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
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Creative Commons Attribution 3.0 Unported (CC BY 3.0) License.
| Title | Volume, Issue - Date | Author(s) | Keywords | Free for all |
|---|---|---|---|---|
| The Sloan-C Pillars: Towards a Balanced Approach to Measuring Organizational Learning | Volume 14, Issue 2 - November 2010 |
Kee Meng Yeo, Amway A. Frank Mayadas, The Alfred P. Sloan Foundation and e Sloan Consortium |
scale, learning assessment, online learning, e-learning, corporate training, Kirkpatrick method, Sloan-C Pillars |
 |
| 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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| Using Focus Groups to Study ALN Faculty Motivation | Volume 14, Issue 1 - March 2010 [Reprinted from10:3, July 2006] |
Starr Roxanne Hiltz, New Jersey Institute of Technology Peter Shea, University at Albany Eunhee Kim, Northern State University |
motivating faculty, demotivating faculty, focus groups, generalizability, faculty satisfaction |
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| Model-Driven Design: Systematically Building Integrated Blended Learning Experiences | Volume 14, Issue 1 - March 2010 [Reprinted from Elements of Quality Online Education: Into the Mainstream, Volume 5 in the Sloan-C series (2003)] | Stephen Laster, Babson College | scale |
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| If Higher Education is a Right, and Distance Education is the Answer, Then Who Will Pay? | Volume 14, Issue 1 - March 2010 [Reprinted from 12:1, February 2008] | Katrina A. Meyer, The University of Memphis | access, enrollment growth, funding, cost-efficiencies, U.S. public higher education |
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| Scaling Online Education: Increasing Access to Higher Education | Volume 14, Issue 1 - March 2010 [Reprinted from 10:3, July 2006] |
Jacqueline F. Moloney, UMass Lowell and UMass Online Burks Oakley II, University of Illinois and University of Illinois Online |
scale, online learning, access to higher education, online enrollment growth |
|
| Characteristics of Successful Local Blended Programs in the Context of the Sloan-C Pillars | Volume 14, Issue 1 - March 2010 [Reprinted from 11:1, April 2007] |
Jacqueline F. Moloney, University of Massachusetts Lowell Charmaine P. Hickey, University of Massachusetts Lowell Amy L. Bergin, University of Massachusetts Amherst Judith Boccia, University of Massachusetts Lowell Kathleen Polley, University of Massachusetts Boston Jeannette E. Riley, University of Massachusetts Dartmouth |
access, localness, blended, principles, competitive advantage, Women's Studies Minor, Master's in Educational Administration, Registered Nurse to Bachelor of Science in Nursing, Master's in Business Administration |
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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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| (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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| Re-examining & Repositioning Higher Education: 20 Economic and Demographic Factors Driving Online & Blended Program Enrollments | Volume 13, Issue 4 - December 2009 |
Kristen Betts, Drexel University Kenneth Hartman, Drexel University Online Carl Oxholm III, Drexel University |
scale, distance education, online education, blended (hybrid) education, higher education, economics, demographics, enrollment, endowment, recruitment, retention |
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| Application and Evaluation of the Ecological Psychology Approach to Instructional Design (EPAID) | Volume 13, Issue 4 - December 2009 |
Judith Effken, Marylyn McEwen, Deborah Vincent, Kimberly Shea, Dianna Garcia-Smith, Youngmi Kang, College of Nursing, the University of Arizona, Tucson, AZ Michael Young Department of Educational Psychology, The University of Connecticut |
learning effectiveness, online education, instructional design, ecological psychology, instructional theory, EPAID |
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| Is the Whole Greater Than the Sum of Its Parts? A Comparison of Small Group and Whole Class Discussion Board Activity In Online | Volume 13, Issue 4 - December 2009 |
Catherine A. Bliss, Center for Distance Learning Empire State College Betty Lawrence, Center for Distance Learning Empire State College |
learning effectiveness, distance learning, discussion board, asynchronous learning, cooperative learning, collaboration, educationally valuable talk, metric, mathematics, online learning |
|
| The Emotional in e-Learning | Volume 13, Issue 4 - December 2009 |
Raafat George Saadé, Concordia University Dennis Kira, Concordia University |
access, online learning, emotion, conation, affect, affective learning, mediators, technology acceptance model, perceived ease of use |
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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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| The Road to Retention: A Closer Look at Institutions that Achieve High Course Completion Rates | Volume 13, Issue 3 - October 2009 |
Janet C. Moore, The Sloan Consortium Marie J. Fetzner, Monroe Community College |
scale, course completion, retention, student success, Community of Inquiry, pillars of quality |
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| Peirce College and Student Success | Volume 13, Issue 3 - October 2009 | Jon Lenrow, Peirce College | student satisfaction, retention, student success, course completion, strategies, Sloan-C Five Pillars |
