Virtual School Meanderings

February 7, 2013

[JALN] New JALN Issue Published

From late on Tuesday…  Doesn’t appear to be any K-12 content again…

Dear Readers:

Journal of Asynchronous Learning Networks has published 17.1 We invite you
to review the Table of Contents at
http://jaln.sloanconsortium.org/index.php/jaln and then visit
http://www.sloanconsortium.org to review articles and items of interest.

If you do not yet have one, please create an account at
http://www.sloanconsortium.org

. You are welcome to use the tinyurls below to
share articles with your networks.

Thank you for your continuing interest in JALN,

Janet C. Moore
jmoore@sloanconsortium.org

Learner Feedback Helping Develop New Online Education Services, According to
Latest Issue of Sloan Consortium’s ‘Journal of Asynchronous Learning
Networks’

Contributors to this issue represent research initiatives at 20 higher
education institutions across the U.S. and Canada.

NEWBURYPORT, Mass. (Feb. 5, 2013) – The latest issue of the Sloan
Consortium’s (Sloan-C’s) Journal of Asynchronous Learning Networks (JALN
Volume 17, Issue 1) looks at how feedback from online learners is helping
evolve and improve online education services. Contributors to the issue
represent research initiatives at 20 higher education institutions across
the U.S. and Canada.

Editors Anita Crawley (University of California Los Angeles Extension and
Illinois Online Network) and Marie Fetzner (Monroe Community College) open
the current issue with an article titled, “Providing Service Innovations
to Students Inside and Outside of the Online Classroom: Focusing on Student
Success.” This piece provides an overview of the scope of student
services, acknowledging that the most effective approaches for developing
and delivering services are not always clear. As understanding of online
education evolves, student-centered support “inside and outside the online
classroom calls for collaborative efforts from many constituencies.”
bit.ly/11BK1ux

Drawn from student perspectives, the articles in this issue illustrate
practices designed to improve academic success and retention. Highlights
from JALN Volume 17, Issue 1 include:

“What Do Unsuccessful Online Students Want Us To Know?” –Marie Fetzner
shares the results of Monroe Community College’s (Rochester, NY) online
student retention surveys conducted over a span of 12 years. The survey
responses—from unsuccessful (Grade F or W) online students, a population
whose perspectives are not typically included in online program
evaluation—include the reasons why students felt they were not successful
and advice they would share with other learners interested in taking an
online course.                              bit.ly/WKWisY

“Developing and Implementing Comprehensive Student Support Services for
Online Students” -Marwin Britto and Susan Rush (Lone Star College System)
present the efforts of Lone Star College-Online to improve online student
retention rates through the development of comprehensive support services,
including technology support, an early alert system, advising services, case
management advising, readiness assessment and student orientation.
bit.ly/VAeaU4

“Developing and Implementing a Mandatory Online Student Orientation” -
Kona Renee Jones (Richland Community College (RCC)) provides compelling
information about how a mandatory online student orientation for first time
online students at RCC improved online student retention rates.
bit.ly/11LXNGB

“Online Advising Pilot at the Community College of Vermont” -Kimberly
Nolan (Community College of Vermont (CCV)) summarizes feedback gathered from
students at the CCV who were a part of an online advising pilot. The
students had a slightly higher retention rate then the overall online
student population and reported a strong desire for an advisor who would
stay with them throughout their academic experience.
bit.ly/11lR8Z4

“Social and Student Engagement and Support: The Sloan-C Quality Scorecard
for the Administration of Online Programs” -Janet C. Moore (The Sloan
Consortium) and Kaye Shelton (Lamar University) take the Student Engagement
and Support indicators from the Quality Scorecard and cluster them into
categories that reflect criteria from regional accreditation commissions and
offer examples of effective practices in each category.
bit.ly/VAeqT0

“Defining the Role Adjustment Profile of Learners and Instructors
Online” – Martha Burkle (Natural Science and Engineering Research Council
of Canada/Informatics Circle of Research Excellence) and Martha
Cleveland-Innes (Athabasca University) examine the dynamic and evolving
roles of instructors and learners in online education.  bit.ly/WVSYLx

“Online Mentoring for Biotechnology Graduate Students: An
Industry-Academic Partnership” – Rana Khan (University of Maryland
University College (UMUC)) and Arhonda Gogos describe an online graduate
biotechnology mentoring program at the UMUC that utilizes mentors from the
biotechnology industry. The mentees indicated that interaction with their
mentors improved their understanding of the biotechnology industry, helped
them to focus on their career goals, and gave them greater initiative to
pursue networking opportunities.
bit.ly/VNzLdK

