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Journal of Teaching and Learning with Technology, Vol. 2, No. 1, June 2013, pp. 77 – 80. 	
  

Book Review 
 

The Online Teaching Survival Guide: Simple and Practical 
Pedagogical Tips 

 
Shradha Kanwar1 

 
Citation: Boettcher, J.V., & Conrad, R.-M. (2010). The Online Teaching Survival 
Guide: Simple and Practical Pedagogical Tips. Jossey-Bass, A Wiley 
Imprint(pbk).   
 
Publisher’s Description: The Online Teaching Survival Guide provides an 
overview of theory-based techniques for online teaching or for a technology-
enhanced course, including course management, social presence, community 
building, and debriefing. Based on traditional pedagogical theory, this resource 
integrates the latest research in cognitive processing and learning outcomes. From 
a practical approach, this guidebook presents instructional strategies in a four-
phase timeline, suitable for any online or blended course. Faculty with little 
knowledge of educational theory and those well-versed in pedagogy will find this 
book a key to developing their practical online teaching skills. 

 
The advent of digital classrooms and online learning has transformed the educational 

ecosphere. The exponential growth in information has augmented the importance of technology 
in classrooms. Teachers across the globe are experiencing this driving force and are exploring 
diverse ways of harnessing the potential of online teaching. 

The book brilliantly deals with this most fascinating yet challenging issue of online 
learning, and gives an orientation to its various facets. Rightly presented as a survival guide with 
simple and practical pedagogical tips for online teaching, the book showcases an array of 
strategies to structure an online course, design the pedagogy and also formulate an assessment 
plan.  
The book reinforces the significance of pedagogical theories in establishing the framework on 
which online teaching practices are orchestrated. “Innovative communication technologies often 
drive pedagogical change,” and the book highlights this transit from face-to-face instruction to 
online. 

The pedagogical practices for online teaching are useful to learners with different 
learning styles and ability levels. As mentioned by the authors, “Tips comprising the heart of this 
book were crafted to meet the needs of actual faculty from veteran classroom instructors to 
novice teachers.”  The suggestions could be incorporated in fortifying one’s own teaching 
practice or to support the extended academic community. 

The book noticeably demonstrates its intent as a forerunner of active and ongoing support 
for online faculty to ensure an effective and efficient teaching- learning experience. The authors 
highlight the challenges faced because of the exponential growth in information and the 
blistering speed at which the environment is becoming technologically immersive.  

	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
1 Area Director, Educational Technology, at NIIT University, shradha.kanwar@gmail.com  



Kanwar, S. 

Journal of Teaching and Learning with Technology, Vol. 2, No. 1, June 2013. 
jotlt.indiana.edu  

78 

A primary theme of the text is that an effective teacher will be equally effective in all 
formats of teaching, be it face-to-face or online, but this evolution is neither mechanical nor 
sudden.  Therefore, an orientation to the process of online teaching and to the content is critical. 

The first chapter of the book gives a holistic perspective on the macro picture of learning 
and effectively illustrates the distinction between a face-to-face and an online course plan. It also 
sets the context for the subsequent chapters. The chapter is focused on creating and continuously 
improving online courses and there is a constant emphasis on the unique style and orientation 
needed for an online course plan. The component dealing with “How are online courses unique?” 
sets the foundation for various facets of online teaching, which stand out as very important 
references for constructing the course. The authors illustrate a variety of inputs on the 
importance of a real-time learning environment to create well-designed asynchronous 
interactions, thus leading to improvement of the teaching-learning experience. Further, the 
uniqueness of the online course plan exemplifies the role of a learner in the process as being 
more dynamic and purposeful and conspicuously engaged in the creation of knowledge.  

Chapter two of the book is structured around the theoretical foundations of pedagogy and 
its significance for practitioners. It appropriately draws attention to the evolving educational 
scenario where traditional teaching practices no longer suffice the purpose of meeting learning 
objectives. The authors introduce the readers to ten core learning principles – the foundation on 
which the online course plan is designed. These core principles act as guidelines in designing and 
managing the online teaching environment. They reinforce the role of faculty as mentors, 
directing the learning experience with emphasis on learning processes to ensure the different 
learning outcomes. The insights from this section of the book reiterate the role of a learner as the 
pivot point around which all processes are activated. It significantly points out the aspect of 
varied experiences accumulated over a period of time and resulting in new learning. The context 
around which the learning event takes place is critical and there is an adequate emphasis on the 
advantages of the dynamic digital learning space to ensure richness of perspective and effective 
learning outcomes. The theoretical foundations expounded in the book act as important 
references to develop metacognitive abilities. The authors constantly reinforce the need to 
develop high order thinking skills of deep understanding and lifelong learning, so noteworthy in 
today’s learning context. 

