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 |
|---|---|---|---|---|
| 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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| 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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| 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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| Scaffolding Complex Tasks by Open Online Submission: Emerging Patterns and Profiles | Volume 8, Issue 4 - December 2004 |
Miky Ronen, Holon Academic Institute of Technology, Israel Dorothy Langley, Holon Academic Institute of Technology, Israel |
learning effectiveness, peer examples, open online task submission, scaffolding, asynchronous networking |
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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 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, 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 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 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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| 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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| 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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| 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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| Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results | Volume 1, Issue 2 - August 1997 | Starr Roxanne Hiltz, Department of Computer and Information Science (CIS), New Jersey Institute of Technology | learning effectiveness, virtual classroom, ALN, collaborative learning, computer mediated communication, computers and education |
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| Assessing Student Learning with Automated Text Processing Techniques | Volume 9, Issue 3 - October 2005 |
Yi-fang Brook Wu, Department of Information Systems, College of Computing Sciences, New Jersey Institute of Technology Xin Chen, Department of Information Systems, College of Computing Sciences, New Jersey Institute of Technology |
learning effectiveness, virtual classroom, distance learning, learning assessment, course messages, text processing, noun phrase |
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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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| 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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| 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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| Online Mentoring for Biotechnology Graduate Students: An Industry-Academia Partnership | Volume 17, Issue 1- January |
Rana Khan Arhonda Gogos |
Mentoring, biotechnology, distance education, industry |
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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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| The Social & Mobile Learning Experiences of Students Using Mobile E-books | Volume 17, Issue 1- January | Jeffrey S. Kissinger | mobile learning, social learning, social networking, Facebook, e-books, social cognitive theory, expectancy x value theory, situated cognition, situated learning, metacognition, self-determination theory, textbooks, faculty views on mobile learning, student views on mobile learning |
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| Using Focus Groups to Study ALN Faculty Motivation | Volume 11, Issue 1 - April 2007 |
Starr Roxanne Hiltz, Information Systems Department Peter Shea, University at Albany Eunhee Kim, Management Information Systems |
motivating faculty, demotivating faculty, focus groups, generalizability, faculty satisfaction |
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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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| Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Algebra 1 Course | Volume 16, Issue 5- October | Ahrash N. Bissell, Monterey Institute for Technology and Education | OER, remediation, developmental math, remixable, multimedia |
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| Pedagogy and Quality in Developing Online Learning for Teachers and Trainers | Volume 9, Issue 4 - December 2005 |
Terry Cowham, The Open University in the North West Julia Duggleby, The Sheffield College, UK |
online corporate training, online teacher training, corporate-academic partnerships |
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| From Research to Practice: Towards the Development of an Integrated and Comprehensive Faculty Development Program | Volume 16, Issue 5- October |
Lawrence C. Ragan, The Pennsylvania State University Paula Mae Bigatel, The Pennsylvania State University Shannon S. Kennan, The Pennsylvania State University Janet May Dillon, The Pennsylvania State University |
Online Course Development, Online Faculty Development, Instructional Design, Competencies for Online Teaching Success |
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| Creating Effective Online Discussions: Optimal Instructor and Student Roles | Volume 10, Issue 4 - December 2006 |
Marcia Dixson, Ph.D., Indiana University-Purdue University at Fort Wayne Michelle Kuhlhorst, M.A., Indiana University-Purdue University at Fort Wayne Amber Reiff, M.A., Indiana University-Purdue University at Fort Wayne |
online discussions, learning groups, cooperative learning, asynchronous |
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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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| 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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| Increasing Access in Online Higher Education | Volume 10, Issue 3 - July 2006 |
John Bourne, The Sloan Consortium Janet C. Moore, The Sloan Consortium John Sener, The Sloan Consortium Frank Mayadas, The Sloan Foundation Linda F. Ettinger, The University of Oregon |
online learning, access to higher education, online enrollment growth, scaling online, minorities, seniors, scientific instrumentation, industry, retention, community Colleges |
