principles. Each chapter is framed with narratives of teaching scenarios that instructors at the college level will find relatable. This book is not written by sociologists; Darby and Lang are both scholars of English. While written for a general audience, the online strategies would be of use in any sociology course. To complement with a sociological perspective, Small Teaching Online would pair well with KozimorKing and Chin’s (2018) book Learning from Each Other: Refining the Practice of Teaching in Higher Education. In particular, Hunt’s (2018) chapter, “Pedagogical Techniques for Creating a Community of Inquiry in Online Learning Environments,” and Messineo’s (2018) chapter, “(Re-)Creating Your Course: Backward Design and Assessment,” would work well with this book. Readers interested in a richer explanation of the underlying learner-centered philosophy would enjoy the discussion in Maryellen Weimer’s (2013) book, LearnerCentered Teaching: Five Key Changes to Practice. The audience of Small Teaching Online is “instructors who have experience with face-to-face teaching and are now being asked to develop the knowledge and skills they need to teach online” (p. xxvii). With this audience in mind, almost all the discussion of the book comes from translating in-person tactics into an online environment. The main shortcoming of this translation approach is that it doesn’t emphasize the innovations that the online environment might offer above and beyond the in-person classroom and is understandably limited by the infancy of research of online courses. Readers looking for a combination of good teaching practice and intentional design will find it in Small Teaching Online. Readers looking for more innovative solutions should use this book as a reference to explore other specific resources. It’s delightful to read, if occasionally redundant to Lang’s 2016 iteration, but worth the review to find new golden nugget strategies like SPECs grading. It would be of use to many graduate teaching seminars or faculty transitioning to teaching online. For more advanced instructors, the book has useful references and is full of relatable and illuminating narratives.

中文翻译：

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书评：儿童与犯罪

原则。每章都以教学场景的叙述为框架，大学级别的教师会发现这些场景具有相关性。这本书不是社会学家写的；Darby 和 Lang 都是英语学者。虽然是为一般受众编写的，但在线策略可用于任何社会学课程。为了补充社会学的观点，Small Teaching Online 将与 KozimorKing 和 Chin (2018) 的书相互学习：完善高等教育教学实践相结合。特别是，Hunt (2018) 的章节“在在线学习环境中创建探究社区的教学技术”和 Messineo (2018) 的章节“（重新）创建您的课程：落后设计和评估”将与这本书。对以学习者为中心的基本哲学进行更丰富解释感兴趣的读者会喜欢 Maryellen Weimer (2013) 着作《以学习者为中心的教学：实践的五个关键变化》中的讨论。Small Teaching Online 的受众是“具有面对面教学经验并且现在被要求发展他们在线教学所需的知识和技能的教师”（第 xxvii 页）。考虑到这些读者，本书的几乎所有讨论都来自将面对面的策略转化为在线环境。这种翻译方法的主要缺点是它没有强调在线环境可能提供的超越面对面课堂的创新，并且可以理解受到在线课程研究的初期限制。寻求良好教学实践和有意设计相结合的读者可以在 Small Teaching Online 中找到它。寻求更多创新解决方案的读者应该使用本书作为探索其他特定资源的参考。读起来很愉快，虽然偶尔对 Lang 的 2016 年迭代来说是多余的，但值得一读以找到新的金块策略，如 SPEC 分级。它将对许多研究生教学研讨会或教师过渡到在线教学有用。对于更高级的教师来说，这本书有有用的参考资料，并且充满了相关性和启发性的叙述。如果偶尔对 Lang 的 2016 年迭代来说是多余的，但值得回顾一下以找到新的金块策略，例如 SPEC 分级。它将对许多研究生教学研讨会或教师过渡到在线教学有用。对于更高级的教师来说，这本书有有用的参考资料，并且充满了相关性和启发性的叙述。如果偶尔对 Lang 的 2016 年迭代来说是多余的，但值得回顾一下以找到新的金块策略，例如 SPEC 分级。它将对许多研究生教学研讨会或教师过渡到在线教学有用。对于更高级的教师来说，这本书有有用的参考资料，并且充满了相关性和启发性的叙述。