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 |
|---|---|---|---|---|
| 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 |
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| 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 |
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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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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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. |
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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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| 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 |
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| 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 |
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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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| 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 |
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| 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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| Mentoring for Innovation: Key Factors Affecting Participant Satisfaction in the Process of Collaborative Knowledge Construction in Teacher Training | Volume 14, Issue 4 - December 2010 |
Helga Dorner, Central European University Andrea Kárpáti, Eötvös Loránd University |
faculty satisfaction, in-service teacher training, online mentoring, collaborative knowledge construction, participant satisfaction, perceived learning |
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| Faculty Actions that Result in Student Satisfaction in Online Courses | Volume 14, Issue 4 - December 2010 |
Lana C. Jackson, Amarillo College Stephanie J. Jones, Texas Tech University, College of Education Roy C. Rodriguez, Texas Tech University, College of Education |
online learning, faculty, student satisfaction, distance education, faculty behaviors, asynchronous, learning environments, faculty interactions |
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| Automating Expertise in Collaborative Learning Environments | Volume 14, Issue 4 - December 2010 |
Noelle LaVoie, Pearson Knowledge Technologies Lynn Streeter, Pearson Knowledge Technologies Karen Lochbaum, Pearson Knowledge Technologies David Wroblewski, Pearson Knowledge Technologies Lisa Boyce, U.S. Air Force Academy Charles Krupnick, U.S. Army War College Joseph Psotka, U.S. Army Research Institute |
learning effectiveness, asynchronous learning networks, automated software agents, collaborative learning, computer supported learning |
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| Designing Corporate Training in Developing Economies Using Open Educational Resources | Volume 14, Issue 3 - November 2010 |
Chris Geith, Michigan State University Karen Vignare, Michigan State University Leslie D. Bourquin, Michigan State University Deepa Thiagarajan, Michigan State University |
access, online learning, Open Educational Resources (OER), creating partnerships, sustainable business models, innovation, international development, competencies |
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| Promoting Hybrid Learning Through a Sharable eLearning Approach | Volume 14, Issue 3 - November 2010 |
Xin Bai, York College of The City University of New York Michael B. Smith, York College of The City University of New York |
scale, access, e-learning, instructional, design, hybrid learning, SCORM, computer-assisted instruction, just-in-time, feedback |
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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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| Introduction to the Section on Workforce Development | Volume 14, Issue 3 - November 2010 | David Sachs, Pace University | access, workforce development |
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| Learner Support Requirements for Online Workplace Training in the South African Furniture Industry | Volume 14, Issue 3 - November 2010 |
Iain S. Macdonald, University of British Columbia Mark Bullen, University of British Columbia Robert A. Kozak, University of British Columbia |
access, e-learning, learner support, workplace learners, corporate training, online training |
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| Skepticism to Success: Meeting Critical Workforce Needs Through Innovation and Collaboration | Volume 14, Issue 3 - November 2010 |
Margaret Anderson, Whatcom Community College Linda Maier, Whatcom Community College Michael Shepard, Whatcom Community College |
access, workforce development, health science, lab-based, resistance, skepticism |
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| Incorporating the e-HIM® Virtual Lab into the Health Information Administration Professional Practice Experience | Volume 14, Issue 3 - November 2010 |
Amanda C. Barefield, Medical College of Georgia Jim Condon, Medical College of Georgia Charlotte McCuen, Macon State College Nanette B. Sayles, Macon State College |
access, online laboratory, professional practice, health information management |
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| The CUNY Young Adult Program - Utilizing Social Networking to Foster Interdisciplinary and Cross-Cohort Student Communication during Workforce Training | Volume 14, Issue 3 - November 2010 |
Alissa Levine, CUNY Kingsborough Community College Christoph Winkler, The City University of New York Saul Petersen, Connecticut Campus Compact |
access, workforce development, community college, innovation, social networking, pedagogy, retention |
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| The Road Not Taken: The Divergence of Corporate and Academic Web Instruction | Volume 14, Issue 2 - November 2010 | Robert N. Ubell, NYU Polytechnic Institute | scale, e-learning, online learning, training, education, cost benefit, collaboration |
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| Multiple Modes in Corporate Learning: Propelling Business IQ with Formal, Informal and Social Learning | Volume 14, Issue 2 - November 2010 |
John Ambrose, SkillSoft Julie Ogilvie, SkillSoft |
scale, off-shoring, contract workers, e-learning, corporate training, remote workers, talent management, multi-generational workforce, formal learning, informal learning, social learning |
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| What Corporate Training Professionals Think About e-Learning: Practitioners’ Views on the Potential of e-Learning in the Workplace | Volume 14, Issue 2 - November 2010 |
Allison Rossett, San Diego State University James Marshall, San Diego State University |
learning effectiveness, e-learning, corporate training, compliance, globalization, soft skills, corporate training professionals, survey |
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| Measuring Success and ROI in Corporate Training | Volume 14, Issue 2 - November 2010 |
Kent Barnett, KnowledgeAdvisors John R. Mattox, II, KnowledgeAdvisors |
scale, outcomes, metrics, resources, measurement plan, evaluation, cultural readiness |
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