The Journal of Asynchronous Learning Networks (JALN)
ISSN 1092-8235 (online) - ISSN 1939-5256 (print)
The aim of the Journal of Asynchronous Learning Networks is to describe original work in asynchronous learning networks (ALN), including experimental results. Our mission is to provide practitioners in online education with knowledge about the very best research in online learning. Papers emphasizing results, backed by data are the norm. Occasionally, papers reviewing broad areas are published, including critical reviews of thematic areas. Papers useful to administrators are welcome. JALN is published 4 times a year, and entire issues are published from time-to-time around a single topic or disciplinary areas. Calls for papers for special issues include specific due dates, but general submissions are accepted year-round. . The Journal adheres to traditional standards of double-blind peer review, and authors are encouraged to provide quantitative data; currently JALN's acceptance rate is 25%. The original objective of the Journal was to establish ALN as a field by publishing articles from authoritative and reliable sources. The Journal is now a major resource for knowledge about online learning.
The Journal is guided by its editors and advisory panels. If you are interested in contributing to JALN as an author or reviewer, please see JALN guidelines and information for authors, reivewers and researchers. Learn more about access and pricing.
Full articles are available (free) online to members only (must be logged in), non-members can purchase articles for $5.95/each.
Archived articles (after one year) are free and open to everyone. To access archived articles look for the 
symbol next to the article name under the 'Free for all' column and click on it to download the article. Google Chrome users will need to go into your Chrome plugins and and disable the PDF viewer in order to download the pdf file.
Free article: January’s JALN features findings contributed by faculty researchers at six top institutions and solutions from Sloan-C’s collection of effective practices. |
| Title | Volume, Issue - Date | Author(s) | Keywords | Free for all | Sale Price |
|---|---|---|---|---|---|
| Introduction to the Special Issue: Faculty Development for Online Teaching | Volume 16, Issue 2- March |
Stephanie J. Jones Katrina A. Meyer |
faculty development, professional development, adult education, transformational learning | $5.95 | |
| Writing Professor as Adult Learner: An Autoethnography of Online Professional Development | Volume 16, Issue 2- March | Teresa Beth Henning | Autoethnography; adult learning theories; faculty development; online learning | $5.95 | |
| Faculty Development for Online Teaching as a Catalyst for Change | Volume 16, Issue 2- March | Carol A. McQuiggan | Faculty Development, Online Teaching, Adult Learning Theory, Transformative Learning Theory, Action Research, Reflection, Teaching Changes | $5.95 | |
| Technology Adoption in Higher Education: Overcoming Anxiety Through Faculty Bootcamp | Volume 16, Issue 2- March |
Terri Johnson Mary Ann Wisniewski Greg Kuhlemeyer Gerald Isaacs Jamie Krzykowski |
technology anxiety; faculty learning; andragogy; pedagogy; learning theories | $5.95 | |
| Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices | Volume 16, Issue 2- March |
Kristin Koepke Alexander O’Brien |
faculty development, pedagogy, online instructor training, evidence-based research, best practices in online teaching | $5.95 | |
| Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development | Volume 16, Issue 2- March |
Aimee deNoyelles Clara Cobb Denise Lowe |
blended learning, e-learning, adult learner, distance learning, professional development, faculty training, faculty satisfaction | $5.95 | |
| Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach | Volume 16, Issue 2- March |
Janet Reilly Christine Vandenhouten Susan Gallagher-Lepak Penny Ralston-Berg |
Faculty development, e-learning, online teaching, community of practice | $5.95 | |
| Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development | Volume 16, Issue 2- March |
Amber L. Vaill Peter A. Testori |
Faculty development, online learning, mentoring, support, online faculty, orientation | $5.95 | |
| Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline | Volume 16, Issue 2- March |
Barbara C. Storandt Lia C. Dossin Anna Piacentini Lacher |
professional development, online instruction, formative assessment, instruments, virtual faculty support, program management, collaborative learning, professional learning communities, virtual pedagogy, standards for online teaching | $5.95 | |
