The Journal of Asynchronous Learning Networks (JALN)

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.
Download article: A Synthesis of Sloan-C Effective Practices, December 2011


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 $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 $0.00
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 $0.00
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 $0.00
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 $0.00
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 $0.00
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 $0.00
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 $0.00
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 $0.00
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 $0.00
Cloud-Based Technologies: Faculty Development, Support, and Implementation Volume 15, Issue 1 - February 2011 Veronica Diaz, EDUCAUSE Cloud-based, Web 2.0 technologies, implementation $0.00
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 $0.00
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 $0.00
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 $0.00