Distance learning, which makes it possible to convey instructional contents by means of CD-ROM or the Internet, is a widespread technology. Many companies and universities either offer distance learning or plan to do so.
However, being able to use the technology alone is not sufficient to implement distance learning successfully. Belanger and Jordan provide a comprehensive overview of this technology-driven pedagogical revolution. The introduction offers a structured guideline to enable readers to distinguish between training and teaching. After that, the authors describe in detail the factors that may influence teaching. Apart from classical computer-based training and today’s buzzword “Web-based training,” the authors present and discuss options that are rarely considered in the context of distance learning, such as teleconferencing and videocassettes.
The conversion of existing training aids into Web-based courses is time-consuming and costly. Based on her experiences as a management consultant, Jordan outlines ways to estimate the overall costs so that decision-makers avoid misconceptions about the return on investment of this process. The book renders an outstanding service by pointing out the limitations of distance learning. The authors clearly indicate that teaching does not necessarily become better, cheaper, and faster by employing new media.
The authors do not only elaborate on the economic aspects of distance learning, they also suggest possible methods for its technical implementation. Various courseware development tools and course management systems are briefly discussed, and clearly structured tables help readers compare their features. Sometimes the authors drift into unrealistic expectations, such as “using VRML technologies, complex, lifelike patient ‘responses’ can be simulated, and the operating environment so well simulated so as to be identical with the real operating situation” (p. 105). Overall, however, the book does its best to keep readers’ expectations as realistic as possible.
Because the development of curricula for distance learning usually takes considerable time, realistic expectations about the schedule are important. A common approach is to convert existing material gradually and to enhance it by using features provided by new media. With this strategy, course managers can evaluate and correct the process if necessary. Essential technical and organizational prerequisites can be established by implementing prototypes during the development process.
In the last section of the book, three case studies cover the points discussed previously. The major considerations in the development of courseware for distance learning are repeated, and possible ways forward are offered. The four appendices include document templates that can be used as a starting point by managers of distance learning projects. Appendix D in particular, “On-Line Resources for Distance Learning,” provides the information needed to get started. One major drawback of this list, however, is its unclear structure and its incomplete as well as partially incorrect content. Whether email clients can be regarded as “Resources for Distance Learning” may be worth discussing, but Eudora Light as the only email client on this list is clearly not sufficient.
Except for Appendix D, the book fulfills the expectations of the target audience, that is, managers, educators, or professionals who are assigned to implement distance learning projects (p. 3). It is well researched, the language and layout are very clear, and, despite being an introductory work, it offers numerous hints for gaining in-depth knowledge.