| Promoting Continuous Quality Improvement in Online Education: The META Model | Volume 16, Issue 2- March |
Eileen Dittmar Holly McCracken |
Faculty development, online learning, mentoring, assessment, technology integration | $5.95 | |
| Zero to Sixty Plus in 108 Days: Launching a Central Elearning Unit and Its First Faculty Development Program | Volume 16, Issue 2- March |
Monica Orozco James Fowlkes Page Jerzak Ann Musgrove |
Distance learning administration, online learning, faculty development, certification program, program design | $5.95 | |
| Graduate Students Rate Institutional Websites: The Must Have, Nice to Have, and Delighted to Have Services | Volume 16, Issue 1- January |
Katrina A. Meyer, University of Memphis Stephanie J. Jones, Texas Tech University |
higher education websites, graduate students, Kano model | $5.95 | |
| Thought-Leaders in Asynchronous Online Learning Environments | Volume 16, Issue 1- January | Jim Waters, Cabrini College | online learning, discussion boards, collaboration, thought-leaders | $5.95 | |
| Early Participation in Asynchronous Writing Environments and Course Success | Volume 16, Issue 1- January |
Scott Warnock, Drexel University Kenneth Bingham, Drexel University Dan Driscoll, Drexel University Jennifer Fromal, Drexel University Nicholas Rouse, Drexel University |
online, hybrid, asynchronous, participation, volition, procrastination, motivation, writing, message board, grades, learning effectiveness | $5.95 | |
| Reading Between the Lines of Online Course Evaluations: Identifiable Actions that Improve Student Perceptions of Teaching Effectiveness and Course Value | Volume 16, Issue 1- January | Stephanie J. Jones, Texas Tech University | online learning, faculty, student satisfaction, distance education, faculty behaviors, faculty interactions, course evaluations | $5.95 | |
| The Identification of Competencies for Online Teaching Success | Volume 16, Issue 1- January |
Paula Mae Bigatel Lawrence C. Ragan Shannon Kennan Janet May Brian F. Redmond |
online teaching and learning, teaching competencies, distance learning, faculty development, e-learning, Community of Inquiry, learning effectiveness | $5.95 | |
| Enrollment in Distance Education Classes is Associated with Fewer Enrollment Gaps Among Nontraditional Undergraduate Students in the US | Volume 16, Issue 1- January |
Manuel C. F. Pontes, Rowan University Nancy M. H. Pontes, Rowan University |
distance education, enrollment gap, student satisfaction, independent students, dependent students | $5.98 | |
| A Synthesis of Sloan-C Effective Practices, December 2011 | Volume 16, Issue 1 - January | Janet C. Moore | learning effectiveness, scale, institutional commitment, cost effectiveness, access, faculty satisfaction, student satisfaction, quality framework, innovation, impact, replicability |
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$0.00 |
| Learning technology and organizations: transformational impact? | Volume 15, Issue 4 - November 2011 |
Martin Hall, University of Salford Mike Keppell, Charles Sturt University John Bourne, The Sloan Consortium |
$5.95 | ||
| Transforming distance education curricula through distributive leadership | Volume 15, Issue 4 - November 2011 |
Mike Keppell, Charles Sturt University Carolyn O’Dwyer, Charles Sturt University Betsy Lyon, Charles Sturt University Merilyn Childs, Charles Sturt University |
flexible and blended learning, distributive leadership, design-based research, fellowships, transformative change, transformative learning | $5.95 | |
| Change, technology and higher education: Are universities capable of organizational change? | Volume 15, Issue 4 - November 2011 | Stephen Marshall, University Teaching Development Centre, Victoria University of Wellington | organizational change, e-learning maturity model | $5.95 | |
| Enhancing online distance education in small rural US schools a hybrid, learner-centred model | Volume 15, Issue 4 - November 2011 |
Claire de la Varre, University of North Carolina at Chapel Hill Julie Keane, University of North Carolina at Chapel Hill Matthew J. Irvin, University of North Carolina at Chapel Hill |
online distance education, rural, K–12 | $5.95 | |
| The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools | Volume 15, Issue 4 - November 2011 |
Albert Sangrà, Universitat Oberta de Cataluny Mercedes González-Sanmamed, Universidad de A Coruñ |
school improvement, information and communication technologies, teaching and learning processes, educational innovation, quality | $5.95 | |
