You are here:

Journal of Asynchronous Learning Networks

2015 Volume 19, Number 3

Search this issue

Table of Contents

Number of articles: 9

  1. 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

    View Abstract
  2. 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

    View Abstract
  3. 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

    View Abstract
  4. 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

    View Abstract
  5. 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

    View Abstract
  6. 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

    View Abstract
  7. 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

    View Abstract
  8. 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

    View Abstract
  9. 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

    View Abstract