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.
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The Journal of Asynchronous Learning Networks is published under the terms of the
Creative Commons Attribution 3.0 Unported (CC BY 3.0) License.
Creative Commons Attribution 3.0 Unported (CC BY 3.0) License.
| Title | Volume, Issue - Date | Author(s) | Keywords | Free for all |
|---|---|---|---|---|
| Providing Service Innovations to Students Inside and Outside of the Online Classroom: Focusing on Student Success | Volume 17, Issue 1- January |
Anita Crawley, University of California Los Angeles Extension, Illinois Online Network Marie Fetzner, Monroe Community College |
student support, online services, retention |
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| What Do Unsuccessful Online Students Want Us to Know? | Volume 17, Issue 1- January | Marie Fetzner, Monroe Community College | Online retention, online student needs, online student perceptions |
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| Developing and Implementing Comprehensive Student Support Services for Online Students | Volume 17, Issue 1- January |
Marwin Britto, Lone Star College System Susan Rush, Lone Star College System |
Support services, retention |
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| Developing and Implementing a Mandatory Online Student Orientation | Volume 17, Issue 1- January | Kona Renee Jones, Richland Community College | Distance learning, orientation, student retention, instructional design |
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| Online Advising Pilot at the Community College of Vermont | Volume 17, Issue 1- January | Kimberly Nolan, Community College of Vermont | Online support, advising, community college |
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| Social and Student Engagement and Support: The Sloan-C Quality Scorecard for the Administration of Online Programs | Volume 17, Issue 1- January |
Janet C. Moore Kaye Shelton |
Sloan-C Quality Scorecard for the Administration of Online Programs, regional accreditation, quality indicators, accreditation criteria, social and student engagement, effective practices |
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| Defining the Role Adjustment Profile of Learners and Instructors Online | Volume 17 Issue 1January |
Martha Burkle Martha Cleveland-Innes |
online learning, e-readiness, learner competencies |
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| Online Mentoring for Biotechnology Graduate Students: An Industry-Academia Partnership | Volume 17, Issue 1- January |
Rana Khan Arhonda Gogos |
Mentoring, biotechnology, distance education, industry |
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| Accommodating Mobile Learning in College Programs | Volume 17, Issue 1- January | Jay Alden | mobile learning, online learning, distance education, distributed education |
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| Implementing Electronic Portfolios Through Social Media Platforms: Steps and Student Perceptions | Volume 17, Issue 1- January |
David W. Denton, Seattle Pacific University David Wicks, Seattle Pacific University |
Blog, case study, education reform, electronic portfolio, social media, teacher education |
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| Educational Leadership in an Online World: Connecting Students to Technology, Responsibly, Safely and Ethically | Volume 17, Issue 1- January |
Mike Ribble, Manhattan/Ogden Public Schools Teresa Northern Miller, Kansas State University |
etiquette, citizenship, appropriate, responsible |
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| U-Pace Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance | Volume 17, Issue 1- January |
Diane M. Reddy Raymond Fleming Laura E. Pedrick Danielle L. Jirovec Heidi M. Pfeiffer Katie A. Ports Jessica L. Barnack-Tavlaris Alicia M. Helion Rodney A. Swain |
Online Learning, Distance Education, Self-paced Learning, U-Pace Instruction, Student Success, Amplified Assistance, Mastery, Control, Academic Success |
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| The Social & Mobile Learning Experiences of Students Using Mobile E-books | Volume 17, Issue 1- January | Jeffrey S. Kissinger | mobile learning, social learning, social networking, Facebook, e-books, social cognitive theory, expectancy x value theory, situated cognition, situated learning, metacognition, self-determination theory, textbooks, faculty views on mobile learning, student views on mobile learning |
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| Meeting Accreditation Requirements: Are You Serving Distance Learners? | Volume 16, Issue 5- October |
Kimberly Hardy, Florida State College at Jacksonville Katie Meyer-Griffith, The University of Tampa |
Distance learning, online learning, student services, online services, accreditation requirements, welcome center, call center |
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| Large Scale Quality Engineering in Distance Learning Programs | Volume 16, Issue 5- October |
Rita I. Herron, Embry-Riddle Aeronautical University - Worldwide Cinda Holsombach-Ebner, Embry-Riddle Aeronautical University - Worldwide Alice K. Shomate, Embry-Riddle Aeronautical University - Worldwide Kimberly J. Szathmary, Embry-Riddle Aeronautical University - Worldwide |
Online learning, distance learning, blended learning, instructional design and development, educational quality assurance, non-traditional education, course production, course management and faculty development |
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| Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective | Volume 16, Issue 5- October |
Stefan Stenbom, KTH Royal Institute of Technology, Sweden Stefan Hrastinski, KTH Royal Institute of Technology, Sweden Martha Cleveland-Innes KTH Royal Institute of Technology, Sweden and Athabasca University, Canada |
online coaching, online learning, relationship of inquiry, community of inquiry, student-student online coaching. |
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| Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Algebra 1 Course | Volume 16, Issue 5- October | Ahrash N. Bissell, Monterey Institute for Technology and Education | OER, remediation, developmental math, remixable, multimedia |
