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Minds Online: Teaching Effectively with Technology
From wired campuses to smart classrooms to massive open online courses (MOOCs), digital technology is now firmly embedded in higher education. But the dizzying pace of innovation, combined with a dearth of evidence on the effectiveness of new tools and programs, challenges educators to articulate how technology can best fit into the learning experience. Minds Online is a concise, nontechnical guide for academic leaders and instructors who seek to advance learning in this changing environment, through a sound scientific understanding of how the human brain assimilates knowledge.
Drawing on the latest findings from neuroscience and cognitive psychology, Michelle Miller explores how attention, memory, and higher thought processes such as critical thinking and analytical reasoning can be enhanced through technology-aided approaches. The techniques she describes promote retention of course material through frequent low‐stakes testing and practice, and help prevent counterproductive cramming by encouraging better spacing of study. Online activities also help students become more adept with cognitive aids, such as analogies, that allow them to apply learning across situations and disciplines. Miller guides instructors through the process of creating a syllabus for a cognitively optimized, fully online course. She presents innovative ideas for how to use multimedia effectively, how to take advantage of learners’ existing knowledge, and how to motivate students to do their best work and complete the course.
For a generation born into the Internet age, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning.
Drawing on the latest findings from neuroscience and cognitive psychology, Michelle Miller explores how attention, memory, and higher thought processes such as critical thinking and analytical reasoning can be enhanced through technology-aided approaches. The techniques she describes promote retention of course material through frequent low‐stakes testing and practice, and help prevent counterproductive cramming by encouraging better spacing of study. Online activities also help students become more adept with cognitive aids, such as analogies, that allow them to apply learning across situations and disciplines. Miller guides instructors through the process of creating a syllabus for a cognitively optimized, fully online course. She presents innovative ideas for how to use multimedia effectively, how to take advantage of learners’ existing knowledge, and how to motivate students to do their best work and complete the course.
For a generation born into the Internet age, educational technology designed with the brain in mind offers a natural pathway to the pleasures and rewards of deep learning.
296 pages, Paperback
First published October 13, 2014
73 people are currently reading
307 people want to read
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Displaying 1 - 18 of 18 reviews
September 15, 2016
Michelle Miller has given me one of the best, most comprehensive, most easily integrated manuals on instructional design for online courses that I have yet to encounter. I'm a professional in the field of instructional design, and I'm published in peer-reviewed anthologies for social presence theory and instructional design, and this is still the best book I've encountered on the subject. In fact, we hope to invite this author to be the keynote at a conference we host every year. I can't wait to meet her
December 5, 2015
I enjoyed reading this book and suspect that I will find it to be quite useful. COURSE DESIGN is new to me. I studied theology, not Instruction. I just know that I enjoy learning from well-designed courses, and would like to teach well.
The Preface and first three chapters gives something of an overview of online learning. It addressed some of my concerns, such as those embodied in> Nicholas Carr's THE SHALLOWS.
Then we get overview of the research regarding Attention, Memory, Thinking, Using Multimedia, and Motivating Students. I found these chapters to be interesting and quite useful. I loved hearing "what works" in helping myself and others learn.
Chapter 10 pulls it all together, and creates a sample syllabus weaving together the best of what has been discussed in the previous chapters.
I envision referring to this book quite frequently. I'm not dreading it.
March 19, 2019
I read this for work and enjoyed much of it. I think because I've worked in the instructional design field for several years, Miller's ideas didn't shake me up that much. But this book creates a great foundation for bigger conversations about teaching online so for that I think it's helpful.
As a side note, going into online education, I never thought I'd have so many debates about the benefits of online learning. Personally, I found many of my online courses to be much more challenging and rewarding, maybe even more demanding, than traditional face-to-face courses. Plus I could work on them whenever I had time. Maybe I just had great online courses.
Online learning can be great and effective. Read this book if you don't believe me. :)
As a side note, going into online education, I never thought I'd have so many debates about the benefits of online learning. Personally, I found many of my online courses to be much more challenging and rewarding, maybe even more demanding, than traditional face-to-face courses. Plus I could work on them whenever I had time. Maybe I just had great online courses.
