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 |
|---|---|---|---|---|
| Developing an Asynchronous Course Model at a Large, Urban University | Volume 2, Issue 1 - March 1998 | Anthony G. Picciano, Professor, Division of Programs in Education, Department of Curriculum and Teaching, Hunter College of the City University of New York | asynchronous learning, computer-mediated learning, computer-mediated instruction, computer-mediated communications, distance learning, education administration |
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| Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors | Volume 16, Issue 4- June |
Daniel Zingaro Murat Oztok |
asynchronous learning, sustaining discourse, threads |
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| Asynchronous Learning Networks: A Sloan Foundation Perspective | Volume 1, Issue 1 - March 1997 | Frank Mayadas, Program Officer, The Alfred P. Sloan Foundation | asynchronous, ALN, distance |
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| 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 |
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| 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 |
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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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| Multidimensional Assessment of Blended Learning: Maximizing Program Effectiveness Based on Student and Faculty Feedback | Volume 16, Issue 4- June |
Orly Calderon Amy Patraka Ginsberg Liz Ciabocchi |
blended learning, outcomes assessment, program effectiveness, faculty feedback, student feedback |
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| Blended Course Design: A Synthesis of Best Practices | Volume 16, Issue 4- June |
Patricia McGee Abby Reis |
blended, hybrid, course design, pedagogy, best practices |
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| Implementing Electronic Portfolios Through Social Media Platforms: Steps and Student Perceptions | Volume 17, Issue 1- January |
David W. Denton, Seattle Pacific University David Wicks, Seattle Pacific University |
Blog, case study, education reform, electronic portfolio, social media, teacher education |
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| Experimental Online Case Study for a Breakthrough in Student Engagement: Description and Results | Volume 8, Issue 4 - December 2004 |
James Theroux, Isenberg School of Management, University of Massachusetts Clare Kilbane, School of Education, University of Massachusetts |
case studies, real-time case, live cases, learning outcomes |
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| Using a Generalized Checklist to Improve Student Assignment Submission Times in an Online Course | Volume 16, Issue 4- June |
Terence Cavanaugh Marcia L. Lamkin Haihong (Helen) Hu |
checklist, assignments, submission time, strategy, organization |
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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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| Exploring Collaborative Online Learning | Volume 5, Issue 1 - May 2001 |
David D. Curtis, Flinders University of South Australia Michael J. Lawson, Flinders University of South Australia |
collaboration, learning behaviors, textual interaction |
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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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| Gender and Online Discourse in the Principles of Economics | Volume 8, Issue 4 - December 2004 | Duane B. Graddy, Department of Economics and Finance, Middle Tennessee State University | collaborative learning, learning effectiveness, computer-mediated communications, gender differences, distance learning |
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| Community of Inquiry and Learning in Immersive Environments | Volume 11, Issue 4 - December 2007 |
Ross McKerlich, Athabasca University Terry Anderson, Athabasca University |
Community of Inquiry, Multi User Virtual Environment (MUVE), immersive environment, presence, rubric, learning effectiveness |
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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 |
|
| 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 |
|
| BRICs and Clicks | Volume 12, Issue 1 - February 2008 |
Mary Bold, Ph.D., CFLE, Associate Professor, Texas Woman’s University (Family Studies at) Lillian Chenoweth, Ph. D., Professor, Texas Woman’s University (Family Studies at) Nirisha K.Garimella, M. Sc., M. S., Texas Woman’s University (Family Studies at) |
cross-border education, globalization, BRIC, GATS, internationalization, distance learning, access, right to education |
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| The Evolution of Big Data and Learning Analytics in American Higher Education | Volume 16, Issue 3- June | Anthony G. Picciano | data-driven decision making, big data, learning analytics, higher education, rational decision making, planning |
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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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| 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 |
|
| 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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| Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Online Course | Volume 6, Issue 1 - July 2002 | Anthony G. Picciano, Professor, School of Education, Hunter College of the City University of New York | distance learning, interaction, presence, social presence, learning effectiveness, outcomes, student performance, asynchronous learning, computer-mediated learning, computer-mediated communications, education administration |
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| Examining Social Presence in Online Courses in Relation to Students' Percieved Learning and Satisfaction | Volume 7, Issue 1 - February 2003 |
Jennifer C. Richardson, Ph.D., Assistant Professor of Educational Technology, Purdue University Karen Swan, Ph.D., Research Center for Educational Technology, Kent State University |
distance learning, interaction, social presence, learning effectiveness, student satisfaction, faculty satisfaction, perceived learning, asynchronous learning, computer-mediated learning, computer-mediated communications |
|
