For some readers the coupling of "engaged learning" and "online learning" may seem somewhat contradictory. For some non-believers, the interface of an online course might seem destined for passive consumption and disengaged, even alienated learning. Conrad and Donaldson refute this notion by offering a concise and practical text focused on promoting interactive learning in an online environment. The authors argue that success in online courses demands students "be active knowledge-generators who assume responsibility for constructing and managing their own learning experience" (7). Towards this end, the book offers a structured approach to developing independent, active learning spaces where teachers serve as creative "activity architects" (12). The book would be most useful for those relatively new to teaching online courses or others who may have more experience, but who are seeking ways to increase student engagement in online learning.
The authors define engaged learning as collaborative learning where instructors and students work together. The text seeks to build on earlier work establishing the benefits of engaged learning and combines that with previous research on developing online learning communities. The bulk of the book contains fifty or so practical activities collected from teachers throughout the US.

The emphasis in the book is thus less on theory and more on activities, although the authors do an excellent job in the early chapters establishing a theoretical framework for thinking about engaged learning in an online environment. They further offer a useful model for phasing in "levels of engagement," a progressive way for students to comfortably develop the confidence and skills needed for success. The authors advise early exercises that pair students in dyads before progressing to groups, and taking ample time for icebreakers at the beginning of a course. There is also a brief discussion on how to choose appropriate online tools, and a useful discussion on incorporating assessment.

Part two presents a range of widely-adaptable activities, games and icebreakers usefully arranged according to levels of facility and models of engagement. The first activities, for example, provide games for learning basic skills such as mousing and elementary principles of library research before progressing to activities designed towards developing motivated, independent and engaged learners.

Each exercise is organized according to task, objective, author and method followed by instructions and the activity author's note. I found the format useful, and especially appreciated those places where the author of the activity took the time to discuss potential pitfalls or concerns. One typical early exercise called "Summary Words" invites students to reflect on a completed unit and post whatever word or expression comes to mind. They then enter as many words or expressions they can come up with in a discussion forum subject line. After 24 hours, students then review their classmates' responses and fashion their responses explaining the particular appeal or impact of one set of summary words.

The difficulty of the exercises progresses according to "models of engagement," so that "reflective activities" are superceded by "authentic activities" which finally lead up to "learner-led activities." While most of the activities are thoroughly described, I found some of the later descriptions opaque. One professor describes an exercise in "authentic problem solving" whereby the instructor posts "a problem for your group to solve" every three weeks. An example of what might count as an "authentic problem" would have been useful. For the most part, though, the exercises are clearly presented and easily adaptable, making Engaging the Online Learner a useful text for those teaching web-based or web-augmented classes.

Lorena Russell
University of North Carolina Asheville