Online learning can be great and effective. Read this book if you don't believe me. :)
June 21, 2018
The main reason I didn't give this book 5 stars is that I felt the first few chapters were not very helpful. I almost didn't finish reading it but I'm glad I stuck with it because she has given me some great ideas to try in my own courses.
February 7, 2015
Overall, a fairly comprehensive overview of research on effective teaching and how it can be applied to online learning. Miller has surveyed a wide breadth of scholarship on cognitive psychology and learning. In the first two chapters she answers the questions of online learning's longevity (answering, that yes, online learning in some fashion is here to stay) and whether online learning works (yes, but only with applying what we already know about teaching and learning). The next chapters cover the psychology of computing, attention, memory, thinking, effective use of multimedia, and motivation -- all of which Miller backs up with research from psychological research of the last few decades. The final chapter "Putting it all Together" summarizes some of the highlights of the previous 8 chapters and provides a template one could follow for creating a syllabus for an online course (be it a blended or fully online course).
February 2, 2015
Miller quotes and paraphrases many recent studies in neurology and cognitive psychology with endnotes. The chapters progress smoothly with summaries of the studies' findings but without charts of results. The chapter about critical thinking and how onilne instructors can design their courses cross-references sites to help, such as Northern Arizona University's E-Learning Center (http://www2.nau.edu/d-elearn/support/...) and MERLOT (www.merlot.org). Miller's final chapter presents an annotated sample syllabus for a 3-credit introductory psychology class. Other than the boxed annotations, the sample has no graphic enhancements beside a few section headings.
April 16, 2018
There are a few helpful discussions in this book. For example, Miller explains how recent research has largely debunked the Visual/Auditory/Kinesthetic theory of learning styles. Short version: The VAK model fails to account for the complexity of human intelligence. The senses don't function in a dominant/subordinate relationship; they are interrelated and codependent. The problem with educators relying on the VAK model is that labels can influence behavior as much as they describe it. They can reinforce and limit a person’s behavior and self-understanding. If you tell a child he's a "visual learner" often enough, he might believe you and begin to doubt his ability to read.
In general, though, this book suffers from a lack of reflection on the nature of technology and on how technology changes the way we relate to the world. Miller seems to view technology primarily as a neutral tool, one that can be used well or poorly. If we carefully weigh our use of technology against its effects in the classroom, we should be able to find a happy balance that benefits both teachers and students. She asks questions like, does this technology lead to higher learning outcomes? Does this technology lead to fewer instances of disciplinary interventions? The limits of this approach should be increasingly obvious to anyone paying attention.
The last few years have seen the emergence of a large and growing body of literature that witnesses to the soul-crushing effects of constant noise and stimulation. Pascal famously wrote that much of the unhappiness of men and women arises from their inability to sit quietly by themselves in a room without distraction or diversion (Pensées, 139). Closer to our own time, David Foster Wallace wrote about how concentration, focus, and attending to one subject without distraction are virtues that must be reclaimed in our time, and which can be cultivated through reading good, thoughtful, and difficult books. Even more recently, Sherry Turkle’s 2016 book Reclaiming Conversation: The Power of Talk in a Digital Age, along with her 2012 book Alone Together: Why We Expect More from Technology and Less From Each Other, show how constant exposure to technology atrophies certain essential human capacities, especially the capacities for empathy, self-reflection, sustained attention, and meaningful interpersonal relationships. Earlier this year, Jean M. Twenge’s article for the Atlantic, “Have Smartphones Destroyed a Generation?” startled people by revealing how extensively long-term use of smartphones and other related technologies are associated with social isolation and mental illness, especially depression and anxiety. In 2016 Andrew Sullivan wrote a piece in New York Magazine entitled, “I Used to be a Human Being,” in which he revealed his long-term struggle with technology addiction. There are many other possible examples. One of the general themes of this emerging literature is that multitasking, the great virtue of the 21st century, is largely a myth. Doing more than one thing at a time usually means doing nothing well. None of this is addressed in Miller's book.