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| SetonWorldWide: A Case Study Of Student Success | Volume 13, Issue 3 - October 2009 | Philip DiSalvio, Seton Hall University | student satisfaction, retention, student success, course completion, strategies, institutional commitment, Sloan-C Five Pillars |
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| Rochester Institute of Technology: Analyzing Student Success | Volume 13, Issue 3 - October 2009 |
Richard Fasse, RIT Online Learning Joeann Humbert, RIT Online Learning Raychel Rappold, RIT Online Learning |
student satisfaction, interaction, retention, student success, course completion |
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| University of Cincinnati: Case Study of Online Student Success | Volume 13, Issue 3 - October 2009 |
Melody Clark, Univeristy of Cincinnati Lisa Holstrom, University of Cincinnati Ann M. Millacci, University of Cincinnati |
student satisfaction, student success, course completion, retention, five pillars |
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| The UIS Model For Online Success | Volume 13, Issue 3 - October 2009 | Bill Bloemer, University of Illinois at Springfield | scale, retention, student success, course completion, strategies, Sloan-C Five Pillars, UIS model, COLRS |
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| Does Strong Faculty Support Equal Consistent Course Completion?: It has for Dallas Baptist University | Volume 13, Issue 3 - October 2009 | Kaye Shelton, Dallas Baptist University | faculty satisfaction |
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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 |
|
| Getting Better: ALN and Student Success (Previously published in JALN 10:3) | Volume 13, Issue 3 - October 2009 |
Janet C. Moore, The Sloan Consortium Marie J. Fetzner, Monroe Community College (at time of original publicaion, Montgomery College) |
scale, ALN, interaction, engagement, student success, retention, completion |
|
| Factors that Influence Students’ Decision to Dropout of Online Courses (Previously published in JALN 8:4) | Volume 13, Issue 3 - October 2009 |
Pedro A. Willging, University of Illinois at Urbana-Champaign Scott D. Johnson, University of Illinois at Urbana-Champaign |
student satisfaction |
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| Why They Stayed: Near-Perfect Retention in an Online Certification Program in Library Media (Previously published in JALN 10:4) | Volume 13, Issue 3 - October 2009 |
Katrina A. Meyer, The University of Memphis Janis Bruwelheide, Montana State Unversity Russell Poulin, Western Cooperative for Educational Telecommunications |
retention, attrition, Tinto, Bean and Metzner, Community of Inquiry, online learning, teaching presence, social presence, certificate programs |
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| Using Asynchronous Learning in Redesign: Reaching and Retaining the At-Risk Student (Previously published in JALN 8:1) | Volume 13, Issue 3 - October 2009 | Carol A. Twigg, Rensselaer Polytechnic Institute | access |
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| Crossing Cultures and Borders in International Online Distance Higher Education | Volume 13, Issue 2 - August 2009 |
Gulnara Sadykova, University at Albany Jennie Dautermann, SUNY Center for Professional Development in Syracuse |
access, distance education, online education, international students, higher education, culture, cultural differences, institutional policies, educational technology, teachers' beliefs, students' expectations |
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| The Influence of Online Teaching on Face-to-face Teaching Practices | Volume 13, Issue 2 - August 2009 |
Norma I. Scagnoli, Ph.D., University of Illinois at Urbana Champaign Lydia P. Buki, Ph.D., University of Illinois at Urbana Champaign Scott D. Johnson, Ph.D., University of Illinois at Urbana Champaign |
learning effectiveness, pedagogy, collaboration, technology, accountability, online, face-to-face |
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| Implementing an Enterprise Information System to Reengineer and Streamline Administrative Processes in a Distance Learning Unit | Volume 13, Issue 2 - August 2009 |
M'hammed Abdous, Center for Learning Technologies, Old Dominion University Wu He, Center for Learning Technologies, Old Dominion University |
scale, distance learning, enterprise information systems, systems integration, business process reengineering |
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| Development and Application of a Multi-Factor Discussion Board Metric | Volume 13, Issue 2 - August 2009 |
Catherine A. Bliss, Center for Distance Learning, Empire State College Betty Lawrence, Center for Distance Learning, Empire State College |
distance learning, discussion board, asynchronous learning, student participation, instructor roles, educationally valuable talk, metric, mathematics, online learning |
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| International Co-teaching of Medical Informatics for Training-the-trainers in Content and Distance Education | Volume 13, Issue 2 - August 2009 |
Kadriye O. Lewis, Ed.D, Cincinnati Children's Hospital Medical Center Murat Sincan, MD, Hacettepe University Faculty of Medicine Department of Medical Education and Informatics Hacettepe Universitesi Sihhiye, Ankara, Turkey |
Faculty Satisfaction, Collaborative Teaching Online, Co-teaching Online, Online Medical Informatics, Course Development, Medical Education |
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| Online Education Today | Volume 13, Issue 2 - August 2009 |
