Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice and Assessment

Journal of Physical Therapy Education, Spring 2005 by Ingram, Kathleen W

Discussion-Based Online Teaching to Enhance Student Learning: Theory, Practice and Assessment. Bender, Tisha. Sterling, Va, Stylus Publishing LLC, 2003, softcover, 197 pp, $24.95.

Tisha Bender, PhD, is an online faculty development consultant at New York University, the SUNY Learning Network, New School Online University and Cornell University-ILR Extension. In addition to helping other instructors move their courses online, she is also an online instructor at Cornell and the New School. The information she provides in Discussion-Based Online Teaching is based on pedagogical theories of learning, Bender's own teaching experiences, and the experiences of the faculty for whom she consults.

The book is divided into three sections: Theory, Practice, and Assessment, with the heaviest attention on Practice. In the first section, Theory, Bender addresses the idea of distance as a factor in learning, the role of the online teacher, and learning theories as they apply to online learning. The second section, Practice, focuses on course design, how to effectively engage students, understanding and managing online communication, and innovative teaching techniques. In the final section, Assessment, the focus is on assessing the efficacy of online education.

Discussion-Based Online Teaching is written for higher education instructors who are either venturing into the online teaching and learning environment for the first time or desiring to infuse new ideas into their current online courses. As many physical therapist and physical therapist assistant education programs are beginning to offer courses online, this book's message is timely.

One of Bender's main premises is that if online learning is to promote meaningful learning, which she believes is accomplished through meaningful dialogue, the online instructor has to move beyond thinking about the technology to providing opportunities for discussion. She proposes that because most online courses are primarily text-based, the best way to engage learners is through frequent, active, and substantive discussions.

This book's innovative focus on the human factors involved in learning online, such as safety and transactional distance, goes a long way in providing support for the significant learning that can take place in a well-designed course. However, while I found many of the ideas for increasing interaction through discussions interesting and affirming for my own practice, I felt that the theory section was rather weak and the evidence provided for many instructional activities was either limited in scope or anecdotal. In addition, as an instructional designer, I felt that the section on course development needed to be more closely tied to the theories discussed in the previous section.

Bender writes in a narrative, consulting manner. Her nondirective, collegial writing style will engage many faculty who are leery of online teaching. At the same time, the narrative style requires a great deal of reading to discover the pertinent points to the interesting questions that she poses. For the beginning or novice online instructor, however, I feel that the level of theory and the real examples that Bender provides will stimulate individuals to take the emotional risk of moving their courses online.

Kathleen W Ingram, PhD

Assistant Professor of Instructional Design and Development

University of South Alabama

Mobile, AL