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| Bringing Life to Learning: Immersive Experiential Learning Simulations for Online and Blended Courses | Volume 16, Issue 5- October |
John M. Beckem II, SUNY Empire State College Michael Watkins, Toolwire Inc. |
Simulations/immersive learning environments, Workforce readiness, Experiential learning, Blended learning, Student engagement and retention, Innovation, Decision making, Constructivism, Asynchronous learning |
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| From Research to Practice: Towards the Development of an Integrated and Comprehensive Faculty Development Program | Volume 16, Issue 5- October |
Lawrence C. Ragan, The Pennsylvania State University Paula Mae Bigatel, The Pennsylvania State University Shannon S. Kennan, The Pennsylvania State University Janet May Dillon, The Pennsylvania State University |
Online Course Development, Online Faculty Development, Instructional Design, Competencies for Online Teaching Success |
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| Faculty Development Programs: The Frequency and Variety of Professional Development Programs Available to Online Instructors | Volume 16, Issue 5- October | Jennifer Heather Herman, Niagara University | Faculty development, faculty development programs, online instruction, professional development, TLDU, workshops, institutional support, faculty |
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| Blended Course Design: A Synthesis of Best Practices | Volume 16, Issue 4- June |
Patricia McGee Abby Reis |
blended, hybrid, course design, pedagogy, best practices |
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| Multidimensional Assessment of Blended Learning: Maximizing Program Effectiveness Based on Student and Faculty Feedback | Volume 16, Issue 4- June |
Orly Calderon Amy Patraka Ginsberg Liz Ciabocchi |
blended learning, outcomes assessment, program effectiveness, faculty feedback, student feedback |
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| Using a Generalized Checklist to Improve Student Assignment Submission Times in an Online Course | Volume 16, Issue 4- June |
Terence Cavanaugh Marcia L. Lamkin Haihong (Helen) Hu |
checklist, assignments, submission time, strategy, organization |
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| No Significant Difference in Service Learning Online | Volume 16, Issue 4- June | Sue Y. McGorry | online service learning, experiential learning, online learning, learning effectiveness |
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| A Comparison of Non-Mandatory Online Dialogic Behavior in Two Higher Education Blended Environments | Volume 16, Issue 4- June |
Paul Gorsky Avner Caspi Ina Blau |
asynchronous forums, dialogic behavior, community of inquiry model, social presence, quantitative content analysis, distance education, higher education |
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| Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors | Volume 16, Issue 4- June |
Daniel Zingaro Murat Oztok |
asynchronous learning, sustaining discourse, threads |
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| Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors | Volume 16, Issue 4- June |
Cindy S. York Jennifer C. Richardson |
online, interaction, interpersonal interaction, learning effectiveness |
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| Do Students Experience "Social Intelligence", Laughter, and Other Emotions Online? | Volume 16, Issue 4- June |
Katrina A. Meyer Stephanie J. Jones |
online learning, emotions, social intelligence |
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| Introduction to the Special Issue on Learning Analytics | Volume 16, Issue 3- June | Karen Swan | learning analytics, big data, knowledge modeling, data mining |
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| The Evolution of Big Data and Learning Analytics in American Higher Education | Volume 16, Issue 3- June | Anthony G. Picciano | data-driven decision making, big data, learning analytics, higher education, rational decision making, planning |
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| Analytics that Inform the University: Using Data You Already Have | Volume 16, Issue 3- June |
Charles Dziuban Patsy Moskal Thomas Cavanagh Andre Watts |
action analytics, big data, top-down/bottom-up, online courses, impact evaluation, actionable research |
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| Learning Analytics: A Case Study of the Process of Design of Visualizations | Volume 16, Issue 3- June |
Martin Olmos Linda Corrin |
learning analytics, medical education, visualizations |
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| Predictive Modeling to Forecast Student Outcomes and Drive Effective Interventions in Online Community College Courses | Volume 16, Issue 3- June |
Vernon C. Smith, Ph.D., MyCollege Foundation Adam Lange, Ellucian Daniel R. Huston, M.A., Rio Salado College |
Online Learning, Learning Analytics, Predictive Modeling, Community Colleges, Risk Levels for Online Students, Faculty |
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| The PAR Framework Proof of Concept: Initial Findings from a Multi-Institutional Analysis of Federated Postsecondary Data | Volume 16, Issue 3- June |
Phil Ice Sebastián Díaz Karen Swan Melissa Burgess Mike Sharkey Jonathan Sherrill Dan Huston Hae Okimoto |
retention, progression, completion, online learning, postsecondary, predictive analytics, data repositories |
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| Learning Analytics Considered Harmful | Volume 16, Issue 3- June | Laurie P. Dringus | learning analytics, online learning, evaluation, effectiveness, participation patterns, threaded discussions |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| Thought-Leaders in Asynchronous Online Learning Environments | Volume 16, Issue 1- January | Jim Waters, Cabrini College | online learning, discussion boards, collaboration, thought-leaders |
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| 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 |
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| 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 |
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