Anthony G. Picciano, Professor, Division of Programs in Education, Department of Curriculum and Teaching, Hunter College of the City University of New York
In Spring 1997, Hunter College offered the first asynchronous learning course in the City University of New York (CUNY), the largest urban university system in the United States enrolling 200,000 students in undergraduate and graduate programs. This graduate course, entitled Administration and Supervision of the Public Schools - The Principalship,...
Eugene F. Heath, Department of Philosophy, State Univiversity of New York (SUNY)
Reprinted in the JALN with permission of the Teaching Philosophy; the original article appears in the Teaching Philosophy, Volume 20, 1997: Two Cheers and a Pint of Worry: On-Line Course in Political and Social Philosophy, Eugene Heath, at New Paltz During the past decade there have been numerous efforts to reinvigorate...
Rupert Wegerif, Centre for Language and Communication, School of Education, The Open University
This paper argues that the social dimension is important to effectiveness of Asynchronous Learning Networks (ALNs) and needs to be taken into account in the design of courses. Evidence from an ethnographic study of the Teaching and Learning Online (TLO) course offered by the Institute of Education Technology at the...
Joanne Eustis, Director, Planning and Program Review, Information Systems, Virginia Polytechnic Institute and State University
Gail McMillan, Director, Scholarly Communications Project, University Libraries, Virginia Polytechnic Institute and State University
As asynchronous learning becomes the norm throughout academia, changes are taking place in campus information systems. Academic libraries, as the entity responsible for serving the information needs of the university, have little choice but to change dramatically. In fact, academic libraries...
Donald E. Hanna, Ph.D., Professor of Educational Communications, University of Wisconsin-Extension
Growing demand among learners for improved accessibility and convenience, lower costs, and direct application of content to work settings is radically changing the environment for higher education in the United States and globally. In this rapidly changing environment, which is increasingly based within the context of a global, knowledge-based economy,...