A. Frank Mayadas, Sloan Foundation John Bourne, Sloan Consortium Paul Bacsich |
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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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| Face-to-face and Online Professional Development for Mathematics Teachers: A Comparative Study | Volume 13, Issue 2 - August 2009 |
Michael Russell, Boston College Rebecca Carey, Boston College Glenn Kleiman, Boston College Joanne Douglas Venable, Boston College |
Faculty Satisfaction, Online Professional Development, Distance Learning, elearning, Online Facilitation, Self-paced Learning |
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| Introduction to the Special Issue on Blended Learning | Volume 13, Issue 1 - April 2009 | Anthony G. Picciano, Associate Editor, JALN | Access, Learning Effectiveness |
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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 |
|
| Blending With Purpose: The Multimodal Model | Volume 13, Issue 1 - April 2009 | Anthony Picciano, Graduate Center and Hunter College, City University of New York (CUNY) | Access, Online Learning, Blended Learning, Distance Learning, Asynchronous Learning, Computer-Mediated Learning, Computer-Mediated Communications, Learning Styles, Instructional Design, Instructional Technology, Multiple Modalities |
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| Comparing Student Performance: Online Versus Blended Versus Face-to-Face | Volume 13, Issue 1 - April 2009 |
David K. Larson, University of Illinois at Springfield Chung-Hsien Sung, University of Illinois at Springfield |
learning effectiveness, online, blended, face-to-face, no significant difference, learning mode comparison |
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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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| MSU Medical Colleges Blended Learning for First Year Science Courses: Uniting Pedagogy to Maximize Experience and Real World Limitations | Volume 13, Issue 1 - April 2009 |
Kathryn Lovell, Michigan State University Karen Vignare, Michigan State University |
learning effectiveness, medical students, blended learning, multiple sites, online learning, CyberInfrastructure, medical education |
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| The Sloan-C Pillars and Boundary Objects As a Framework for Evaluating Blended Learning | Volume 13, Issue 1 - April 2009 |
Mark Laumakis, San Diego State University Charles Graham, Brigham Young University Chuck Dziuban, University of Central Florida |
learning effectiveness, blended learning, Sloan-C Pillars, boundary object, evaluation, student satisfaction, Black Swan |
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| Dancing with a Bear: One University’s Experience with Evaluating Blended Learning | Volume 13, Issue 1 - April 2009 | Patsy Moskal, University of Central Florida | student satisfaction, blended learning, evaluation |
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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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| The Effect of Computer Mediated Conferencing and Computer Assisted Instruction on Student Learning Outcomes | Volume 12, Issue 3-4 - December 2008 |
Darrell L. Cain, Ph.D., Atlanta Technical College Paul E. Pitre, Ph.D., Washington State University |
learning effectiveness, learning engagement, computer mediated instruction, higher education, instructional technology, learning outcomes |
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| Reflections From the Moving the Laboratory Online Workshops: Emerging Themes | Volume 12, Issue 3-4 - December 2008 |
Devon A. Cancilla, Scientific Technical Services, Western Washington University Simon P. Albon, Faculty of Pharmaceutical Sciences, University of British Columbia |
access, online laboratories, remote instrumentation, online learning |
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| Evaluating the Benefits of Providing Archived Online Lectures to In-class Math Students | Volume 12, Issue 3-4 - December 2008 |
Radu C. Cascaval, University of Colorado at Colorado Springs Kethera A. Fogler, University of Colorado at Colorado Springs Gene D. Abrams, University of Colorado at Colorado Springs Robert L. Durham, University of Colorado at Colorado Springs |
supplemental instructional materials, online archives, student achievement, performance assessment |
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| Student Issues in Distance Education Programs: Do Inter-institutional Programs Offer Students Confusion or Opportunity? | Volume 12, Issue 3-4 - December 2008 |
Susan Fey, North Central Regional Center for Rural Development Mary Emery, North Central Regional Center for Rural Development Cornelia Flora, North Central Regional Center for Rural Development |
student satisfaction, inter-institutional, five pillars, retention, student success, drop-outs |
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| Facilitating Critical Thinking through Online Courses | Volume 12, Issue 3-4 - December 2008 |
Margaret Lunney, RN, PhD, The College of Staten Island Keville Frederickson, RN, PhD, Lehman College Arlene Spark, EdD, RD, FADA, FACN, Hunter College Georgia McDuffie, RN, PhD, Medgar Evers College, CUNY |
learning effectiveness, critical thinking, health science, strategies |
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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 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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