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Journal of Asynchronous Learning Networks

June 2012 Volume 16, Number 4

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Table of Contents

Number of articles: 8

  1. Blended Course Design: A Synthesis of Best Practices

    Patricia McGee & Abby Reis

    Blended or hybrid course offerings in higher education are commonplace and much has been written about how to design a blended course effectively. This study examines publically available guides,... More

    pp. 7-22

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  2. Multidimensional Assessment of Pilot Blended Learning Programs: Maximizing Program Effectiveness Based on Student and Faculty Feedback

    Orly Calderon, Amy Patraka Ginsberg & Liz Ciabocchi

    Faculty and student feedback on blended courses is instrumental to improving blended courses and programs. The purpose of this article is to describe the process and results of blended learning... More

    pp. 23-37

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  3. Using a Generalized Checklist to Improve Student Assignment Submission Times in an Online Course

    Terence Cavanaugh, Marcia L. Lamkin & Haihong Hu

    Online instruction, like all traditional instructional environments, requires learner self-control and proactive learning to construct knowledge and acquire skills. However, online students often... More

    pp. 39-44

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  4. No Significant Difference in Service Learning Online

    Sue Y. McGorry

    Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students' civic responsibilities, leadership and management skills, and... More

    pp. 45-54

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  5. A Comparison of Non-Mandatory Online Dialogic Behavior in Two Higher Education Blended Environments

    Paul Gorsky, Avner Caspi & Ina Blau

    This study compares dialogic behavior in asynchronous course forums from blended learning environments with "non"-mandatory student participation at a campus-based college and at a distance... More

    pp. 55-69

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  6. Interaction in an Asynchronous Online Course: A Synthesis of Quantitative Predictors

    Daniel Zingaro & Murat Oztok

    The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful interaction. And while many factors affecting interaction have been uncovered by prior literature,... More

    pp. 71-82

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  7. Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors

    Cindy S. York & Jennifer C. Richardson

    A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examines perceptions of six experienced online instructors to determine... More

    pp. 83-98

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  8. Do Students Experience "Social Intelligence," Laughter, and Other Emotions Online?

    Katrina A. Meyer & Stephanie J. Jones

    Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how... More

    pp. 99-111

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