Book reviews

Blended learning and online tutoring: A good practice guide, J. MacDonald, Gower Publishing Company,Burlington, VT(2006), 191 pp., (paper), US$49.95, ISBN: 0-566-08659-X

1. Introduction

In her book Blended learning and online tutoring, Janet MacDonald shares valuable research and experience withan academic community clamoring for validation of its own experimental attempts at this mode of course delivery. Dr.MacDonald received her Ph.D. from Open University in the UK through an online course design. She has experiencedonline teaching and tutoring from both sides of the desk. Dr. MacDonald is currently the coordinator of Learning andTeaching at the Open University in Scotland. She has published widely in the areas of networked learning, blended e-learning, and online course design and assessment.

While the word blended may have many meanings, this book tries to address the whole context in which blendedlearning and teaching take place from a student and teacher chatting in the hall between classes to an organized onlinechat session. The tutor's role in the scope of this text is limited to support of learning and assessment tasks. Tutors in thestudy conducted at Open University do not have duties that include presenting lectures or delivering written coursematerials.

Throughout the book, call-out boxes containing “Bright Ideas” were used to present innovative and insightful ideasfrom practicing tutors. The chapters were also sprinkled with a liberal amount of actual correspondence and threadeddiscussion examples between tutors and students. Added to this openness of personal story telling by students andtutors was the author speaking in first person. The total effect of all this sharing was that the book came across with adown to earth, familiar if somewhat unprofessional tone.

2. Chapter organization

MacDonald chose to divide this book into three distinct sections. Part I contained an examination of the currentpractices in blended learning presented from both the traditional campus view and the online university view. Part IIexplored the best practices in using asynchronous and synchronous methods to support student learning. Finally,Part III presented strategies for assessing and strengthening e-discovery, e-writing, and e-collaboration. Missing fromthe book was a glossary section where important terms were defined, though a detailed index and bibliography wereincluded.

2.1. Part 1: Approaches to blended learning

An introduction to the rest of the book is presented in Chapter 1. Discussion about the promise and pitfalls ofDistance technologies being used in education showed that e-learning can connect or divide students. MacDonaldtheorized that blended learning often results from a worry that online media is somehow failing to achieve satisfactoryoutcomes. She suggested that programs should not worry about getting the perfect blend of online and traditionalpresentation and should instead worry about supporting student learning.

The SOLACE (Supporting Open Learners in A Changing Environment) project was presented in Chapter 2. Thisproject enlisted tutors at Open University in 40 geographically dispersed locations and asked them to log theirinteractions with students at three key times in a semester. Tutors logged interactions they initiated as well as thosethat were initiated by students. The logs were posted weekly on a rotating basis in a group discussion conference

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where tutors could freely respond to each other's information. Interestingly enough, a similar study was conductedwith tutors at the University of Glasgow which is a traditional, campus-based institution. It was found that campusprograms and blended programs have much in common in the techniques and media that they use to support studentlearning.

Chapter 3 presented methods that could be used to ascertain tutor's perceptions of effective intervention. First, acategorization of high quality interventions should be determined for an organization. Some possible qualityinterventions that were suggested include: affective, dialogic, focusing, reflective, timely, reversionable, andaccessible. Next, the types of media that might be used in an intervention should be ascertained. Some media types usedfor interventions may include: email, discussion conference, face-to-face, texting or chat, telephone conference, audiographics, and video conference. The result of these two efforts would allow a chart that related the quality ofintervention to the media used to be constructed. By providing tutors with a scale or rating such as 1 for Excellent to 5for Don't know, they should be able to complete the chart and provide valuable information on a tutor's perspective asto what type of intervention provides the highest quality given the media type.

Chapter 4 described information about current practices in blended learning gleaned from a survey of institutionsand experts in the field. Two of the most frequent media reported in used for blended learning were asynchronousdiscussions and face-to-face meetings. Three teaching and learning contexts identified as a result of this survey were:courses for campus-based students where online media was used to increase self-study, courses for distance studentswhere face-to-face meetings were used for collaboration and peer support, and courses for both where consistency ofmaterials and a web-based interface was employed for the benefit of all.

