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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|Title||Volume, Issue - Date||Author(s)||Keywords||Free for all|
|K–12 Online Learning: A Survey of U.S. School District Administrators||Volume 11, Issue 3 - September 2007||
Anthony G. Picciano, Hunter College and Graduate Center of the City University of New York
Jeff Seaman, The Sloan Consortium, Olin and Babson Colleges
|access, online learning, distance learning, blended learning, distance education, asynchronous learning, primary education, secondary education, K-12|
|Introduction to the Special Issue on Online Learning in K–12 Schools and Teacher Education||Volume 11, Issue 3 - September 2007||Anthony G. Picciano, Hunter College and Graduate Center of the City University of New York||access|
|Interview with Chris Dede||Volume 11, Issue 3 - September 2007||Anthony G. Picciano, Hunter College and Graduate Center of the City University of New York||access|
|The Louisiana Algebra I Online Initiative as a Model for Teacher Professional Development: Examining Teacher Experiences||Volume 11, Issue 3 - September 2007||
Laura M. O’Dwyer, Boston College, Lynch School of Education
Rebecca Carey, Education Development Center, Inc. (EDC)
Glenn Kleiman, Education Development Center, Inc. (EDC)
|faculty satisfaction, online learning, Algebra I, virtual learning, distance learning|
|Learning Science Online: A Descriptive Study of Online Science Courses for Teachers||Volume 11, Issue 3 - September 2007||
Jodi Asbell-Clarke, TERC
Elizabeth Rowe, TERC
|learning effectiveness, science education, online learning, asynchronous learning, teacher professional development|
|An Interpretive Model of Key Heuristics that Promote Collaborative Dialogue Among Online Learners||Volume 11, Issue 3 - September 2007||Sarah Haavind, Lesley University||learning effectiveness, online learning, Community of Inquiry, discourse, teaching presence, cognitive presence, discourse analysis|
|The Presentation of Self in Everyday Ether: A Corpus Analysis of Student Self-Tellings in Online Graduate Courses||Volume 11, Issue 3 - September 2007||
Carla Meskill, University at Albany, State University of New York
Gulnara Sadykova, University at Albany, State University of New York
|student satisfaction, social identity, online identity, language of introductions, asynchronous courses, education, preservice teachers, inservice teachers, concordancing|