Virtual School Meanderings

September 19, 2014

Online Learning: Journal of the Online Learning Consortium General Call for Papers

An interesting rebranding – and I know from interacting with the editors of what was the Journal of Asynchronous Learning Networks that they were looking for more K-12 focused content (after having a former editor telling me that they didn’t publish K-12 studies).

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Online Learning

(formerly the Journal of Asynchronous 

Learning Networks)


General Call for Papers


Online Learning (formerly the Journal of Asynchronous Learning Networks) promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online and blended environments. The goal of the journal is to bridge theory and practice to advance this evolving field.

We invite high quality manuscripts for blind peer-review on a wide variety of topics including those that investigate how online environments amplify, shape, and constrain teaching and learning. We welcome submissions that systematically investigate questions around online interaction, collaboration, individualized instruction, multimedia, adaptive environments, blended learning, issues of learning at scale (in both MOOCs and “traditional” online learning environments); emerging technologies; analysis of large data sets in understanding online educational processes; and effective approaches and interventions that promote online student engagement, persistence, improvement, and success. We also solicit cutting edge research on how new technologies and the practices they enable urge us to reconsider policy and practice in educational settings.

You can find Online Learning in these databases: EBSCO, ERIC, H.W. Wilson Company, Cabell Publishing Inc., ERA Online, Ulrichs Web, Index Copernicus. We also support the Directory of Open Access Journals.

To learn more visit our website at:


Best Regards,

Peter Shea

P.S. Join us onsite or virtually in celebrating 20 years of online learning at the 20th Annual Online Learning Consortium International ConferenceOctober 29-31, 2014 at the Walt Disney World Swan and Dolphin Resort – Lake Buena Vista, Florida.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Peter Shea | Editor-in-Chief, Online Learning
University at Albany, State University of New York

Online Learning Consortium

Empowering Educators Everywhere                                                                                                                    

Forward this email
Online Learning Consortium | P.O. Box 1238 | Newburyport | MA | 01950

June 5, 2014

CFP Open For Special JALN Edition On Military Learners

Yet another item from Tuesday’s inbox…

Click here if you can’t view this email

Sloan-C logo

Journal of Asynchronous Learning Network (JALN) Call for Papers 

Submit a Paper for the Special Edition on Serving those who Serve


JALN is currently soliciting papers for a special edition that discuss policies, services, support service models, performance measurements, and strategies to support online learning and student success for Veterans, Active-Duty troops, Reservists, and National Guardsmen, Military Spouses and Family Members. Submissions to this special edition should focus on two distinct types of papers, those that can share data and evaluation research as well as case studies reflecting best practices that offer guidance to administrators, faculty, program directors and staff.

Share your knowledge about effective strategies, tactics and designs used by institutions serving service personnel, veterans, and their families.


Initial Paper Submission Deadline –  8/15/2014 

Deadline for full final papers – 10/1/2014 

Anticipated Publication Date – December 2014


Best Regards,


* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Peter Shea | Editor in Chief | Journal of Asynchronous Learning Networks

The Sloan Consortium
Individuals, Institutions and Organizations Committed to Quality Online Education

The Sloan Consortium | P.O. Box 1238 | Newburyport | MA | 01950

May 24, 2014

New Issue Of The Journal of Asynchronous Learning Networks – 18:1 April 2014

From Tuesday’s inbox…

Click here if you can’t view this email

Sloan-C logo

Volume 18, Issue 1 – April 2014 

New Issue - Journal of Asynchronous Learning Networks 

JALN Cover

Dear JALN Readers,

The Sloan Consortium and the Editorial Board of JALN are pleased to announce the publication of a new issue of the Journal of Asynchronous Learning Networks. In this issue a collection of articles provides much needed insight into the state of online faculty development; comparative dynamics of classroom and online performance; support for student interaction in online environments, and emerging legal issues crucial to online educators and their institutions. Please share this announcement with colleagues and enjoy!

