When I offered to read this book, I had just enrolled in a distance learning course on "how to design a distance learning course." This book is a compilation of case studies and practitioners' findings based on research. Authors from around the globe and in many facets of university life provide evidence that supports the value and depth of possibilities with using distance learning. I would recommend this book for anyone who is considering connecting distance learning to their courses. While it does not provide a "cookie-cutter" approach to setting up a distance learning course, the five topics presented provide learners with insight into different components of designing such courses.

Part I showcases work by authors whose studies identify ways to represent content in a distance learning setting. Authors present models and theories and explain how educators are providing new opportunities for representing content. The call is for educators to begin to think outside the "academic box" of lecturing and move toward interactive, experiential simulation activities and to integrate multimedia in classrooms. Learning models described are founded in the theory of constructivism, problem-based learning and inquiry-based learning. Each of the presentations supports the notion of providing opportunities for creating small learning communities. In representing content, authors suggest setting up learning communities and creating many different opportunities for students to participate in learning.

Part II presents studies on activating learning. Using "QuickTime" scenarios is the main focus of this chapter. Specific strategies are shared on how to use scenarios in classes. In one study students are given a problem of the week to examine and respond to. Another chapter discusses the value of matching content with instructional delivery by using scenarios, video-game type activities, and other approaches to presenting concepts. In another chapter students are given scenarios and have to analyze what is happening. The idea is that if learners have options, they may be more inclined to learn material in a way that interests them. Elements that motivate learners are discussed and samples of responses to different options are given. The focus of this part is on helping participants master content.

Part III focuses on providing socialization and support. Each of the authors provides practical applications for engaging learners. Studies indicate that opportunities to socialize can benefit the motivation of those involved. Authors describe how to create a social presence through threaded discussions and other activities. Theories of collaborative learning and socialization are described. This section gives suggestions on how to create these experiences.

Part IV addresses the issue of assessment. Authors compare traditional methods of paper-pencil type assessment with the assessment of learning. The authors focus on authentic assessment strategies and discuss peer assessment, problem-based and portfolio development. They provide specific suggestions for assessing learners and show how assessment needs to address deeper learning as opposed to surface learning.

Part V presents studies on providing feedback. Here, the authors focus on the value of timely, authentic feedback to ensure learner motivation. They agree that feedback is critical. The potential for interactive feedback to involve more than the professor appears to be an aim of distance learning in this section.

The thrust of this book is about what is working in distance learning. I found the ideas founded in research on good teaching, sometimes referred to as "best practices". Thus the book could be used as a resource for developing ideas about either a distance or a non-distance learning course. The section on content representation suggests the use of more visual, simulation and hands-on interactive experiences. The assessment and feedback sections are relevant for all learners.

Thus, the focus of distance learning starts with an understanding of these fundamental aims of teaching: presenting content in meaningful ways, engaging learners in the content and helping them to see how it is connected to their lives, and providing feedback and assessment of their learning. The principles and practices presented in this book provide a fundamental look at constructivism, which I believe should guide any distance or non-distance learning course. I applaud the authors who contributed their areas of expertise in this book.

Nancy Ruppert
UNC Asheville