A look at the pedagogy for blended learning that combines asynchronous and synchronous tutor-mediated supportwas presented in Chapter 5. Two benefits asynchronous methods provide are more time to think and a higher level ofstudent engagement in discourse than is usually possible in face-to-face interactions. The contributions of synchronousand fact-to-face methods are in helping to focus content, targeting advice for hard to understand concepts, and hands-onhelp with problem solving activities. MacDonald expressed concern that too often an investigation as to the proper usesfor face-to-face interactions are brushed by the wayside because it is thought that everything is already known aboutthis support method. Just because this traditional method of student support is not new, does not mean that enough hasbeen discovered about how it might be done better.

2.2. Part II: Online tutoring

Practical examples drawn from the SOLACE project provided Chapter 6 with a set of useful asynchronousmethods that could be used to support student tuition. Email is effective for contacting the entire group to provideformal group assessment or in responding to individuals in a one-on-one interaction. Methods for managing smallgroup or large group discussions are discussed especially in light of workload considerations. Special note is madeof why asynchronous discussions may not work and what could be done to avoid failures. Key factors for successfulconferencing include: the need for the conference to look lively, maintain constant moderator presence, and have theconference perceived as the norm then students will accept the requirement.

Handy techniques for moderators of online conferences are shared in Chapter 7. While this was a very short chapter,it provided a wealth of ideas for any tutor responsible for planning successful online conferences. Techniques such asmaking introductions and setting the scene, archiving, weaving, summarizing, threading, managing online interactions,and finally managing your own time were shared.

Chapter 8 presented practical examples of supporting students using synchronous methods. Some of these examplescame from the blended learning survey and some are common practice at the Open University in Scotland. The mostobvious tool for supporting students synchronously is the telephone or an audio conference bridge. Other types ofsynchronous media discussed were: audio via the Internet or voicemail, text chat, whiteboard shared space, break-outrooms (chat rooms), application sharing, polls, feedback, hand-raising, and video or teleconferencing. An importantnote concerning the difficulty imposed by an exact meeting time for some distance students was given. Family, work orother responsibilities may prevent a virtual meeting from taking place even though the most sophisticated synchronoustechnology was deployed. Synchronous tools can be used to support a variety of learning objectives to meet the needsof a group, preferably a small group, or an individual.

Like the beneficial information found in Chapter 7, the handy techniques for moderators using online synchronousmedia found in Chapter 9 were invaluable. Planning a synchronous session thoroughly will prevent many missteps.

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Creating an agenda and sending a reminder will get students prepared. Strategies for dealing with interactions during asession and summarizing at the end of the session were useful. Specific techniques for leading text chat sessions, audiosessions (remember to smile), whiteboard and break-out rooms were provided to serve as a help or a reminder tomoderators.

2.3. Part III: Developing independent learners

As the first chapter in this section, Chapter 10 addresses the problems and concerns students may experience asblended learners. A thorough examination of what makes a competent online learner was shared. Learning onlineinvolves e-investigating, e-writing, and e-collaborating skills that are not often taught in the traditional collegeclassroom. The question as to whether online learning suits all students was asked. The answer given was no. Manystudents are not mature enough or disciplined enough to handle their own self-directed learning. Responsibleprograms will make students aware of the requirements and demands of blended learning before they commit to acourse of study. Other issues such as accommodating various student learning styles and providing technical oradministrative support to students will become important to programs moving in to blended learning for the firsttime.

Guidelines for blended learning course design and development were shared in Chapter 11. Many of the well-understood principles for course design that have the goal of self-directed learning should be applied to blendedlearning. Providing a learning context that acclimatizes students and sets expectations is especially important ifstudents have no prior experience in blended learning. MacDonald advocated constructivist learning activities toengage the learner. Particular attention should be paid to assessment methods in order to make sure they are tied tocourse objectives and learning outcomes.

Chapters 12–15 focused on presenting a set of best practices tutors or course designers could use to help develope-investigators, e-writers, and e-collaborators of students involved in blended courses. The sheer volume ofelectronic resources available today can overwhelm students. Helping students mature in their judgments as to thequality of their sources and understand the context in which information can be used will be highly useful to them inthe future. While many colleges have courses that teach writing skills, the unique writing opportunities that can begained through electronic communication are often left unexplored. The power in web-based or networkedcommunication is the ease with which information is disseminated, students can learn how to write for the web andexplore the uses of hypertext, software can be used for electronic mind mapping, and writers can discoverthe possibilities for redrafting and providing peer review of writing assignments. Online collaboration needs toa course requirement and the tools to support these activities need to be thoroughly tested to ensure students arenot frustrated while trying to collaborate. Some interesting collaborative activities suggested include: onlinedebates, brainstorming, contribution of resources, encouragement of peers, fish bowl interactions, a collaborativeweb page, and of course small group online discussion.

