Internet Learning Volume 5, Number 1, Fall 2016/Winter 2017 | Page 69

Internet Learning
someone new to the field would greatly
benefit from learning about trends in
higher education and the demands for
online learning.
Chapter Two
The first part of Miller’s second chapter,
Online Learning: Does It Work?,
is likely to be common knowledge for
many. In spite of this, readers’ interests
will be piqued when the author details
how much effort is required by online
students compared to those attending
face-to-face classes. Miller deconstructs
the rigorous demands of online classes
despite the skepticism heard by many
opponents of online learning. Surprisingly,
Miller claims that only ~30 percent
of online faculty members actually
believe in the value and legitimacy of
the online learning environment. Miller
did not disclose how she came to this
conclusion, but this certainly opens the
door for additional research and dialogue.
Chapter Three
The third chapter, The Psychology of
Computing, delivers more information
about the psychological aspect
of technology than some readers may
care to know; but, if you enjoy reading
about myths and claims that have been
made against users of technology (i.e.,
computers make you antisocial, online
games are linked to ADHD, etc.), then
you will enjoy this section. Miller is a
professor of psychology, and so she is
able to dissect these claims and explain
truths and falsehoods against them.
She provides pedagogical implications,
explaining how this information specifically
translates into teaching with
technology. Parts of this section were
particularly informative, and educators
will likely gain insights from this chapter.
For example, one topic discusses
the digital immigrant versus the digital
native, and the preconceived notions
many have about how these two
groups of people view and interact with
technology. She also discusses the pitfalls
technology can bring to the classroom.
Face-to-face, online, and hybrid
instructors can benefit from the particulars,
as they are relevant to various
teaching contexts.
Chapters Four through Six
In the following three chapters, Miller
explains the theoretical understanding
of attention, memory, and thinking,
respectively. Again, if the psychology
behind these topics is not appealing,
simply gloss over it and skip to the sections
entitled What [insert Attention,
Memory, Thinking] Means to Online
Teaching and Learning. If readers
choose to skip the sections that report
on this underlying psychology, it will
not impede their understanding of
subsequent chapters, making the book
user-friendly and more of a helpful
reference resource. Within these three
chapters, Miller delivers strategies centered
on gaining and keeping students’
attention, improving their memory of
content and critical thinking skills, and
tackling problem-based learning. The
strategies discussed are useful to veter-
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