| Blended Learning: Implications for Growth and Access | Volume 10, Issue 3 - July 2006 | Anthony G. Picciano School of Education, Hunter College, Doctoral Programs in Urban Education, and Interactive Pedagogy and Technology, City University of New York Graduate Center | distance learning, online learning, blended learning, hybrid learning, access, pedagogy, decision making, administration, attrition, retention |
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| Blended Learning and Localness: The Means and the End | Volume 11, Issue 1 - April 2007 |
A. Frank Mayadas, Program Officer, The Alfred P. Sloan Foundation Anthony G. Picciano, Professor, School of Education, Hunter College |
distance learning, online learning, blended learning, hybrid learning, localness, access, marketing, branding |
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| Meeting Accreditation Requirements: Are You Serving Distance Learners? | Volume 16, Issue 5- October |
Kimberly Hardy, Florida State College at Jacksonville Katie Meyer-Griffith, The University of Tampa |
Distance learning, online learning, student services, online services, accreditation requirements, welcome center, call center |
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| Developing and Implementing a Mandatory Online Student Orientation | Volume 17, Issue 1- January | Kona Renee Jones, Richland Community College | Distance learning, orientation, student retention, instructional design |
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| Determined to Learn: Accessing Education Despite Life-Threatening Disasters | Volume 12, Issue 1 - February 2008 | Claudine SchWeber, Ph.D, Professor, Graduate School of Management & Technology, University of Maryland University | educational access, distance learning, e-learning, higher education and disaster, resilience, Sloan Semester, educational continuity, crisis management, academic continuity |
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| Do Online Students Dream of Electric Teachers? | Volume 9, Issue 2 - June 2005 | Jason A. Scorza, Fairleigh Dickinson University | empathy, teaching presence, desensitization, online learning, pedagogy, student satisfaction |
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| If Higher Education Is a Right, and Distance Education Is the Answer, Then Who Will Pay? | Volume 12, Issue 1 - February 2008 | Dr. Katrina A. Meyer, Associate Professor of Higher and Adult Education, The University of Memphis | enrollment growth, funding, cost-efficiencies, U.S. Public Higher Education |
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| 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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| 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 |
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| Faculty Development Programs: The Frequency and Variety of Professional Development Programs Available to Online Instructors | Volume 16, Issue 5- October | Jennifer Heather Herman, Niagara University | Faculty development, faculty development programs, online instruction, professional development, TLDU, workshops, institutional support, faculty |
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| 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 |
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| 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 |
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| 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 |
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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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| 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 |
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| Bridges and Barriers to Teaching Online College Courses: A Study of Experienced Online Faculty in Thirty-Six Colleges | Volume 11, Issue 2 - July 2007 | Peter Shea, University at Albany, State University of New York | faculty participation, motivators, demotivators, flexibility, compensation, faculty satisfaction, policy, practice, development |
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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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| Faculty Satisfaction in ALNs: A Dependent or Independent Variable | Volume 4, Issue 3 - September 2000 |
Joel Hartman, University of Central Florida Charles Dziuban, University of Central Florida Patsy Moskal, University of Central Florida |
faculty satisfaction |
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| Dimensions and Strategies for Online Success: Voices from Experienced Educators | Volume 6, Issue 1 - July 2002 |
Lynne Schrum, Ph.D. , University of Georgia Sunjoo Hong, Graduate Student, Department of Instructional Technology, University of Georgia |
faculty satisfaction |
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| Instructor Satisfaction in University of California Extension's On-line Writing Curriculum | Volume 4, Issue 3 - September 2000 |
Mary Beth Almeda, University of California Extension Kathleen Rose, University of California Extension |
faculty satisfaction |
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| Instructor Attitudes within the SCALE Efficiency Projects | Volume 4, Issue 3 - September 2000 |
Lanny Arvan, University of Illinois at Urbana-Champaign Diane Musumeci, University of Illinois at Urbana-Champaign |
faculty satisfaction |
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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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| Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the SUNY Learning Network | Volume 4, Issue 3 - September 2000 |
Eric Fredericksen, State University of New York Alexandra Pickett, State University of New York Peter Shea, State University of New York William Pelz, Herkimer County Community College Karen Swan, University of Albany |
faculty satisfaction |
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| University of Nebraska Summer Institute for Online Teaching | Volume 9, Issue 2 - June 2005 | University of Nebraska | faculty satisfaction |
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| Digital Text, Distance Education and Academic Dishonesty: Faculty and Administrator Perceptions and Responses | Volume 9, Issue 1 - March 2005 |
Kimberly B. Kelley, Ph.D., The Center for Intellectual Property, University of Maryland University College Kimberly Bonner, J.D.,The Center for Intellectual Property, University of Maryland University College |
faculty satisfaction, academic dishonesty, cheating, academic integrity, honor codes, cheating in distance learning |
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