource for comparing and contrasting benefits. …