The last chapter of the book offered some guidelines to staff members who are responsible for blended learning.Dr. MacDonald suggests that effective staff development should take into consideration implicit learning, reactivelearning and deliberative learning. Mentors can be appointed or volunteers can offer to supplement new staffmembers until their skill and confidence levels are sufficient for independent operation. User support groups shouldbe formed and an ongoing online conference could be used to encourage the sharing of best practices,troubleshooting problem areas, and help in creating an environment of collegiality among tutors.

3. Conclusion

MacDonald's Blended learning and online tutoring lives up to its secondary title: a good practice guide. Thebulk of the resources and examples found in the book come from surveys or information gleaned from actual logsof online tutors. Major focus is given to the two categories of media most often used in e-learning, synchronousand asynchronous. While the first person presentation may seem informal and loose, the author achieves her goalin sharing findings and bright ideas of real people in a personal and compelling manner. Because thisbook contains some valuable tracking and categorization methodologies as well as unique ideas from practicingtutors, it would be a much used addition to the library of any instructor or tutor involved in distance, or blendedprograms.

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Kimberly W. BartholomewInformation Systems and Technology, Utah Valley State College, 800 W. University Parkway, Orem, UT 84058,

United StatesE-mail address: barthoki@uvsc.edu.

doi:10.1016/j.iheduc.2007.09.002

Blended learning and online tutoring: A good practice guide, J. MacDonald, Gower Publishing Company,Burlington, VT(2006), 191 pages, ISBN: 0-566-08659-X

1. Introduction

Blended learning and online tutoring: A good practice guide is a practical, conversational exploration of goodpractices for learning environments that are composed of a mixture of face-to-face and distance learning strategies,including online discussion, computerized chat as well as telephone and postal mail communication or the use of onlineresources and multimedia. Janet MacDonald holds a doctoral degree in online course design and assessment and is theLearning and Teaching Coordinator at the Open University in Scotland, a distance education institution. Much of thecontent is based on the results of two research studies involving students and instructors utilizing online and blendedlearning environments around the world. The net result of this research is a practical discussion of current practice andpedagogy in blended learning, online teaching, and suggestions for equipping students for the independent nature ofonline or blended learning. Each chapter includes snapshots of current practice from various institutions internationallyfrom both the practitioner and student perspectives. Chapters all conclude with a summary of critical points andreferences for additional reading.

2. Terminology and author introduction

Chapter 1 is a brief introduction to the book and a discussion of terminology such as “blended learning.”While notexplicitly discussed in this chapter, it is important to note that the author is from Scotland and thus uses the term “onlinetutor” for an individual who teaches online, regardless of their terminal degree. Thus a full professor teaching onlinemight still be referred to as an “online tutor.” The term “online conferencing” is used in the context of what Americanstypically refer to as “online discussions”, “online forums”, or “discussion groups” and is not referring necessarily to areal-time “conference” but includes asynchronous discussion. The first chapter concludes with a description of thebook's intended audience: those currently involved or seeking to become involved in online and blended teaching.

3. Current practice and pedagogy

Part one of Blended learning and online tutoring: A good practice guide is comprised of four chapters and focuseson the current practice in online and blended learning for instruction, student support and intervention, and thepedagogical issues raised and resolved by online and blended learning.

Chapter 2, “Tutor-Mediated Support: Reflecting on Present Practice”, introduces the SOLACE (Supporting OpenLearners in A Changing Environment) research project that was used for much of the book content. This research studywas devised to collect information on current practices in online education through surveys and logs kept bypractitioners at various points during an online course. The logs recorded what practitioners described for their studentcontacts at both a class and individual basis and categorized these contacts based on the purpose of the interactions.Categories included such things as administrative contacts, encouragement-related contacts, answering content-relatedquestions, and help with assignments. The method of contact (e.g. by phone, in person, via email, etc.) was alsorecorded. These logs and responses are summarized as a snapshot of current practice and questions arising from thissummary are raised as topics for discussion in future chapters.

286 Book reviews