Getting Better: Aln and Student Success

Abstract

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 interactive, instructor-led, resource-rich, cohort-based learning—can yield high success rates. Growing demand for online education and the expectation among higher education leaders that ALN learning outcomes will exceed face to face outcomes reflect belief in ALN’s power to engage learners. Sloan-C’s body of research confirms that ALN is especially suited for the anytime, anywhere, affordable access that is responsive to learners in a knowledge society. In fact, the original principles of ALN are the same principles that characterize ALN programs that have high student success rates. This paper includes vignettes from two and four-year ALN programs that have used these principles to achieve high success rates.

OLJ September 2022 26(3)

“…Although most of the early research on this topic suggests a negative relationship between online education and completion, recent studies are more positive. This pattern reflects Moore et al (2009), who suggest that as students gain experience in taking online courses, and as teachers get better at designing and teaching asynchronous online courses, completion rates will improve. Indeed, in a recent comprehensive study on this topic, James et al (2016), using the Predictive Analytics Reporting database, examine over 650,000 community college students and conclude that taking some online classes has no negative impact on student retention rates.…”

Advising Sleep Deprived Students to Take Online Classes

“…Although most of the early research on this topic suggests a negative relationship between online education and completion, recent studies are more positive. This pattern reflects Moore et al (2009), who suggest that as students gain experience in taking online courses, and as teachers get better at designing and teaching asynchronous online courses, completion rates will improve. Indeed, in a recent comprehensive study on this topic, James et al (2016), using the Predictive Analytics Reporting database, examine over 650,000 community college students and conclude that taking some online classes has no negative impact on student retention rates.…”

Studying cultural relevance in online courses: A thematic inquiry

“…Recent research stresses the need for more stringent protocols to ensure standards from the accreditation body, program level, and college level align. As teacher preparation programs feel the pressure to place more courses and programs online, curriculum drift is happening at a higher rate due to lack of coherent programming and oversight in departments and colleges (Kraglund-Gauthier, Chareka, Orr, & Foran, 2010;Moore, Sener, & Fetzner, 2009). Additionally, there is literature suggesting that "widespread production models" used in online course development often do not use a collaborative approach (Oblinger & Hawkins, 2006).…”