“Accommodating Mobile Learning in College Programs” – JayAlden
(National Defense University (NDU)), in a study of student’s perceptions
of education with mobile devices at NDU, recommends a strategic approach for
choosing and introducing applications. Alden also reviews steps for
developing institutional mobile device policies.
bit.ly/Wp2Z2E

“Implementing Electronic Portfolios through Social Media Platforms: Steps
and Student Perceptions” -David W. Denton and David Wicks (Seattle Pacific
University (SPU)) explain the use of electronic student portfolios
(eportfolios) based on easy to use, free, and customizable social media
applications. A case study at SPU identifies student perceptions of using
social media as a repository for electronic portfolio content; the authors
also provide a guide for instructors for implementing social media based
eportfolios.                                             bit.ly/WN4i9M

“The Social & Mobile Learning Experiences of Students Using Mobile
E-books” – Jeff S. Kissinger (Florida State College (FSC)) shares case
study findings of FSC students who used mobile electronic textbook (e-book)
readers in their college introductory sociology course. The students
reported that they were competent in their use of e-books, and that they
valued the use of e-books for their learning, although they would also like
to have more interactive, socially-embedded learning experiences with their
e-books.                                                    bit.ly/Wp2Z2E

“Educational Leadership in an Online World: Connecting Students to
Technology Responsibly, Safely, and Ethically” – Mike Ribble
(Manhattan/Ogden Public Schools) and Teresa Northern Miller (Kansas State
University) introduce a digital citizenship model for school administrators,
students, and parents to use for digital interactions. This nine-factor
framework addresses the gap in technology knowledge, provides good practice
for using social media, and includes technology strategies for personal
safety and responsibility online.
bit.ly/14NMZfh

“U-Pace Instruction: Improving Student Success by Integrating Content
Mastery and Amplified Assistance” – Diane M. Reddy, Raymond Fleming, Laura
E. Pedrick, Danielle L. Jirovec, Heidi M. Pfeiffer, Rodney A. Swain
(University of Wisconsin-Milwaukee), Katie A. Ports (Virginia Commonwealth
University), Jessica L. Barnack-Tavlaris (The College of New Jersey), and
Alicia M. Helion (Lakeland College) discuss U-Pace, an application that
integrates content mastery with Amplified Assistance (instructor-initiated,
individually tailored feedback to students), including the important result
that a significantly higher percentage of U-Pace students earned a final
course grade of A or B compared with conventionally taught students.
bit.ly/VNB3p9

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, visit
http://sloanconsortium.org/publications/jaln_main.

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 www.sloanconsortium.org.

Journal of Asynchronous Learning Networks
Vol 17, No 1 (2013)
Table of Contents
http://jaln.sloanconsortium.org/index.php/jaln/issue/view/34

Student Perspectives
——–
Providing Innovative Service to Students Inside and Outside of the Online
Classroom: A Student Perspective
Anita Crawley,  Marie Fetzner

What Do Unsuccessful Online Students Want Us To Know?
Marie Fetzner

DEVELOPING AND IMPLEMENTING COMPREHENSIVE STUDENT SUPPORT SERVICES FOR
ONLINE STUDENTS
Marwin Britto,  Susan Rush

DEVELOPING AND IMPLEMENTING A MANDATORY ONLINE STUDENT ORIENTATION
Kona Renee Jones

Online Advising Pilot at the Community College of Vermont
Kimberly Nolan

Social and Student Engagement and Support: The Sloan-C Quality Scorecard for
the Administration of Online Programs
Janet C. Moore, Kaye Shelton

Defining the role adjustment profile of learners and instructors online
Martha Burkle,  Marti Cleveland-Innes

ONLINE MENTORING FOR BIOTECHNOLOGY GRADUATE STUDENTS: AN INDUSTRY ACADEMIA
PARTNERSHIP
Rana Khan,      Arhonda Gogos

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS
Jay Alden

IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND
STUDENT PERCEPTIONS
David Denton,   David Andrew Wicks

EDUCATIONAL LEADERSHIP IN AN ONLINE WORLD: CONNECTING STUDENTS TO TECHNOLOGY
RESPONSIBLY, SAFELY, AND ETHICALLY
Mike Ribble,    Teresa Northern Miller

U-PACE INSTRUCTION: IMPROVING STUDENT SUCCESS BY INTEGRATING CONTENT MASTERY
AND AMPLIFIED ASSISTANCE
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

The Social & Mobile Learning Experiences of Students Using Mobile E-books
Jeff S Kissinger

________________________________________________________________________
JALN – Journal Of Asynchronous Learning Networks
http://jaln.sloanconsortium.org/index.php/jaln

 

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