Editorial Policies

Focus and Scope

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.

 

Section Policies

Analytics (invited only)

Editors
  • Karen Swan
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Faculty

Editors
  • Stephanie Jones
  • Katrina Meyer
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Invited papers from 17th annual international Sloan-C conference

“Turning Knowledge Into Action – Contextual Learning and Natural Assessment”
Michael Watkins Toolwire
“Use of Multimedia to Enhance Teaching Social and Cognitive Presence in Online Courses”
Wendy McDonough UMUC
“Architecture and Impact of an Open Online Remixable and Multimedia-Rich Algebra 1 Course” Ahrash Bissell Monterey Institute for Technology and Education
“Meeting Accreditation Requirements: Are You Serving Distance Learners?”
Kimberly Hardy and Katie Meyer-Griffith Florida State College at Jacksonville
“It’s Not Rocket Science or is It? Large Scale Quality Engineering in Distance Learning Programs” Rita (Rene) Herron, Cinda Holsombach-Ebner, Alice Shomate, and Kimberly Szathmary Embry-Riddle Aeronautical University
“Student-Student Online Coaching: The Case of Math Coaching”
Stefan Hrastinski and Stefan Stenborn KTH Royal Institute of Technology
“Challenging Leadership and Ownership: Collaborating in Teaching and Learning About Diversity” Jill Buban and Janet Shideler SUNY Empire State College

Editors
  • Laurie Dringus
  • Anthony Picciano
Checked Open Submissions Checked Indexed Checked Peer Reviewed

Learning technology and organizations: transformational impact

Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

For profit

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Innovations in Anytime Anywhere Military Education

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Blended (Hybrid) Learning at Smaller Institutions in the US

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Administrative Perspectives

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Critical Reviews

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Qualitative Perspectives

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Empirical Studies

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Case Studies

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Innovations in Online and Blended Education in Community Colleges

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Other Topic

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Rejected Articles

Editors
  • John Bourne
  • Martine Dawant
  • Katie Schuster
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Right to Education Special Joint Issue 2008

Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Moving the Labs Online Book

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Open Educational Resources

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Scale in Anytime Anywhere Education

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Corporate eLearning

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Corporate eLearning, A Special Issue Edited by Robert N. Ubell

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Cultural and international perspectives

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Learning Effectiveness

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Scale

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Access

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Student Engagement, Support and Success

Checked Open Submissions Checked Indexed Checked Peer Reviewed
 

Peer Review Process

The Journal adheres to traditional standards of double-blind peer review.

 

Publication Frequency

JALN is published 4 times a year.

 

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

 


ISSN: ISSN 1092-8235