Beginning with a brief history of the Internet, this book delves into a review of current research, active learning strategies, Web courseware, metacognition, strategies for Web discussions, promoting student self-regulation, building interactive Web pages, basic HTML coding, managing Web sites, using databases, automated testing, and security and legal issues. Experience shows that Web teaching may be used in an extremely wide range of subject areas. Modern… More >>
The book does a good job of discussing teaching theory and how it relates to web-based instruction.
Alas, its technology discussions, which make up half the book, are quite dated (like the book says Java hasn’t really shipped yet — ok, quiet you cynics — but will be incredibly influential).
Rating: 3 / 5
This book contains several generally accepted principles in creating learning environments. I was actually shocked by an original thought somewhere near the end. The author is very vague, and contradicts himself several times.
He says “A major advantage of the Internet is that teachers do not have to worry about software and hardware issues as much as in other situations.” This is absurd. It is a major barrier to learning. Teachers often have to cope with just those things before any learning on the subject matter can take place. It was not any easier in 1997 when this book was published — it was more difficult because the technology was still young and far less stable, and because learners were not nearly as comfortable in the environment!
I feel that in his push to get his book to market early in the game, he sacrificed content and ideas for (what was then quite forward-thinking) technology.
You can learn something here, but watch your step.
Rating: 2 / 5
I found Brooks’ account of the instructional use of the web as practical and thought provoking. He does not portray the internet as the saving grace for all aspects of education but, demonstrates proven strategies for instruction
Rating: 4 / 5