Table of Contents:

Dr. Peter Shea, Editor in Chief

Faculty Development
A National Study of Training Content and Activities for Faculty Development for Online Teaching
Katrina A. Meyer, University of Memphis
Vicki Murrell, University of Memphis

A Study of Personal Information Management Strategies for Online Faculty
Lorna R. Kearns, University of Pittsburgh
Barbara A. Frey, University of Pittsburgh
Christinger Tomer, University of Pittsburgh
Susan Alman, San Jose State University

An Analysis of the Cost and Cost-Effectiveness of Faculty Development for Online Teaching
Katrina A. Meyer, University of Memphis

Instructional Support of Online Student Interactions
A Confirmatory Factor Analysis of Teaching Presence within Online Professional Development
Melinda G. Miller, United States Air Force Academy
Debbie L. Hahs-Vaughn, University of Central Florida
Vicky Zygouris-Coe, University of Central Florida

Thematic Analysis of the “Games” Students Play in Asynchronous Learning Environments
Thalia MacMillan, Empire State College
Michele Forte, SUNY Empire State College
Cynthia Grant, Concordia University Chicago

Investigating Asynchronous Online Communication: A Connected Stance Revealed
Susan J Wegmann, Baptist College of Florida
Joyce K. McCauley, Sam Houston State University

Applying a Model of Communicative Influence in Education in Closed Online and Offline Courses
Caleb T. Carr, Illinois State University

Comparisons Between Traditional and Online Environments
How Much “Group” is there in Online Group Work?
Susan Lowes, Ph.D., Institute for Learning Technologies

Comparing Student Performance in Online and Face-to-face Delivery Modalities
Jeffrey L. Helms, Kennesaw State University

Legal Rulings
Round One? Judge Issues Rulings in Long-awaited Copyright Infringement Lawsuit Against Georgia State University*
Linda K. Enghagen, University of Massachusetts at Amherst

Best regards,
Peter Shea

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Peter Shea | Eidtor in Chief | Journal of Asynchronous Learning Networks

The Sloan Consortium
Individuals, Institutions and Organizations Committed to Quality Online Education


Forward email

The Sloan Consortium | P.O. Box 1238 | Newburyport | MA | 01950

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 and then visit to review articles and items of interest.

If you do not yet have one, please create an account at

. 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

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

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.”

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.                    

“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.

“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.

“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.

“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.

“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.

“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.

“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.

“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

“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

“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.

“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.

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

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

Journal of Asynchronous Learning Networks
Vol 17, No 1 (2013)
Table of Contents

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

Marwin Britto,  Susan Rush

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

Rana Khan,      Arhonda Gogos

Jay Alden

David Denton,   David Andrew Wicks

Mike Ribble,    Teresa Northern Miller

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


February 6, 2012

Synthesis of Sloan-C Effective Practices – Free Download

Yesterday I mentioned the Evidence-Based Practice Increases Success in Online Education, According to Research Presented in January Issue of Sloan-C’s JALN, well today I wanted to post an item that showed up in my inbox on Friday.  Note that this is not K-12 specific, but likely of interest all the same.

   Synthesis of Sloan-C Effective Practices
Dear Colleague,As online education becomes pervasive, emerging research guides rapidly developing practice in online teaching and learning. The newest issue of the Journal of Asynchronous Learning Networks, Volume 16.1 , focuses on factors that increase student and faculty success online. Contributors to the issue include faculty researchers from Cabrini College, Drexel University, the Pennsylvania State University, Rowan University, Texas Tech University, the University of Memphis and hundreds of institutions who have contributed to the Sloan Consortium’s collection of effective practices. Click here to read the press release on this issue of the journal.

The Sloan Consortium would like to offer you a FREE download from this issue, “Synthesis of Sloan-C Effective Practices.” This article provides solutions contributed by hundreds of institutions that are advancing education. The synthesis links directly to replicable practices that are based on Sloan-C’s Five Pillars of Quality: learning effectiveness, scale, access, faculty satisfaction, and student satisfaction.

“Synthesis of Sloan-C Effective Practices”

Click here to download your free article (.PDF)

Please note that you should use Internet Explorer or Fire Fox. Google Chrome users will need to go into your Chrome plugins and disable the PDF viewer in order to download.

Did you know that members receive access to all of the JALN articles in PDF format for free? Join the Sloan Consortium community today at the discounted rate of $90. Click here to see a list of membership benefits. Use the coupon code below on the payment page.

Discount Coupon Code: INDJALNJAN2012

Register here today.

This offer ends on February 10, 2012

If you have questions, email us at .Regards,

The Sloan Consortium Staff

The Sloan Consortium (Sloan-C), sponsored by the Alfred P. Sloan Foundation, is composed of institutions and organizations dedicated to continually improving the quality, scale, and breadth of their online programs, according to their own distinctive missions, so that education becomes a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines.The Sloan Consortium – PO Box 1238 – Newburyport, MA 01950-8238
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