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 |
|---|---|---|---|---|
| Student Experiences Of Using Weblogs: An Exploratory Study | Volume 12, Issue 3-4 - December 2008 |
Priya Sharma, The Pennsylvania State University Ying Xie, The Pennsylvania State University |
student satisfaction, weblog, blog, reflection |
 |
| Essential Elements in Designing Online Discussions to Promote Cognitive Presence — A Practical Experience | Volume 12, Issue 3-4 - December 2008 |
Yu-mei Wang, School of Education, University of Alabama at Birmingham Victor Der-Thanq Chen, National Institute of Education, Nanyang Technological University, Singapore |
learning effectiveness, cognitive presence, asynchronous online discussions, design-based research |
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| Interaction in Asynchronous Web-Based Learning Environments | Volume 12, Issue 3-4 - December 2008 |
Younghee Woo, Korea National Open University Thomas C. Reeves, College of Education, The University of Georgia |
learning effectiveness, asynchronous online interaction, meaningful interaction, guiding strategies, web-based learning environment |
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| The Development Of A Community Of Inquiry Over Time In An Online Course: Understanding The Progression And Integration Of Social | Volume 12, Issue 3-4 - December 2008 |
Zehra Akyol, Middle East Technical University, Turkey D. Randy Garrison, University of Calgary, Canada |
learning effectiveness, online learning, Community of Inquiry, social presence, cognitive presence, teaching presence, group identity, CoI survey, negotiated coding, perceived learning, satisfaction |
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| Introduction to the Special Issue on Policy | Volume 12, Issue 2 - July 2008 | Bruce Chaloux, The Sloan Consortium | scale |
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| The Sloan Semester | Volume 12, Issue 2 - July 2008 | George Lorenzo, The Sloan Consortium | access, Sloan Semester, Hurricane Katrina |
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| Critical Event Preparedness and Response: Keynote address to the 2006 Sloan Research Workshop by Jon Links | Volume 12, Issue 2 - July 2008 | Janet C. Moore, The Sloan Consortium | access, critical incidents, continuity of operations, preparedness, training, online education |
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| Information Technology Services Support for Emergencies | Volume 12, Issue 2 - July 2008 | Donald Z. Spicer, University System of Maryland | access |
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| Overcoming the Financial Aid Barrier for E-learners | Volume 12, Issue 2 - July 2008 | Bruce Chaloux, Electronic Campus, Southern Regional Education Board | access, financial aid, part-time learners, policy, state-based programs, tax incentives, employer-based aid, direct distribution |
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| Tuition/Pricing for Online Learning | Volume 12, Issue 2 - July 2008 | Karen Paulson, National Center for Higher Education Management Systems | access, instructional costs, pricing, in-state and out-of-state electronic rates, single and differential tuition rates, discounts, workforce |
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| Student Learning and Student Services: Policy Issues | Volume 12, Issue 2 - July 2008 | Claudine SchWeber, Chair, Doctor of Management Program, University of Maryland | scale, student services, policy |
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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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| The Challenges of Transnational Online Learning | Volume 12, Issue 2 - July 2008 | Richard A Skinner, Senior Vice President for Programs and Research, Association of Governing Boards of Universities and Colleges | scale, quality, governments, asynchronous learning, leadership, acceptance, faculty |
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| Positioning Online Learning as a Strategic Asset in the Thinking of University Presidents and Chancellors | Volume 12, Issue 2 - July 2008 |
Samuel H. "Pete" Smith, University of Texas, Arlington Samuel H. Smith, Washington State University Robert Samors, National Association of State Universities and Land Grant Colleges A. Frank Mayadas, Alfred P. Sloan Foundation |
scale |
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| Introduction to the Special Issue on the Right to Education | Volume 12, Issue 1 - February 2008 |
John R. Bourne, The Sloan Consortium Janet C. Moore, The Sloan Consortium Claudine SchWeber, University of Maryland University College |
access |
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| 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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| Microfranchising Microlearning Centers: A Sustainable Model for Expanding the Right to Education in Developing Countries? | Volume 12, Issue 1 - February 2008 | Tiffany Zenith Ivins, Director of International Programs, Center for Open Sustainable Learning | access, youth, development, ICT4D, YMRC, technology, Nepal, South Asia, social entrepreneurs |
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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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| 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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| Bringing the Real World of Science to Children: A Partnership of the American Museum of Natural History and the City University | Volume 12, Issue 1 - February 2008 |
Anthony G. Picciano, Professor, Hunter College and Graduate Center Robert V. Steiner, Project Director, Seminars on Science, National Center for Science Literacy, Education and Technology |
access, science education, teacher education, pre-service, in-service, teacher shortage, distance learning, online learning, blended learning, multimedia |
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| Open Educational Resources for Blended Learning in High Schools: Overcoming Impediments in Developing Countries | Volume 12, Issue 1 - February 2008 |
Richard C. Larson, LINC, Learning International Networks Consortium, Massachusetts Institute of Technology M. Elizabeth Murray, LINC, Learning International Networks Consortium, Massachusetts Institute of Technology |
access, open educational resources (OERs), blended learning, online repository, international collaboration, high school education, mathematics and science, critical thinking |
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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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| 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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| Course Assessment Practices and Student Learning Strategies in Online Courses | Voluime 11, Issue 4 - December 2007 | Bridget D. Arend, Ph.D., University of Denver | learning effectiveness, course assessment, summative assessment, formative assessment, learning strategies, critical thinking |
