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 |
|---|---|---|---|---|
| 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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| Models of Large-Scale E-Learning | Volume 8, Issue 4 - December 2004 | Martin Weller, The Institute of Educational Technology, The Open University | scale, instructivist pedagogy, constructivist pedagogy, community, e-learning |
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| "Free Trade" in Higher Education: The Meta University | Volume 1, Issue 1 - March 1997 | William H. Graves, Chief Information Officer (interim), Information Technology Services, University of North Carolina | scale, distributed instruction, virtual university, asynchronous learning networks, National Learning Infrastructure, initiative, internet 2 |
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| (My) Three Principles of Effective Online Pedagogy | Volume 14, Issue 1 - March 2010 [Reprinted from 8:3, June 2004] | Bill Pelz, Herkimer County Community College | learning effectiveness |
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| (My) Three Principles of Effective Online Pedagogy | Volume 8, Issue 3 - June 2004 | Bill Pelz, CAS, Professor of Psychology, Herkimer County Community College | learning effectiveness |
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| A Case Study from Golden Gate University: Using Course Objectives to Facilitate Blended Learning in Shortened Courses | Volme 13, Issue 1 - April 2009 | Robert Fulkerth, Golden Gate University | learning effectiveness, case, objectives, redesign, faculty development, blended, blending, modalities, objectives, online, 8 week courses |
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| A Causal Model of Factors Influencing Faculty Use of Technology | Volume 13, Issue 2 - Augusr 2009 |
Katrina A. Meyer, Higher and Adult Education, The University of Memphis Yonghong Jade Xu, Counseling, Educational Psychology and Research, University of Memphis |
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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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| A Constructivist Approach to Online Training for Online Teachers | Volume 5, Issue 1 - May 2001 | Dr. Sanford Gold | faculty satisfaction, constructivism, faculty development, pedagogical training |
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| A Constructivist Method for the Analysis of Networked Cognitive Communication and the Assessment of Collaborative Learning | Volume 8, Issue 2 - April 2004 | Milton Campos, Psy.D, Assistant Professor, Département de communication, University of Montreal | learning effectiveness, networked cognitive communication, knowledge communities, collaborative argumentation, collaborative learning, methodology, discourse analysis |
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| A Cost-Effective Model for Teaching Elementary Statistics With Improved Student Performance | Volume 7, Issue 2 - July 2003 |
William L. Harkness, Professor, Department of Statistics, Penn State University Jill L. Lane, Research Associate/Program Manager, Schreyer Institute for Teaching Excellence, Penn State University John T. Harwood, Senior Director, Teaching and Learning with Technology, Penn State University |
scale, large classes, uses of technology, readiness assessment, cost effectiveness |
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| A Design Framework for Electronic Cognitive Apprenticeship | Volume 5, Issue 2 - September 2001 |
Feng-Kwei Wang, Ph.D., Assistant Professor School of Information Science and Learning Technologies, University of Missouri - Columbia Curtis J. Bonk, Ph.D. Associate Professor, Department of Counseling and Educational Psychology, School of Education, Indiana University - Bloomington, |
access, cognitive apprenticeship, case-base learning, groupware, groupware, learning environment |
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| A Follow-Up Investigation of "Teaching Presence" in the SUNY Learning Network | Volume 7, Issue 2 - July 2003 |
Peter J. Shea, State University of New York, SUNY Learning Network Alexandra M. Pickett, State University of New York, SUNY Learning Network William E. Pelz, State University of New York, SUNY Learning Network |
online learning, models, learning centered, assessment centered, knowledge centered, principles of good practice, teaching presence, social presence, cognitive presence, community, student satisfaction, faculty satisfaction, learning effectiveness |
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| A Learning Object Success Story | Volume 9, Issue 1 - March 2005 |
Robin Mason,Institute of Educational Technology, The Open University, UK Chris Pegler, Institute of Educational Technology, The Open University, UK Martin Weller, Institute of Educational Technology, The Open University, UK |
access, learning objects, holistic learning experience, re-usability, ePortfolio |
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| A Model for Developing High-Quality Online Courses: Integrating a Systems Approach with Learning Theory | Volume 12, Issue 3-4 - Decmeber 2008 |
Maria Puzziferro, Colorado State University-Global Campus Kaye Shelton, Dallas Baptist University |
learning effectiveness, weblog, blog, reflection |
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| A Model for On-Line Learning Networks in Engineering Education | Volume 1, Issue 1 - March 1997 |
