Research and Publications

It's not about the distance, it’s about the education

 

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The aim of the Journal of Asynchronous Learning Networks is to describe original work in asynchronous learning networks (ALN), including empirical results. Our mission is to provide scholars and 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. JALN is published 4 times a year, and entire issues are published from time-to-time around a single topic or disciplinary areas. Calls for papers for special issues include specific due dates, but general submissions are accepted year-round. The Journal adheres to traditional standards of double-blind peer review, and authors are asked to provide systematic data in support of claims; 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. For more information about the journal contact us at olj@onlinelearning-c.org.


Survey Reports

Growing by Degrees Cover The Survey Reports began with the publication of Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003, the first comprehensive nation look at online education U.S. Higher Education institutions. The series includes both comprehensive annual reports on the state of online learning, as well as regional reports. All reports are available as free downloads in PDF format. Several are also available for purchase as hardcopy publications.

 

 

Conferences

 

18th Annual OLC International Conference on Online Learning
'At A Crossroads: Online Education in a Complex World'

October 10-12, 2012
Walt Disney World Swan and Dolphin Resort - Lake Buena Vista, Florida

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OLC Newsletters

The intention of the OLC View is to provide you with useful information about online learning, commentaries about the field and pointers to more details about the work of the Online Learning Consortium. OLC currently has approximately 1600 active organizational members, including colleges, universities, consortia, and vendors. The View is published as an email newsletter as well as online as web pages. Sign up to our mailing list to receive the OLC View newsletter for free.


Workshop Publications

The Workshop Companion Publications are publications that are recommended by OLC to augment the various workshops that we offer. They also provide a convenient reference and permanent record for you and your colleagues. Some of the publications have been created specifically for the workshops, while others are great research publications that OLC has published over the years. These recommendations are updated every year when the new annual workshop schedule is released.


Books

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The Online Learning Consortium Series of books on online education are based on collaborative Online Learning Consortium workshops of invited educators, convened by the Alfred P. Sloan Foundation. These peer-reviewed case studies present a wealth of inside information about the strategies successful programs are using to improve learning effectiveness, cost effectiveness, access, and student and faculty satisfaction. These elements of quality constitute the mission of the Online Learning Consortium: to make education a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines.

CANnect Projects

CANnect, the most comprehensive, most accessible collection of online learning opportunities for people with visual impairments collaborated with The Online Learning Consortium to provide improved access to online learning tools.   Through a grant provided by the Alfred P. Sloan Foundation, three projects have been instituted to make online learning a reality for visually impaired students.

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