But the problem goes deeper. Empirical investigation is necessary but not adequate. There is a metaphysical truth at stake, which is that technology is not neutral, not simply a tool. As Marshal McLuhan famously said, "The medium is the message." Philosophers such as Martin Heidegger, Hans Jonas, Leon Kass, Albert Borgmann, George Grant, Augusto Del Noce, Joseph Ratzinger, and Michael Hanby have labored to show that before technology is a tool it is a way of knowing the world, and that this way of knowing includes an understanding of being, nature, and truth. There is much that could be said about this idea, but one way it presents itself in Miller's book is the way in which digital technologies have reshaped our understanding of knowledge as information, as separate, measurable, quantifiable points of data. These data points come to us in torrents through dozens of screens a day, deluging our senses with information. Without reflection, without wisdom, this unrelenting stream of information overwhelms our capacity to endure it. If not resisted, the constant thrum of information occludes all knowledge and experience that does not take the form of information. Technology prevents us from gaining certain kinds of knowledge and having certain kinds of experiences. Just as one must travel outside the city to see the starlit sky, there is some wisdom that can only be gained in silence and contemplation. There are certain kinds of experiences, certain feelings, that can be had only when one's passions are cooled, mind cleared, and heart stilled.
Closing thought. I couldn't help but laugh at Miller's use of "sublime" in this sentence about the uses of analogical reasoning: “Examples run the gamut from the mundane (a child’s using a Band-Aid to fix a ‘hurt’ doll) to the sublime (a journalism teacher who designs a class to run like a real-world newsroom; a business leader who uses military strategy to dominate a market).” The philosophers and theologians of the ancient world shared Miller’s belief in the sublimity of analogical reasoning. They understood the analogia entis as a possible pathway to knowledge of the divine essence. But what is that compared to militaristic capitalism?
In general, though, this book suffers from a lack of reflection on the nature of technology and on how technology changes the way we relate to the world. Miller seems to view technology primarily as a neutral tool, one that can be used well or poorly. If we carefully weigh our use of technology against its effects in the classroom, we should be able to find a happy balance that benefits both teachers and students. She asks questions like, does this technology lead to higher learning outcomes? Does this technology lead to fewer instances of disciplinary interventions? The limits of this approach should be increasingly obvious to anyone paying attention.
The last few years have seen the emergence of a large and growing body of literature that witnesses to the soul-crushing effects of constant noise and stimulation. Pascal famously wrote that much of the unhappiness of men and women arises from their inability to sit quietly by themselves in a room without distraction or diversion (Pensées, 139). Closer to our own time, David Foster Wallace wrote about how concentration, focus, and attending to one subject without distraction are virtues that must be reclaimed in our time, and which can be cultivated through reading good, thoughtful, and difficult books. Even more recently, Sherry Turkle’s 2016 book Reclaiming Conversation: The Power of Talk in a Digital Age, along with her 2012 book Alone Together: Why We Expect More from Technology and Less From Each Other, show how constant exposure to technology atrophies certain essential human capacities, especially the capacities for empathy, self-reflection, sustained attention, and meaningful interpersonal relationships. Earlier this year, Jean M. Twenge’s article for the Atlantic, “Have Smartphones Destroyed a Generation?” startled people by revealing how extensively long-term use of smartphones and other related technologies are associated with social isolation and mental illness, especially depression and anxiety. In 2016 Andrew Sullivan wrote a piece in New York Magazine entitled, “I Used to be a Human Being,” in which he revealed his long-term struggle with technology addiction. There are many other possible examples. One of the general themes of this emerging literature is that multitasking, the great virtue of the 21st century, is largely a myth. Doing more than one thing at a time usually means doing nothing well. None of this is addressed in Miller's book.