| Beyond the Yellow Brick Road: Mobile Web 2.0 informing a new institutional e-learning strategy | Volume 15, Issue 4 - November 2011 | Thomas D. Cochrane, Te Puna Ako, Unitec | m-learning, Web 2.0, case study | $5.95 | |
| Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections | Volume 15, Issue 4 - November 2011 |
Elisabeth Yaneske, Teesside University Briony Oates, Teesside University |
Voice Boards, asynchronous audio discussion, learning objects, peer-to-peer learning | $5.95 | |
| Web-based lecture technologies and learning and teaching: a study of change in four Australian universities | Volume 15, Issue 4 - November 2011 |
Maree Gosper, Macquarie University Margot McNeill, Macquarie University Karen Woo, Macquarie University Rob Phillips, Murdoch University Greg Preston, University of Newcastle David Green, Flinders University |
web-based lecture technologies, Lectopia, learning technologies, higher education, lectures, change | $5.95 | |
| Assessment of Individual Student Performance in Online Team Projects | Volume 15, Issue 3 - June 2011 | Jay Alden, National Defense University | learning effectiveness, individual performance measurement, team projects, collaborative tools, collaborative group work, assessment | $5.95 | |
| Leader Challenge: What Would You Do? | Volume 15, Issue 3 - June 2011 |
Chris Miller, The Praevius Group Nate Self, The Praevius Group Sena Garven, U.S. Army Research Institute Nate Allen, The Pentagon |
learning effectiveness, experiential learning, tacit knowledge, leader development, meta-cognition, professional forum, self-awareness | $5.95 | |
| How Online Faculty Improve Student Learning Productivity | Volume 15, Issue 3 - June 2011 |
Katrina A. Meyer, University of Memphis Larry McNeal, University of Memphis |
learning effectiveness, student learning productivity, online learning, faculty, higher education | $5.95 | |
| Improving Instructor Response to Student Emails Using Template and Reminder Interventions | Volume 15, Issue 3 - June 2011 |
Matthew Elbeck, Troy University, Dothan Minjung Song, University of Nebraska |
learning effectiveness, e-mail template, e-mail design, reminders, factorial design, cognitive load theory | $5.95 | |
| Cross-Cultural Differences in Undergraduate Students’ Perceptions of Online Barriers | Volume 15, Issue 3 - June 2011 |
Larisa Olesova, Purdue University Dazhi Yang, Boise State University Jennifer C. Richardson, Purdue University |
access, online discussion, cultural differences, cultural impact, globalization of online learning | $5.95 | |
| Teacher Professional Development in the Amazon Region: Strategies to Create Successful Learning Communities | Volume 15, Issue 3 - June 2011 |
Lucio Teles, University of Brasilia Laura Maria Coutinho, University of Brasilia |
access, learning communities, online learning, undergraduate degree, collaboration, teacher professional development. | $5.95 | |
| Advances in Online Education at For-Profit Colleges and Universities | Volume 15, Issue 2 - June 2011 | Jorge Klor de Alva, Nexus Research and Policy Center | access, for-profit, online education, technology | $5.95 | |
| From Scarcity to Abundance: IT’s Role in Achieving Quality-Assured Mass Higher Education | Volume 15, Issue 2 - June 2011 | Peter S. Smith, Kaplan University | access, quality, scale, outcomes, assessment, technology as differentiator and enabler, marginalized populations | $5.95 | |
| Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning | Volume 15, Issue 2 - June 2011 |
Barbara Weschke, Walden University Raymond D. Barclay, Arroyo Research Services Kirk Vandersall, Arroyo Research Services |
learning effectiveness, teacher education, pedagogy, elementary reading and literacy (oERL), impact | $5.95 | |
| An Exploration of Differences Between Community of Indicators in Low and High Disenrollment Online Courses | Volume 15, Issue 2 - June 2011 |
Phil Ice, American Public University System Angela M. Gibson, American Public University System Wally Boston, American Public University System Dave Becher, American Public University System |
access, dis-enrollment, retention, online learning, community of inquiry | $5.95 | |
| Using Text Mining to Characterize Online Discussion Facilitation | Volume 15, Issue 2 - June 2011 |
Norma Ming, Nexus Research and Policy Center Eric Baumer, Cornell University |
learning effectiveness, computer-mediated communication, asynchronous learning networks, information and communication technologies, online discussion, text mining, latent semantic analysis, discussion facilitation, automated support | $5.95 | |