Chapter 3 begins with familiarizing the readers with the practical aspect of online 
teaching. It draws attention to the importance of preparation, presence, and participation in both 
the synchronous and asynchronous scenario. The best practices highlighted in this section 
provide an end-to-end course-plan structure, putting emphasis on customized and personalized 
learning. 

The second part of the book, comprising eight chapters, extends the discussion on useful 
strategies for online teaching. From setting the right foot forward in course beginnings, through 
an appropriate selection of tools, to avant-garde pedagogical suggestions, to essential course 
pieces, and defining quality standards, the discussion leads to interesting cognitive revelations 
around the “zone of proximal development.”  Additional precepts are shared to hone the talent of 
interested faculty members with focus on framing the right kind of questions, rubrics for 
evaluation, discussion forums, and posting to create an immersive learning experience. The tips 
provide immediate and relevant references to create a stimulating course and handle intensive 
engagements.  

The themes and tools projected by the authors are useful in developing good practices for 
learning. These practices act as useful guidelines in ensuring engagement and progress of 



Kanwar, S. 

Journal of Teaching and Learning with Technology, Vol. 2, No. 1, June 2013. 
jotlt.indiana.edu  

79 

learners. It critically examines the array of offerings in the digital space and emphasizes the 
importance of right tool selection based on the requirement of the learners. The ultimate goal of 
any teaching process is to ensure meaningful learning and stimulate intellectual curiosity of the 
students; this book characterizes this very aspect of learning. Another important aspect of 
technology customization that is brought out in the book is the necessity of a learner-centric 
knowledge management system (CMS). According to the authors, the CMS should support deep 
learning processes and promote collaborative learning experiences. Community building to 
improve teaching processes is also a focus area where the authors share best practices for online 
course design and delivery.  

Interesting and readily available tools are shared for the benefit of online teachers. These 
include simple tools for collaboration and communication as well as more refined applications. 
The authors continuously advocate the need to reinforce the cognitive presence in the classroom 
through intelligently crafted discussion sessions and projects. Peer collaboration is strongly 
encouraged through conversations and assessment interventions. Self- development of teachers is 
an area where the tips induce reflective practices and a sense of accountability amongst teachers. 
The progression of the chapters is done in a very coherent manner and the reader surfaces with 
new ideas with every chapter.  

Phase 3 of the book focuses on leveraging the power of questions and inculcating inquiry 
as a reflective practice. These are indeed essential prerequisites for today's millennial generation 
who are so used to obtaining responses to their queries through a simple Google search. The 
authors insist on the new and emerging role of the teachers in linking students’ new information 
and concepts with previous knowledge through the art of questioning. As the authors take us to 
the tips for the" late middle," the emphasis now shifts to integrating knowledge in anticipating 
and solving problems. Feedback is an important indicator to take stock of the course objectives 
and to understand the progression of the course to realign it with the learners’ knowledge. Tips 
on feedback strategies that deal with the prospect of improving learning outcomes are illustrated 
effectively. The suggestions on creating a feedback mechanism that is personal, formative, 
timely, and efficient are very pragmatic.  

Concept mapping for authentic problem solving, collaborative project discussions, and 
tips to conduct them are hugely relevant in today's learning space, where team building and 
synergy are the key success differentiators. The book delineates the need to energize learners and 
maintain a flow to ensure that students are neither underwhelmed nor intimidated in mapping the 
content. Social networking sites, which are more common as personal interaction forums, are 
presented in the book as useful cognitive tools in co-constructing knowledge and building a 
learning community.  

Phase 4 of the book gives the modus operandi to embellish and present the neatly 
designed final product and is directed toward making a learner independent and self-initiated. 
Finally, the book explores future problem areas that might interfere with the smooth conduct of 
the course.  

Suggestions pertaining to other formats of online learning like mobile platforms, could 
have added further value to the practical advice section. Some inputs on technology as a 
liberating mechanism for learners could be added in further editions.  The book is a useful 
reference for teachers who are beginning their online teaching journey. It is equally useful for 
teachers who have attained a certain degree of proficiency in this area. The challenge of teaching 
in an unfamiliar territory is gradually erased and replaced with excitement about designing the 



Kanwar, S. 

Journal of Teaching and Learning with Technology, Vol. 2, No. 1, June 2013. 
jotlt.indiana.edu  

80 

course plan. The uniqueness with which the book focuses on leveraging technology to provide 
differentiated instruction in creating an inimitable learning experience is noteworthy.   


