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Journal of Asynchronous Learning Networks

October 2009 Volume 13, Number 3

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Table of Contents

Number of articles: 11

  1. The Road to Retention: A Closer Look at Institutions that Achieve High Course Completion Rates

    Janet C. Moore & Marie J. Fetzner

    Although online course completion rates are commonly believed to be lower than in other delivery modes, some programs achieve equal or better course completion rates. This issue presents studies... More

    pp. 3-22

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  2. SetonWorldWide: A Case Study of Student Success

    Philip DiSalvio

    This case study offers a strategic model of methods and services resulting in relatively high student success rates as defined by course completion of introductory first and second semester online ... More

    pp. 29-36

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  3. Rochester Institute of Technology: Analyzing Student Success

    Richard Fasse, Joeann Humbert & Raychel Rappold

    RIT Online Learning courses have an overall course completion rate of 94%. For lower-division courses the rate is 92%, undergraduate 93%, and graduate 96%. In this case study we will share... More

    pp. 37-48

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  4. University of Cincinnati: Case Study of Online Student Success

    Melody Clark, Lisa Holstrom & Ann M. Millacci

    The University of Cincinnati (UC) is a premier, public, urban research university dedicated to undergraduate, graduate, and professional education, experience-based learning, and research. The... More

    pp. 49-55

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  5. The UIS Model for Online Success

    Bill Bloemer

    This case study describes the philosophy underlying the delivery of online programs and courses at the University of Illinois-Springfield. The strategies used to implement the UIS model and the... More

    pp. 57-61

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  6. Does Strong Faculty Support Equal Consistent Course Completion?: It Has for Dallas Baptist University

    Kaye Shelton

    This article features Dallas Baptist University (DBU), a private, Christian, liberal arts institution located in the DFW Metroplex. With just over 5,200 students, DBU provides both traditional... More

    pp. 63-66

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  7. An Exploration of the Relationship between Indicators of the Community of Inquiry Framework and Retention in Online Programs

    Wally Boston, Sebastian R. Diaz, Angela M. Gibson, Phil Ice, Jennifer Richardson & Karen Swan

    As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well... More

    pp. 67-83

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  8. Getting Better: ALN and Student Success

    Janet C. Moore, John Sener & Marie Fetzner

    In the U.S., only 38 of every 100 ninth graders enroll in college; of these 38, only 18 complete bachelors' degrees within six years. Asynchronous learning networks (ALN)--asynchronous, highly... More

    pp. 85-114

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  9. Factors that Influence Students' Decision to Dropout of Online Courses

    Pedro A. Willging & Scott D. Johnson

    Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and... More

    pp. 115-127

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  10. Why They Stayed: Near-Perfect Retention in an Online Certification Program in Library Media

    Katrina A. Meyer, Janis Bruwelheide & Russell Poulin

    This paper focuses on an assessment of an online certification program in K-12 library media which has a near-perfect record of retaining students. Students and graduates of the program were asked ... More

    pp. 129-145

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  11. Using Asynchronous Learning in Redesign: Reaching and Retaining the At-Risk Student

    Carol A. Twigg

    In addition to experiencing the generic quality and cost problems faced by all colleges and universities, community colleges face problems particular to their student populations. They need to... More

    pp. 147-155

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