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| Using Rubrics and Content Analysis for Evaluating Online Discussion: A Case Study from an Environmental Course | Volume 11, Issue 4 - December 2007 |
Maha Bali, Center for Learning and Teaching, American University in Cairo, Egypt Adham R. Ramadan, Department of Chemistry, American University in Cairo, Egypt |
learning effectiveness, action research, asynchronous discussion, computer conferencing, content analysis, environment, online discussion, rubrics |
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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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| Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . . | Volume 11, Issue 4 - December 2007 | Dr. Katrina A. Meyer, Associate Professor of Higher and Adult Education, The University of Memphis | student satisfaction, blended learning, face-to-face and online discussions |
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| What it Takes to Innovate: The Experience of Producing an Online, Real-Time Case Study | Volume 11, Issue 4 - December 2007 | James Theroux, Flavin Professor of Entrepreneurship, Isenberg School of Management, University of Massachusetts | real-time case (RTC), innovation, engagement |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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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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| 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 |
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| 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 |
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| Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community | Volume 11, Issue 2 - July 2007 |
Philip Ice, Department of Middle, Secondary and K–12 Education, College of Education Reagan Curtis, Department of Technology, Learning, and Culture, College of Human Resources and Education Perry Phillips, Department of Curriculum & Instruction / Literacy Studies, Department of Curriculum & Instruction / Literacy Studies John Wells, Department of Teaching and Learning, School of Education |
online learning, personalized communication, student satisfaction, embedded asynchronous audio feedback, nuance, retention of content, instructor caring |
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| Blended Learning in High Tech Manufacturing: A Case Study of Cost Benefits and Production Efficiency | Volume 11, Issue 2 - July 2007 |
Veena Mahesh, Ph.D., Intel Corporation Craig Woll, Ph. D., Intel Corporation |
access, blended learning, equipment training, costs and benefits, ROI, proficiency, Kirkpatrick, semiconductor |
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| Why Do Higher-Education Institutions Pursue Online Education? | Volume 11, Issue 2 - July 2007 |
Stephen Schiffman, Babson College and Franklin W. Olin College of Engineering Karen Vignare, Michigan State University Christine Geith, Michigan State University |
scale, online education, business models, business strategy, institutional mission, organizational context, organizational goals, access, quality, revenue |
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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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| Understanding and Fostering Interaction in Threaded Discussion | Volume 11, Issue 2 - July 2007 |
Robert S. Williams, English Language Institute, The American University in Cairo Rachel Humphrey, The University of Essex |
learning effectiveness, distance learning, online learning, asynchronous learning, threaded discussion, interaction, social presence, cognitive presence, length, face-threatening speech acts, community of practice, community of learning, virtual learning network, TESL, TEFL, naming, questions |
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| Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction | Volume 11, Issue 2 - July 2007 |
Doo Hun Lim, University of Tennessee, Human Resource Development Michael L. Morris, University of Tennessee, Human Resource Development Virginia W. Kupritz, University of Tennessee, Communication Studies |
student satisfaction, online learning, blended learning, learning outcomes, comparative study |
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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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| Online Instruction as Local Education: CUNY's Online Baccalaureate | Volume 11, Issue 1 - April 2007 | George Otte, The City University of New York | scale, online learning, degree completion, time to degree, localness |
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| Pace University, Blended Learning and Localness: A Model that Works | Volume 11, Issue 1 - April 2007 | David Sachs, Pace University | access, blended learning, mission, computing, communications, flexibility |
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| Extending Online and Blended Learning to Corporations in the New York Metropolitan Region | Volume 11, Issue 1 - April 2007 | Robert Ubell, Dean, School of Professional Education Stevens Institute of Technology | access |
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| Characteristics of Successful Local Blended Programs in the Context of the Sloan-C Pillars | Volume 11, Issue 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 |
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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| Expanding Demand for Online Higher Education: Surveying Prospective Students | Volume 11, Issue 1 - April 2007 | Richard Garrett, Senior Analyst, Eduventures, LLC | scale, perceptions, delivery mode, age, credential, discipline, price, geography, prior educational experience |
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| Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues | Volume 11, Issue 1 - April 2007 | D. R. Garrison, University of Calgary | learning effectiveness, social/cognitive/teaching-presence, community of inquiry framework, methodological validity, transcript analysis |
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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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| Student Satisfaction with Asynchronous Learning | Volume 11, Issue 1 - April 2007 |
Charles Dziuban, Research Initiative for Teaching Effectiveness, University of Central Florida Patsy Moskal, Research Initiative for Teaching Effectiveness, University of Central Florida Jay Brophy, Research Initiative for Teaching Effectiveness, University of Central Florida Peter Shea, University at Albany |
student satisfaction, media culture, digital, personal and mobile technologies, student learning preferences, pedagogy, complexities of measurement, digital generation |
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