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| Thought-Leaders in Asynchronous Online Learning Environments | Volume 16, Issue 1- January | Jim Waters, Cabrini College | online learning, discussion boards, collaboration, thought-leaders |
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| U-Pace Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance | Volume 17, Issue 1- January |
Diane M. Reddy Raymond Fleming Laura E. Pedrick Danielle L. Jirovec Heidi M. Pfeiffer Katie A. Ports Jessica L. Barnack-Tavlaris Alicia M. Helion Rodney A. Swain |
Online Learning, Distance Education, Self-paced Learning, U-Pace Instruction, Student Success, Amplified Assistance, Mastery, Control, Academic Success |
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| Defining the Role Adjustment Profile of Learners and Instructors Online | Volume 17 Issue 1January |
Martha Burkle Martha Cleveland-Innes |
online learning, e-readiness, learner competencies |
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| Do Students Experience "Social Intelligence", Laughter, and Other Emotions Online? | Volume 16, Issue 4- June |
Katrina A. Meyer Stephanie J. Jones |
online learning, emotions, social intelligence |
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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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| Reading Between the Lines of Online Course Evaluations: Identifiable Actions that Improve Student Perceptions of Teaching Effectiveness and Course Value | Volume 16, Issue 1- January | Stephanie J. Jones, Texas Tech University | online learning, faculty, student satisfaction, distance education, faculty behaviors, faculty interactions, course evaluations |
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| Predictive Modeling to Forecast Student Outcomes and Drive Effective Interventions in Online Community College Courses | Volume 16, Issue 3- June |
Vernon C. Smith, Ph.D., MyCollege Foundation Adam Lange, Ellucian Daniel R. Huston, M.A., Rio Salado College |
Online Learning, Learning Analytics, Predictive Modeling, Community Colleges, Risk Levels for Online Students, Faculty |
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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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| 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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| No Significant Difference in Service Learning Online | Volume 16, Issue 4- June | Sue Y. McGorry | online service learning, experiential learning, online learning, learning effectiveness |
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| 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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| Student-Student Online Coaching as a Relationship of Inquiry: An Exploratory Study from the Coach Perspective | Volume 16, Issue 5- October |
Stefan Stenbom, KTH Royal Institute of Technology, Sweden Stefan Hrastinski, KTH Royal Institute of Technology, Sweden Martha Cleveland-Innes KTH Royal Institute of Technology, Sweden and Athabasca University, Canada |
online coaching, online learning, relationship of inquiry, community of inquiry, student-student online coaching. |
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| Large Scale Quality Engineering in Distance Learning Programs | Volume 16, Issue 5- October |
Rita I. Herron, Embry-Riddle Aeronautical University - Worldwide Cinda Holsombach-Ebner, Embry-Riddle Aeronautical University - Worldwide Alice K. Shomate, Embry-Riddle Aeronautical University - Worldwide Kimberly J. Szathmary, Embry-Riddle Aeronautical University - Worldwide |
Online learning, distance learning, blended learning, instructional design and development, educational quality assurance, non-traditional education, course production, course management and faculty development |
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| What Do Unsuccessful Online Students Want Us to Know? | Volume 17, Issue 1- January | Marie Fetzner, Monroe Community College | Online retention, online student needs, online student perceptions |
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| Online Advising Pilot at the Community College of Vermont | Volume 17, Issue 1- January | Kimberly Nolan, Community College of Vermont | Online support, advising, community college |
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| Early Participation in Asynchronous Writing Environments and Course Success | Volume 16, Issue 1- January |
Scott Warnock, Drexel University Kenneth Bingham, Drexel University Dan Driscoll, Drexel University Jennifer Fromal, Drexel University Nicholas Rouse, Drexel University |
online, hybrid, asynchronous, participation, volition, procrastination, motivation, writing, message board, grades, learning effectiveness |
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| Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors | Volume 16, Issue 4- June |
Cindy S. York Jennifer C. Richardson |
online, interaction, interpersonal interaction, learning effectiveness |
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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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| Differences in Learning Outcomes for the Online and F2F Versions of "An Introduction to Shakespeare" | Volume 7, Issue 2 - July 2003 | Mary Ann Koory, Ph.D., University of California Berkeley Extension Online | pedagogy, learning effectiveness, student satisfaction, text-based communication |
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| Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline | Volume 16, Issue 2- March |
Barbara C. Storandt Lia C. Dossin Anna Piacentini Lacher |
professional development, online instruction, formative assessment, instruments, virtual faculty support, program management, collaborative learning, professional learning communities, virtual pedagogy, standards for online teaching |
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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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