But the problem goes deeper. Empirical investigation is necessary but not adequate. There is a metaphysical truth at stake, which is that technology is not neutral, not simply a tool. As Marshal McLuhan famously said, "The medium is the message." Philosophers such as Martin Heidegger, Hans Jonas, Leon Kass, Albert Borgmann, George Grant, Augusto Del Noce, Joseph Ratzinger, and Michael Hanby have labored to show that before technology is a tool it is a way of knowing the world, and that this way of knowing includes an understanding of being, nature, and truth. There is much that could be said about this idea, but one way it presents itself in Miller's book is the way in which digital technologies have reshaped our understanding of knowledge as information, as separate, measurable, quantifiable points of data. These data points come to us in torrents through dozens of screens a day, deluging our senses with information. Without reflection, without wisdom, this unrelenting stream of information overwhelms our capacity to endure it. If not resisted, the constant thrum of information occludes all knowledge and experience that does not take the form of information. Technology prevents us from gaining certain kinds of knowledge and having certain kinds of experiences. Just as one must travel outside the city to see the starlit sky, there is some wisdom that can only be gained in silence and contemplation. There are certain kinds of experiences, certain feelings, that can be had only when one's passions are cooled, mind cleared, and heart stilled.
Closing thought. I couldn't help but laugh at Miller's use of "sublime" in this sentence about the uses of analogical reasoning: “Examples run the gamut from the mundane (a child’s using a Band-Aid to fix a ‘hurt’ doll) to the sublime (a journalism teacher who designs a class to run like a real-world newsroom; a business leader who uses military strategy to dominate a market).” The philosophers and theologians of the ancient world shared Miller’s belief in the sublimity of analogical reasoning. They understood the analogia entis as a possible pathway to knowledge of the divine essence. But what is that compared to militaristic capitalism?
November 21, 2025
Finally, a book that treats students like human beings, not just hard drives.
I’ll be honest: I usually dread books about "ed-tech." They tend to age like milk, obsessing over tools that will be defunct in six months, or they speak in such abstract academic tongues that I can’t actually use any of it on a Tuesday morning.
Minds Online is the unicorn I’ve been looking for.
Michelle Miller isn't trying to sell you on the "magic" of online learning. Instead, she sits you down and explains the cognitive architecture of the human brain—how we actually pay attention, how we remember, and (crucially) why we forget.
The "Aha!" Moments
Reading this felt less like homework and more like a relief. I found myself constantly nodding along, thinking, "Oh, so THAT is why my students ghosted the discussion board."
Two concepts specifically changed how I build my courses:
Attention as a Bottleneck: I used to think "more is more" with resources. Miller explains Cognitive Load Theory in a way that made me realize my "comprehensive" slides were actually suffocating my students' ability to process information. I’ve since cut the fluff, and the difference is palpable.
The Death of "Learning Styles": Thank you, Michelle, for finally putting the nail in the coffin of "Visual vs. Auditory" learners. Her argument for multimodal presentation (using text and visuals together because that's how brains work, not because it matches a personality type) gave me permission to stop catering to non-existent categories and start teaching effectively for everyone.
The "Deep Dive" Companion
If you really want to geek out, do what I did: read the book, then go listen to her interview on the Teaching in Higher Ed podcast (Episode 24). Hearing her voice brings a warmth to the text that you might miss otherwise. She talks about the "digital native" myth with such pragmatic empathy—reminding us that just because a student can use TikTok doesn't mean they intuitively understand how to manage their own learning in a complex online course.
Bottom Line
This isn't a book about technology; it's a book about thinking. Whether you are teaching a fully asynchronous course or just trying to use your LMS without crying, this book grounds you in the science of the mind. It’s one of the few professional development books I’ve kept on my desk rather than shelving immediately.
I’ll be honest: I usually dread books about "ed-tech." They tend to age like milk, obsessing over tools that will be defunct in six months, or they speak in such abstract academic tongues that I can’t actually use any of it on a Tuesday morning.
Minds Online is the unicorn I’ve been looking for.
Michelle Miller isn't trying to sell you on the "magic" of online learning. Instead, she sits you down and explains the cognitive architecture of the human brain—how we actually pay attention, how we remember, and (crucially) why we forget.
The "Aha!" Moments
Reading this felt less like homework and more like a relief. I found myself constantly nodding along, thinking, "Oh, so THAT is why my students ghosted the discussion board."
