Journal of Asynchronous Learning Networks
2015 Volume 19, Number 3
Table of Contents
Number of articles: 9
-
Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning
Suzanne Hayes, Sedef Uzuner Smith & Peter Shea
As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in ... More
pp. 15-31
-
Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom
Jennifer M. Cunningham
This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the... More
pp. 34-47
-
Comparing Asynchronous and Synchronous Video vs. Text Based Discussions in an Online Teacher Education Course
Cynthia Clark, Neal Strudler & Karen Grove
The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course... More
pp. 48-69
-
Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning
Jennifer S. Hegeman
Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was... More
pp. 70-87
-
The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap
Cheryl A. Murphy & John C. Stewart
Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This... More
pp. 91-110
-
Blended Learning at the Boundary: Designing a New Internship
Robert Heckman, Carsten S. Østerlund & Jeffrey Saltz
This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that ... More
pp. 111-127
-
Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students
Ingrid Provident, Joyce Salls, Cathy Dolhi, Jodi Schreiber, Amy Mattila & Emily Eckel
Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative... More
pp. 128-143
-
Supporting Online Faculty through a Sense of Community and Collegiality
Aimee LaPointe Terosky & Chris Heasley
In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan &... More
pp. 147-161
-
Implicit Bias and First Name Stereotypes: What Are the Implications for Online Instruction?
Wendy Conaway & Sonja Bethune
The online classroom is perceived as being a non-threatening, unbiased, safe environment due to the lack of visual cues that normally trigger hidden attitudes and biases. However, it is possible... More
pp. 162-178