J. R. Bourne Ph.D, Professor of Electrical and Computer Engineering, Professor of Management of Technology, Vanderbilt University J. Brodersen, Ph.D , Professor of Electrical and Computer Engineering, Vanderbilt University J. O. Campbell, Ph.D , Research Associate Professor of Engineering Education, Vanderbilt University M. M. Dawant, M.S., Research Instructor of Electrical Engineering, Vanderbilt University R. G. Shiavi, Ph.D, Professor of Biomedical Engineering, Vanderbilt University |
learning effectiveness, access, learning model, network model, on-line course, networked education |
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| A Preliminary Look at the Structural Differences of Higher Education Classroom Communities in Traditional and ALN Courses | Volume 6, Issue 1 - July 2002 |
A. Alfred P. Rovai, Ph.D., School of Education, Regent University |
community, learning effectiveness, interaction, spirit, trust, student satisfaction |
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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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| A Review of Recent Papers on Online Discussion in Teaching and Learning in Higher Education | Volume 9, Issue 3 - October 2005 | Michael Hammond, Centre for New Technologies Research in Education, Institute of Education, University of Warwick | learning effectiveness, asynchronous discussion, literature review, case studies |
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| A Study of Students’ Sense of Learning Community in Online Environments | Volume 10, Issue 1 - February 2006 | Peter Shea, University at Albany - State University of New York | student satisfaction, learning community, sense of community, community of inquiry |
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| A Synthesis of Sloan-C Effective Practices, August 2005 | Volume 9, Issue 3 - October 2005 | Janet C. Moore. Chief Learning Officer, The Sloan Consortium | access |
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| A Synthesis of Sloan-C Effective Practices, December 2008 | Volume 12, Issue 3-4 - December 2008 | Janet C. Moore, The Sloan Consortium | learning effectiveness, scale, institutional commitment, access, faculty satisfaction, student satisfaction, quality framework |
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| 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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| A Synthesis of Sloan-C Effective Practices, November 2010 | Volume 14, Issue 3 - November 2010 | Janet C. Moore, The Sloan Consortium | learning effectiveness, scale, institutional commitment, cost effectiveness, access, faculty satisfaction, student satisfaction, quality framework, innovation, impact, replicability |
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| A Synthesis of Sloan-C Effective Practices: December 2009 | Volume 13, Issue 4 -December 2009 | Janet C. Moore, The Sloan Consortium | learning effectiveness, scale, institutional commitment, access, faculty satisfaction, student satisfaction, quality framework |
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| A Three-Prong Strategic Approach to Successful Distance Learning Delivery | Volume 7, Issue 2 - July 2003 |
Carol Scarafiotti, Dean of Instruction, Rio Salado College |
scale, learning effectiveness, cost effectiveness, continuous quality improvement, faculty satisfaction |
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| A Web-Based Core Curriculum to Meet Certification and Training Needs for Medical Residents | Volume 7, Issue 2 - July 2003 |
Joseph W. York, PhD, Department of Medical Education, University of Illinois at Chicago College of Medicine Gerald Stapleton, MS, Department of Medical Education, University of Illinois at Chicago College of Medicine Leslie J. Sandlow, MD, Department of Medical Education, University of Illinois at Chicago College of Medicine |
scale |
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| Academic Dishonesty in Traditional and Online Classrooms: Does the “Media Equation” Hold True? | Volume 12, Issue 3-4 - December 2008 |
Erik W. Black, The School of Teaching and Learning, The University of Florida Joe Greaser, The School of Teaching and Learning, The University of Florida Kara Dawson, The School of Teaching and Learning, The University of Florida |
learning effectiveness, academic honesty, cheating, distance education, survey, undergraduate |
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| Academic Redesign: Accomplishing More With Less | Volume 8, Issue 1 - February 2004 | William H. Graves, Ph.D., Chairman and Founder, Eduprise | scale, academic redesign, course redesign, community colleges, technology, flex markets, flex programs |
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| Access to Education with Online Learning and Open Educational Resources: Can They Close the Gap? | Volume 12, Issue 1 - February 2008 |
Dr. Christine Geith, Assistant Provost and Executive Director , MSUglobal Karen Vignare, Director |
access, online learning, Open Education Resources (OER), OpenCourseWare, sustainable business models, innovation |
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| Access to Opportunity: The Duke-East Carolina Partnerships for Training Program | Volume 6, Issue 2 - August 2002 |
Mary T. Champagne RN, Ph.D., Duke University School of Nursing Donna Hewitt, RN, MN, Duke University Medical Center Nancy Short, RN, MBA, Duke University Medical Center Susan Pietrangelo-Brown, RN, MSN, FNP, Duke University Medical Center Susan Epstein, MPA, Duke University Medical Center Margaret Bowers, RN, MSN, FNP, Duke University Medical Center |
