Tuesday, August 13, 2002

A New Handbook Examines Online Learning From a Psychological Perspective By BROCK READ For Kjell-Erik Rudestam and Judith Schoenholtz-Read -- both associate deans of psychology at the Fielding Graduate Institute -- compiling a guide to online learning was a natural extension of their own research and practice. The book "definitely came out of our own work situation," Mr. Rudestam says. "Basically, we started writing some of the things that we thought we do well." The two solicited 20 previously unpublished articles for Handbook of Online Learning: Innovations in Higher Education and Corporate Training (Sage Publications, 2002), a guide to e-learning practices that reflects the academic focus of its creators. "By and large," says Mr. Rudestam, "the faculty who contributed to the book are quite psychologically savvy" -- even though few actually work in the field. In one essay, two faculty members at the Fielding Institute use a controversial mass e-mail message sent by a professor as a springboard to a discussion of the social idiosyncrasies of electronic communities. Another piece examines "jungle syndrome" -- a sense of information overload that adult learners often face when taking online courses. One of the book's goals is to emphasize teaching strategies that work in adult education. Mr. Rudestam says the book reflects his own pedagogy at the Fielding Institute: He prefers guiding discussion, rather than dictating it. Many of the book's essays apply to all kinds of college programs, Mr. Rudestam says, but its target audiences are graduate-school faculty members and corporate trainers. Several essays offer specific suggestions for streamlining corporate e-learning programs. Academics and corporate trainers can learn much from each other, argues Mr. Rudestam. The corporate world, he says, is often more comfortable incorporating new technology into its courses, while veterans of academe who move on to corporate programs bring a valuable commitment to humanizing the workplace. The book is split into two sections -- one covering the theory and philosophy of online education, the other offering advice for starting such a program. Mr. Rudestam hopes that even the articles on the nuts and bolts of e-learning have a conceptual edge. But whenever possible, he favors simplicity in technology: Most of the guide's essays focus on mastering tools like asynchronous discussion, rather than on experimenting with newer trends. "The focus is not on how fancy you can get your technology but an almost minimalist approach: What technology do you need to be optimally effective?" Above all, Mr. Rudestam hopes the book is a user-friendly tool for professors moving carefully into the world of online education. "It demystifies a process that can seem a little complicated or opaque to people," he says. "I like that." Easy-to-print version E-mail this article

Resolution affirming academic freedom fails to win approval of U. of North Carolina board AMA calls on company to stop publishing list of top party schools E-mail message about corporate scandals stirs controversy at business educators' meeting Financial-aid association presents its annual awards A new handbook examines online learning from a psychological perspective