Journal of Asynchronous Learning Networks
June 2012 Volume 16, Number 4
Table of Contents
Number of articles: 8
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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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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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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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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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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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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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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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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