collaborative education, health care, access, partnerships |
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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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| Achieving Diversity Through Online Inter-Institutional Collaborations | Volume 10, Issue 1 - February 2006 |
Shari McCurdy, University of Illinois at Springfield Ray Schroeder, University of Illinois at Springfield |
access, diversity, inter-institutional collaboration, shared classes |
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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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| 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 |
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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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| ALN Business Models and the Transformation of Higher Education | Volume 10, Issue 2 - May 2006 |
Gary E. Miller, The Pennsylvania State University Stephen Schiffman, Babson College and Franklin.W. Olin College of Engineering |
scale, institutional transformation, access, quality |
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| ALN Teaching as Routine Faculty Workload | Volume 4, Issue 3 - September 2000 |
Gregory Hislop, Drexel University Michael Atwood, Drexel University |
faculty satisfaction |
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| ALN: Policy Implications for Minority Serving Institutions and for Leaders Addressing Needs of Minority Learners | Volume 12, Issue 2 - July 2008 | Janet K. Poley, American Distance Education Consortium | access, national and state policies, minority serving institutions (MSIs), minority learners, multicultural organizational framework |
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| An Administrator’s Guide to the Whys and Hows of Blended Learning | Volume 13, Issue 1 - April 2009 |
Mary Niemiec, University of Illinois at Chicago George Otte, The City University of New York |
Blended Learning, Hybrid Courses, Institutional Change, Degree Completion, Assessment and Evaluation, Sustainability and Scalability |
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| An Administrator’s Guide to the Whys and Hows of Blended Learning | Volume 14, Issue 1 - March 2010 [Reprinted from 13:1, April 2009] |
Mary Niemiec, University of Illinois at Chicago George Otte, The City University of New York |
scale, blended learning, hybrid courses, institutional change, degree completion, assessment and evaluation, sustainability and scalability |
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| An Empirical Verification of the Community of Inquiry Framework | Volume 11, Issue 1 - April 2007 | J. B. Arbaugh, University of Wisconsin Oshkosh | learning effectiveness |
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| An Examination of Sense of Classroom Community and Learning Among African American and Caucasian Graduate Students | Volume 9, Issue 3 - October 2005 |
Alfred P. Rovai, School of Education, Regent University Michael K. Ponton, School of Education, Regent University |
student satisfaction, sense of community, learning, higher education, African American, Caucasian |
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| 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 |
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| An Exploration of the Relationship Between Indicators of the Community of Inquiry Framework and Retention in Online Programs | Volume 13, Issue 3 - October 2009 |
Wally Boston, American Public University System Sebastián R. Díaz, West Virginia University Angela M. Gibson, American Public University System Phil Ice, American Public University System Jennifer Richardson, Purdue University Karen Swan, Univeristy of Illinois - Springfield |
Community of Inquiry, retention, online programs |
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| An Exploration of the Relationship Between Indicators of the Community of Inquiry Framework and Retention in Online Programs | Volume 14, Issue 1 - March 2010 [Reprinted from 12:1, February 2008] |
Wally Boston, American Public University System Sebastián R. Díaz, West Virginia University Angela M. Gibson, American Public University System Phil Ice, American Public University System Jennifer Richardson, Purdue University Karen Swan, University of Illinois Springfield |
student satisfaction, community of inquiry, retention, online programs |
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| 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 |
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| An Online Discussion for Supporting Students in Preparation for a Test | Volume 10, Issue 4 - December 2006 |
Y. Steimberg, Tel-Aviv University J. Ram, Tel-Aviv University R. Nachmia, Tel-Aviv University A. Eshel, Tel-Aviv University |
learning effectiveness, participation, test preparation, discussion groups, question pool, achievement |
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| An Online Learning Model to Facilitate Learners’ Rights to Education | Volume 12, Issue 1 - February 2008 | Lin Lin, Assistant Professor of Learning Technologies | access, learners' rights, online learning environments, self-directed learning, independent inquiry, collaborative inquiry, formative inquiry towards expert knowledge |
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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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