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Saturday, June 30, 2012

The Sloan Consortium’s Journal of Asynchronous Learning Networks Shares Research on Student and Faculty Experiences and Perceptions of Online Courses

Latest issue of JALN probes the quality of online interaction and learning.

The Sloan Consortium’s (Sloan-C’s) Journal of Asynchronous Learning Networks (Volume 16, Issue 4) brings together scholars and practitioners who share practical advice, specific approaches, and illuminating examples about using analytics to help improve learning in postsecondary contexts.

Contributors represent University of Toronto, Texas Tech University, University of Memphis, Purdue University, Northern Illinois University, Open University of Israel, DeSales University, University of Central Arkansas, University of North Florida, Long Island University and the University of Texas.

Highlights from JALN Volume 16 Issue 4

In “Blended Course Design: A Synthesis of Best Practices,” Patricia McGee and Abby Reis analyze common principles for the design process, pedagogical strategies, classroom and online technology use, assessment strategies, and course implementation and student readiness, highlighting disconnects and areas for closer research.

In “Multidimensional Assessment of Blended Learning: Maximizing Program Effectiveness Based on Student and Faculty Feedback,” Orly Calderon, Amy Patraka Ginsberg and Liz Ciabocchi share results of an assessment designed to gather feedback from faculty and students and administrators on multiple aspects of blended courses. The sufficiency of university resources for blended learning emerged as the strongest predictor of student satisfaction.

In “Using a Generalized Checklist to Improve Student Assignment Submission Times in an Online Course,” Terence Cavanaugh, Marcia L. Lamkin and Haihong (Helen) Hu find that students who receive checklists turned in their work two to five times earlier than those who did not. This paper discusses improvement of assignment submission timeliness related to higher course satisfaction for students and instructors.

In “No Significant Difference in Service Learning Online,” Sue Y. McGorry compares traditional and online delivery of service learning for developing awareness of civic responsibilities, leadership and management skills, and social responsibility.

About JALN
Journal of Asynchronous Learning Networks (JALN), published by the Sloan Consortium, is a major source of knowledge about online education. The aim of the JALN is to describe original work in asynchronous learning networks (ALN), including experimental results. It is available online and in print. For more information,


About Sloan-C
The Sloan Consortium (Sloan-C) is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of education. For more information, visit

Source: PRWeb