Palloff, R. M., & Pratt, K. (2003). San Francisco, CA: Jossey-Bass.
224 Pages

Review by Amy Raphael, Ph.D.
Director, Career Planning and Placement Services
Barry University
araphael@mail.barry.edu

The Virtual Student: A Profile and Guide to Working with Online Learners by Palloff and Pratt is divided into three sections: a profile of the virtual student, tips to working with these individuals, and resources for both faculty and students. Discussion ranges from learning styles and time commitments to assessment, evaluation and retention. Palloff and Pratt address a wide variety of topics in this overview of virtual students.

In the Preface, the authors state, "although we talk about the learner as the focus of the process, we too have focused on the instructor. The learner has somehow been left out of the equation" (p. xiii-xiv). They explain the purpose of The Virtual Student as an effort to focus on the online learner and how educators can best understand their needs and work with these students.

As a student affairs practitioner reading this book, I contend that Palloff and Pratt mostly add to the list of resources available that focus on the online classroom. While many of the concepts discussed can be transferred into a student services environment, the focus is the classroom. For example, in "Chapter 6: Designing a Good Student Orientation," I anticipated a discussion that would leave me with ideas or suggestions of how services such as personal or career counseling, academic advising, financial aid, or library services can be presented to the virtual student in a comprehensive orientation, regardless of the delivery format. Instead, I became disheartened to read about "the elements of a good orientation" as they focused on Internet skills and computer support.

Still, this text provides valuable, concrete resources and examples for faculty and students. The toolkits for faculty and students presented at the end of this book remain worthwhile additions. Authors often discuss in length important components to be included in documents such as syllabi or course evaluations, but they do not offer samples for readers to see how to put these ideas into action. Palloff and Pratt provide sample course guidelines, expectation letters, and grading rubrics that any online instructor could utilize.

The student toolkit provides self-assessments and checklists for online learners to evaluate their readiness for online learning, time management, and communication skills. They offer a framework for virtual students to consider as they reflect within course discussion or writing assignments. Yet, again, the authors present resources in the context of the course. While I am not devaluing the use of such resources, this book could be an even greater resource to student affairs practitioners if we did not have to read between the lines and make the connections on our own. How could a self-assessment such as the one on pages 161-163 be weaved into the admissions process prior to enrollment? Worksheets on life goals and objectives could be provided as a component of a career services operation offered to virtual students. A similar toolkit for student services administrators offering a guide to providing student affairs related services in an online environment would make "The Virtual Student" sought after by student affairs practitioners attempting to virtualize their services.