Two concepts specifically changed how I build my courses:
Attention as a Bottleneck: I used to think "more is more" with resources. Miller explains Cognitive Load Theory in a way that made me realize my "comprehensive" slides were actually suffocating my students' ability to process information. I’ve since cut the fluff, and the difference is palpable.
The Death of "Learning Styles": Thank you, Michelle, for finally putting the nail in the coffin of "Visual vs. Auditory" learners. Her argument for multimodal presentation (using text and visuals together because that's how brains work, not because it matches a personality type) gave me permission to stop catering to non-existent categories and start teaching effectively for everyone.
The "Deep Dive" Companion
If you really want to geek out, do what I did: read the book, then go listen to her interview on the Teaching in Higher Ed podcast (Episode 24). Hearing her voice brings a warmth to the text that you might miss otherwise. She talks about the "digital native" myth with such pragmatic empathy—reminding us that just because a student can use TikTok doesn't mean they intuitively understand how to manage their own learning in a complex online course.
Bottom Line
This isn't a book about technology; it's a book about thinking. Whether you are teaching a fully asynchronous course or just trying to use your LMS without crying, this book grounds you in the science of the mind. It’s one of the few professional development books I’ve kept on my desk rather than shelving immediately.
This entire review has been hidden because of spoilers.
July 25, 2021
As someone who will be teaching as an adjunct for the first time this fall (Aug - Dec 2021) and teaching an asynchronous, fully online class, I found this book very helpful for planning my course.
Miller breaks down the different components that go into online courses and the applicable psychology for readers to maintain engagement in their classes. She also provides many different resources that further expand upon her writing as well as provide additional content for instructors.
I’m looking forward to using many of the material in this book, including the examples in the sample syllabus at the end, to improve the material that I’ve assembled and the course that I’ve built.
Miller breaks down the different components that go into online courses and the applicable psychology for readers to maintain engagement in their classes. She also provides many different resources that further expand upon her writing as well as provide additional content for instructors.
I’m looking forward to using many of the material in this book, including the examples in the sample syllabus at the end, to improve the material that I’ve assembled and the course that I’ve built.
November 14, 2020
Read this for an online course about teaching online. I think the instructor did not fully appreciate who the course was offered to--K-12 teachers. The author had some great chapters about how we think and how our attention and memory work that I found interesting. The last chapter had some questions to consider when building an online course. Sadly, some of the suggestions in the book are a bit dated since this is an area where things are advancing and changing rapidly.
August 11, 2020
Heavy focus on theory explanations. A lot of interesting experiments mentioned. Nice example of a syllabus in the final chapter. Nice checklist. I wish there was more emphasis on technology integration and less on theory.
October 13, 2017
A wonderful book---interesting, research-based, and practical. I got a lot out of it.
Perhaps a follow-up is in the works?
Perhaps a follow-up is in the works?
August 29, 2020
Puts to bed a lot of education myths that are still espoused on campuses today.
Read
October 11, 2020Guess what? Good teaching is good teaching whether it online or on ground
March 30, 2022
Decent book. I will definitely refer to this when I need to teach online.
June 1, 2015
There is some very useful information in this book. I appreciate that all the information is supported by research findings and that the author has organized the information into categories that apply to teaching.
December 16, 2014
Some really nice research in this.
April 6, 2017
Miller has written a very useful book that will help you think through your course and find ways to enhance student learning. She does a good job of focusing on conceptual aspects (e.g., online classes can provide the opportunity for students to do lots of low-stakes practice) rather than technological aspects (e.g., click here to set up your quiz), though at times she does mention particular online tools that teachers might find useful. The book is about enhancing student learning, not managing teacher responsibilities, so some of her suggestions would not suit those teaching very large (200+) classes. Also, some of the things that technology CAN do, your technology might not do (e.g., provide analytic info about typical student paths through the material, or give bonuses to students to complete tests in a shorter time). Here's hoping that CMS software developers also read this book!
Displaying 1 - 18 of 18 reviews