"The chapter on why faculty don’t want to teach online provides the best explanation yet for the critical question on why faculty acceptance of online education has barely budged in the face of dramatic growth of online enrollments. It is now our 'go to' resource for those who need to understand this important issue."
—Jeff Seaman, Director, Babson Survey Research Group
"Ubell describes in detail how new technology allows us to use online learning in new ways that are both more participatory and more effective. These assertions come from someone with a remarkable track record of making learning actually happen."
—Ralph Gomory, Research Professor, NYU and former President, Alfred P. Sloan Foundation
"For Ubell, the critical task is developing student-centered pedagogy and a greater degree of meaningful contact between student and faculty. One would be hard pressed to find an educator today who would dispute the importance of these needs."
—Christopher Haynes, Medium
"Going Online shows there are many ways to migrate education to the Internet. All require institutions to commit to opening up instruction, moving from a professional relationship between a teacher and students to a corporate process. It involves decisions about the online learning environment (be it Moodle, Blackboard or Canvas), whether to use a MOOC provider, how to negotiate intellectual-property rights and how to compensate staff."
—Mike Sharples, Nature 540, 340 (15 December 2016)
"This well-structured, well-researched collection gets to the root of the world's skepticism about digital education, and snippets of humor make it a more entertaining volume than readers might initially expect. Collectively, the essays argue that, despite our misgivings, online education is the best tool for advancing, creating, and distributing knowledge in the modern world."
—Alex Moore, TD Magazine (1 May 2017)
"Going Online presents a hopeful view of online teaching... Going Online makes a case for recognizing the limitations of the face-to-face classroom and reconsidering the pedagogical practices that become possible outside of that setting. The collection might not persuade administrators and faculty whose familiarity with online education has led them to resist its expansion. However, it offers a useful survey of previous research and confronts pervasive misconceptions. These two features make it a valuable resource for sustaining conversations in universities looking to develop online experiential learning."
— Bethany Mannon, Reflective Teaching
