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The aim of the Journal of Asynchronous Learning Networks is to describe original work in asynchronous learning networks (ALN), including experimental results. Our mission is to provide practitioners in online education with knowledge about the very best research in online learning. Papers emphasizing results, backed by data are the norm. Occasionally, papers reviewing broad areas are published, including critical reviews of thematic areas. Papers useful to administrators are welcome. Entire issues are published from time-to-time around single topic or disciplinary areas. The Journal adheres to traditional standards of double-blind peer review, and authors are encouraged to provide quantitative data; currently JALN's acceptance rate is 25%. The original objective of the Journal was to establish ALN as a field by publishing articles from authoritative and reliable sources. The Journal is now a major resource for knowledge about online learning.

This jounal is a major resource for knowlege about online learning.

Study comparing effectiveness of community building practices in the f2f and ALN environments

ABSTRACT: This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer's [1] model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories - design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.\nhttp://www.aln.org/publications/jaln/v5n2/pdf/v5n2_anderson.pdf

Study comparing effectiveness of community building practices in the f2f and ALN environments

Study focuses on one aspect of facilitation, the way in which we communicate and guide students in asynchronous learning networks (ALN) and how this process might be improved upon.

In the present study we review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program, and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn [2], with principles of good practice in higher education [3] and recent research on learning in asynchronous learning networks (ALNs) in higher education [4]. We also present results of a follow-up study on one aspect of the model, "Teaching Presence".

Teaching presence vs. social presence

Anchored discussion can provide opportunities to develop all three facets of teacher presence in one activity.

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This article applies the concept of classroom community to asynchronous learning networks (ALNs) by taking on the issue of how best to design and implement a course that fosters community among learners who are physically separated from each other.

Pedagogical principles which emerged from their experiences with asychronous learning environment