Van MerriJnboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID model.

Educational Technology, Research and Development, 50(2), 39–64.

Van MerriJnboer, J. J. G., & de Croock, M. B. M. (2002). Performance based ISD: Ten steps to complex learning. Performance

Improvement Journal, 41(7), 33–38.

Mark W. Hardy

Department of Technology, School of Education, 209 Park Hall,

State University of New York at Oswego, Oswego, NY 13126, USA

Email address: hardy@oswego.edu.

Tel.: +1 315 312 5760; fax: +1 315 312 3363.

24 October 2004

L. R. Porter, Developing an online curriculum: Techniques and technologies, Information Science

Publishing, Hershey, PA, 2004416 pages, ISBN: 1-59140-226-3 (paperback), US$59.95

1. Introduction

Developing an Online Curriculum: Technologies and Techniques provides a comprehensive overview

of the steps involved in developing, implementing and managing online courses and curriculum.

Expectations for online administrators, developers, and instructors are detailed through step-by-step

strategies for the development, implementation and presentation of quality online courses. This book

provides a worthwhile resource for anyone involved in online learning environments, and an extremely

valuable text for those persons entering the online learning environment for the first time.

2. Chapter overviews

Developing an Online Curriculum: Technologies and Techniques is divided into three major sections

that deal first with developing, then implementing and finally maintaining the curriculum. The first

section, bDeveloping the Curriculum,Q includes chapters on facilitation, adding courses to the

curriculum, and the development of course materials. Section two, bImplementing the Curriculum,Qtalks about online tools, day-to-day teaching concerns and teaching aesthetics. The final section,

bMaintaining the Curriculum,Q includes chapters on support networks, management and faculty

concerns, and planning for the future.

Chapter one, bFacilitating the Online Curriculum,Q begins with an overview of similarities and

differences in traditional and online classes. Interaction and socialization are described as being

paramount to effective online education. Porter describes three types of online elements found in both

on-site and online classes. These include face-to-face classes with some web-based components of

instruction, web-based instruction with some on-site requirements and those classes that are purely web-

based. Pedagogical concerns are addressed through the design process. Courses may be designed from a

teacher-centered approach or a learner-centered approached, and careful consideration must be given as

doi:10.1016/j.iheduc.2005.06.007

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to whether the approach will be constructivist, behaviorist, or a blending of both. Porter suggests that

further emphasis be given to interaction levels and higher order thinking skills. The benefits of online

education are discussed and the chapter concludes with detailed requirements for online teachers in the

facilitation of online learning communities.

Chapter two, bAdding A Course to the Curriculum,Q provides an overview of the issues involved in the

decision to put a course online, as well as the need for design consistency across the curriculum. Student

services, faculty services, and socialization areas are identified as services that need to be provided

electronically for students in the online environment. Porter discusses the need to consider course demand

and marketability as well as whether or not the course can be presented in an online format. Course

materials and content are discussed in detail, including presentation of course readings, the use of

multimedia files, graphic files, streaming audio or video, and offline materials. The chapter offers a

variety of ways to address assignments and activities in both asynchronous and synchronous formats.

Evaluation is looked at in terms of the course design, teacher effectiveness, student performance, and the

course’s cost effectiveness. Finally student needs are addressed in terms of learning styles, global

multiculturalism, and physical accessibility issues.

The final chapter in section one addresses ways to develop course materials and keep them updated.

Assessing the need to update courses is examined through course evaluations, changes in technology,

and changes in the curriculum. Discussions include strategies for developing interactive materials and

activities that engage the learner in the online environment. Guidelines are included for developing and

maintaining appropriate links to other resources. Finally, the chapter summarizes the instructors’ tasks in

facilitating courses that they have developed, as well as facilitating and creating consistency in courses

that have been developed by others.

Section two, bImplementing the Curriculum,Q begins with chapter four, bTools of the Trade.Q Thischapter looks at the teacher’s role as a facilitator and communicator using both asynchronous and

synchronous activities and communication. Chat rooms are examined as tools for structured discussions,

online office hours, and as forums for social interaction. Strategies to create visual cues and manage the

direction of online chats are explored in depth. Bulletin Boards are discussed as tools for posting

information, course announcements, and hosting academic discussions. Whiteboards are mentioned

briefly as a useful tool for graphic presentations that are not conducive to the written word. The use of e-

mail is explored in depth, and the reader is given a variety of suggestions for use in dealing with the

problems that may arise through e-mail use and abuse. The chapter concludes with a look at online

gradebooks and suggestions for grading policies.

