scholarly journals A Look At Asynchronous Learning Network Courses As Used At Kettering University

2020 ◽  
Author(s):  
Stephen E. Aylor
Keyword(s):  
Asynchronous Learning ◽  
Asynchronous Learning Network ◽  
Learning Network

scholarly journals The University of Wisconsin-Stout Asynchronous Learning Network Case Study Options: Using Technology to Remove Learning Barriers

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Joseph Holland
Keyword(s):  
Learning Opportunities ◽  
Asynchronous Learning ◽  
Asynchronous Learning Network ◽  
Learning Network ◽  
University Of Wisconsin ◽  
Learning Barriers ◽  
The University ◽  
Learning Options ◽  
Industry Professionals

The University of Wisconsin-Stout Asynchronous Learning Network (ALN) project, funded by the Alfred P. Sloan Foundation, represents an effort to expand the boundaries of the traditional campus. The purpose of this project was to offer learning opportunities to both traditional students and industry professionals either on campus or away from the campus. The asynchronous method of delivery will allow learners to participate from any place at any time. This paper will review how the University of Wisconsin-Stout is using technology to remove learning barriers and provide students with learning options. The focus of this paper is to provide a detailed explanation of the process the University of Wisconsin-Stout used to implement an Asynchronous Learning Network. It will describe the history and background of the project, design and development issues, results and proposed next steps for this campus.

scholarly journals Requirements-Driven ALN Course Design, Development, Delivery & Evaluation

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Stephen J. Andriole
Keyword(s):  
Systems Analysis ◽  
Course Design ◽  
Asynchronous Learning ◽  
Functional Requirements ◽  
Design Development ◽  
Asynchronous Learning Network ◽  
Learning Network ◽  
Early Course ◽  
Drexel University

The best path to effective asynchronous learning network (ALN)-based course design, delivery and evaluation is through a requirements-driven methodology that recognizes the uniqueness of ALN-based learning. The methodology calls for the identification of purposeful and functional requirements, the identification of pre-course, early-course, mid-course and end-course activities, course “packaging” and prototyping, and “choreographed” delivery. It also calls for evaluation. The paper presents the methodology in the context of an actual course, a Systems Analysis & Design course offered asynchronously at Drexel University.

scholarly journals Building a Framework to Support Project-Based Collaborative Learning Experiences in an Asynchronous Learning Network

10.28945/3206 ◽  
2008 ◽  
Author(s):  
Timothy Ellis ◽  
William Hafner
Keyword(s):  
Collaborative Learning ◽  
Learning Experiences ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Asynchronous Learning Network ◽  
Analysis And Evaluation ◽  
Learning Network

Providing students in an asynchronous learning network (ALN) a rich learning environment is not easy, especially in terms of promoting higher cognitive functioning such as analysis and evaluation. The use of project-based, collaborative assignments has been demonstrated to foster greater depth of learning in traditional classroom settings, but this type of assignment is very difficult to plan, develop, and execute in an ALN. This paper presents a case study describing a systems-based framework for designing, implementing, and evaluating project-based collaborative learning experiences to be delivered via an ALN. Included in the framework is an analysis of the benefits of both collaborative and project-based learning, an examination of the challenges to incorporating project-based collaborative learning activities, and an examination of specific procedures to address those challenges.

Sign in / Sign up

Export Citation Format

Share Document