Paradigms for on-line learning: a case study in the design and implementation of an asynchronous learning networks (ALN) course

2002 ◽  
Author(s):  
J.R. Bourne ◽  
E. McMaster ◽  
J. Rieger ◽  
J.O. Campbell
Keyword(s):  
Asynchronous Learning ◽  
Learning Networks ◽  
Asynchronous Learning Networks ◽  
Design And Implementation ◽  
On Line ◽  
On Line Learning

scholarly journals Paradigms for On-Line Learning: A Case Study in the Design and Implementation of an Asynchronous Learning Networks (ALN) Course

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
John R. Bourne ◽  
Eric McMaster ◽  
Jennifer Rieger ◽  
Olin Campbell
Keyword(s):  
Teaching And Learning ◽  
Recent Progress ◽  
Asynchronous Learning ◽  
Traditional Teaching ◽  
Learning Networks ◽  
Asynchronous Learning Networks ◽  
Design And Implementation ◽  
On Line ◽  
On Line Learning

This paper examines paradigms used in on-line learning, with a specific emphasis on how to effectively employ asynchronous learning networks for delivery of on-line courses. Recent progress in ALNs is presented, methodologies for getting started in creating an ALN course given, and relationships between traditional teaching and learning methods and ALN-based coursesdiscussed. To illustrate a specific ALN model, the paper presents a case study about the creation of an on-line course. The prospects for on-line education and the challenges that face the ALN field are considered.

scholarly journals Faculty Participation in Asynchronous Learning Networks: A Case Study of Motivating and Inhibiting Factors

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Catherine C. Schifter
Keyword(s):  
Distance Education ◽  
Asynchronous Learning ◽  
Faculty Participation ◽  
Learning Networks ◽  
Asynchronous Learning Networks ◽  
Program Administrators ◽  
Inhibiting Factors ◽  
Faculty And Administrators

This case presents and compares the top five motivating and inhibiting factors for faculty participation in Asynchronous Learning Networks (ANL) or distance education (DE) as reported by faculty participators and non-participators, and administrators. While faculty and administrators agreed strongly on what inhibits faculty from participating in ALN/DE programs, there were significantly different perceptions on what motivates faculty to participate across the three groups. For ALN/DE programs to succeed, faculty participation is imperative; therefore, program administrators need to understand why faculty participate.

A Model for On-Line Learning Networks in Engineering Education

1996 ◽  
Vol 85 (3) ◽  
pp. 253-262 ◽  
Author(s):  
J. R. Bourne ◽  
A. J. Brodersen ◽  
J. O. Ccampbell ◽  
M. M. Dawant ◽  
R. G. Shiavi
Keyword(s):  
Engineering Education ◽  
Learning Networks ◽  
On Line ◽  
On Line Learning
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