Chapter five, bThe Daily Work of Teaching,Q presents practical tips for the day-to-day teaching

tasks of the online educator. Strategies are presented for handling both daily and weekly

communication tasks using e-mail, bulletin boards and chat rooms. The author also discusses the

use of chat rooms for conducting weekly office hours. Delivery of lecture and discussion materials is

explored through bulletin boards, multimedia, synchronous chats, and hyperlinks. The need for

flexibility in collecting and evaluating assignments is explored in context of the needs of the online

student. Finally the author provides valuable tips for time management and using the Internet to

keep current on the research in online education as well as the particular subject matter that is being

taught.

Chapter 6, bThe Aesthetics of Teaching,Q explores techniques for creating positive learning

environments and building learning communities. Porter outlines the instructor’s role and responsibilities

in developing a community of active engaged learners. Respect for others in developing a safe

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environment is discussed along with the positive aspects of the online environment for creating a sense

of equality among learners. Problems with learning communities are explored along with possible

solutions and the teacher’s role as the group facilitator. Developing communities within communities

and requiring group projects are discussed as viable means for creating interaction among learners. The

chapter concludes with a discussion of issues surrounding academic integrity, methods for detecting

plagiarism, and developing a code of ethics.

Maintaining the curriculum is the focus of section three which begins with a chapter on developing

support networks. Porter describes methods for keeping learners and faculty from feeling isolated in the

online environment. Technical support is identified as a key area of need in online classes. The author

describes multiple ways to provide technical support in both formal and informal environments, within

the class structure, the institutional structure, and via links to Internet resources. Avenues for non-

technical faculty support are explored via chat rooms, bulletin boards, newsgroups, institutional

committees, and professional associations. Recommendations are made for both full time and adjunct

online faculty members to maintain involvement in the institution and keep abreast of current issues in

their individual fields as well as the field of online education.

Chapter eight focuses primarily on administrative concerns regarding the management of online

courses and handling the concerns of faculty members. Five principles for developing online curriculum

are identified and discussed. These principles include recognizing that courses may be different but

should all be of high quality, giving equal value to on-site and online faculty, avoiding competition

between on-site and online classes, creating credible degree programs in both environments, and

maintaining dialogue between on-site and online faculty. Administrators are admonished to develop

clear institutional policies to deal with a number of identified faculty issues. Time allocations for

developing curriculum, preparing courses and time spent in class are seen as serious concerns for online

educators. Compensation, as well as work load and scheduling are additional concerns as online faculty

sometimes feel that there is a perception of laziness, when in fact teaching an online course is often more

time consuming than teaching in a traditional environment. Access to resources and training are issues

for online faculty, particularly those who do not live in close proximity to the institution. Porter

recommends that institutional administrators ensure that provisions are made to provide these resources

to their off campus faculty via onsite workshops and conferences, or through electronic methods. The

chapter concludes with a look at issues regarding tenure and promotion as well as the use of full time and

adjunct instructors, as administrators are advised to value both online and on-site courses equally.

The final chapter, looks to the future of online education from both the teacher’s and the administrator’s

viewpoints. Teachers are charged with keeping themselves up to date with what other institutions are

doing by visiting their course sites and becoming an active participant in a learning community.

Administrators are charged with maintaining appropriate accreditation and marketing the institution’s

courses to meet the needs of targeted audiences. The chapter discusses the need for developing and

following a strategic plan as well as developing and using shared learning objects. Usability testing is

explored as a recommendation and the chapter concludes with an overview of privacy and security issues.

3. Summary

This book, Developing an Online Curriculum: Technologies and Techniques, supports both

instructors and administrators as a resource guide for developing, implementing and maintaining

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individual online courses as well as a complete online curriculum. The book provides both practical day-

to-day strategies and comprehensive overviews for evaluation and future planning. This book is

recommended as valuable addition to the library of anyone involved in online education.

Kathryn Sullivan

Indian Ridge Middle School,

1355 S. Nob Hill Road,

Davie, FL, USA 33324

E-mail address: kathryns@nsu.nova.edu.

13 June 2005

doi:10.1016/j.iheduc.2005.06.008

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