| Introduction to the Special Issue on Transitioning to Blended Learning | Volume 15, Issue 1 - February 2011 | Anthony G. Picciano | transitioning to blended learning, Annual Sloan Consortium Blended Learning Conference and Workshop, terminology, definition |
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| Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition | Volume 15, Issue 1 - February 2011 | Gouri Banerjee, Emmanuel College | small liberal arts colleges, blended learning, student satisfaction, learning outcomes, learning effectiveness |
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| Transitioning to Blended Learning: Understanding Student and Faculty Perceptions | Volume 15, Issue 1 - February 2011 |
Nannette P. Napier, Georgia Gwinnet College Sonal Dekhane, Georgia Gwinnet College Stella Smith, Georgia Gwinnet College |
faculty satisfaction, blended learning, hybrid course, computer literacy, assessment |
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| Content vs. Learning: An Old Dichotomy in Science Courses | Volume 15, Issue 1 - February 2011 | Gerald Bergtrom, University of Wisconsin-Milwaukee | learning effectiveness, course design, instructional design, active learning, science, student-centered, progressive assessment, engagement, essential learning outcomes, integrated online and face to face |
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| Adopting a Blended Learning Approach: Challenges Encountered and Lessons Learned in an Action Research Study | Volume 15, Issue 1 - February 2011 |
Jane Kenney, West Chester University of Pennsylvania Ellen Newcombe, West Chester University of Pennsylvania |
learning effectiveness, blended learning, hybrid instruction, action research, early adoption, educational change, limited resources |
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| Blending at Small Colleges: Challenges and Solutions | Volume 15, Issue 1 - February 2011 |
Ying-Hsiu Liu, University of Missouri-Columbia Mark Tourtellott, Mount Saint Mary College |
access, small liberal arts colleges, blended learning, accelerated learning, adult education, institutional goals, change management, for-profit universities |
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| Designed Learner Interactions in Blended Course Delivery | Volume 15, Issue 1 - February 2011 |
Reba-Anna Lee, Marist College Brian Dashew, Marist College |
learning effectiveness, hybrid, blended, instructional design, interaction |
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| Faculty Development: A Stage Model Matched to Blended Learning Maturation | Volume 15, Issue 1 - February 2011 |
Michael L. Fetters Tova Garcia Duby |
faculty satisfaction, blended learning and teaching, diffusion of innovation, phases of innovation, early adopters |
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| Blending in the Bronx: The Dimensions of Hybrid Course Development at Bronx Community College | Volume 15, Issue 1 - February 2011 |
Howard Wach, Bronx Community College Laura Broughton, Bronx Community College Stephen Powers, Bronx Community College |
learning effectiveness, faculty development, hybrid and blended course development, mentoring, assessment, instructional technology tutors |
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| Cloud-Based Technologies: Faculty Development, Support, and Implementation | Volume 15, Issue 1 - February 2011 | Veronica Diaz, EDUCAUSE | Cloud-based, Web 2.0 technologies, implementation |
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| Why Online Education Will Attain Full Scale | Volume 14, Issue 4 - December 2010 | John Sener, Sener Knowledge LLC and The Sloan Consortium | online education, blended learning, scale |
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| Educational Transformation through Online Learning: To Be or Not to Be | Volume 14, Issue 4 - December 2010 |
Anthony G. Picciano, Graduate Center and Hunter College, City University of New York (CUNY) Jeff Seaman, Babson Survey Research Group I. Elaine Allen, Babson Survey Research Group |
learning effectiveness, online learning, blended learning, distance learning, asynchronous learning, transformation, computer-mediated learning, computer-mediated communications, learning styles, instructional design, instructional technology |
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| A Quality Scorecard for the Administration of Online Education Programs: A Delphi Study | Volume 14, Issue 4 - December 2010 | Kaye Shelton, Dallas Baptist University | scale, online education, online education administration, online education assessment, online education programs |
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