Asynchronous Learning Networks: A Sloan Foundation Perspective

Mayadas, Frank

doi:10.24059/olj.v1i1.1941

Cited by 53 publications

(29 citation statements)

References 2 publications

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“…We created Learning Moment (LM), 8,9 a web-based application that integrates principles of asynchronous learning 10,11 and learning portfolios 12 to provide a platform on which students can document and share learning experiences that occur during clinical work. As described in our previous research, our intention was to optimize the experiential learning process for our students in the emergency department (ED).…”

Section: Introductionmentioning

confidence: 99%

Usability of Learning Moment: Features of an E-learning Tool That Maximize Adoption by Students

Chu

Biancarelli

Drainoni

et al. 2019

WestJEM

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Introduction: E-learning is widely used in medical education. To maximize the potential of E-learning tools, every effort should be made to encourage adoption by optimizing usability. We created Learning Moment (LM), a web-based application that integrates principles of asynchronous learning and learning portfolios into a platform on which students can document and share learning experiences that occur during clinical work. We sought to evaluate the usability of LM and identify features that optimize adoption by users. Methods: We implemented LM in August 2016 at a busy, urban, tertiary care emergency department that hosts an emergency medicine residency, robust third and fourth year medical student clerkships as well as a physician assistant student rotation. We conducted a single-center, mix-methods study using the System Usability Scale (SUS) questionnaire and qualitative interviews. We sent e-mail invitations with subsequent reminders to all students who rotated in our emergency medicine clerkship from August 2016 to April 2017 to complete the SUS questionnaire anonymously and to participate in qualitative interviews. We employed purposive sampling to recruit students who used LM during their rotation to participate in our qualitative interviews. We conducted semi-structured interviews with 13 participants (10 individual interviews and one 3-person group interview) between January and March 2017 using an ethnographic approach and utilized a general inductive method to analyze and code for potential themes. Results: Thirty of the seventy students invited to participate completed the SUS questionnaire (Response rate of 42.8%). The mean SUS score is 80.9 (SD 18.2, 80% CI 76.5 – 85.3). The internal consistency of the responses achieved the Cronbach’s Alpha of 0.95. The participants stressed the importance of the following in the adoption of LM: maximal simplicity and usability, compatibility with learning preferences, and department-wide acceptance and integration. Conclusion: The overall perceived usability of LM was high. Our qualitative data revealed important implications for future designers to maximize adoption: include target users in every step of the design and development process to maximize simplicity and usability; build features that cater to a diversity of learning preferences; involve the entire department and find ways to incorporate the tool into the educational infrastructure and daily workflow.

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Section: Introductionmentioning

confidence: 99%

Usability of Learning Moment: Features of an E-learning Tool That Maximize Adoption by Students

Chu

Biancarelli

Drainoni

et al. 2019

WestJEM

View full text Add to dashboard Cite

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“…In traditional classrooms, learning occurs within physical boundaries -for example, a classroom, a school, and field trips, and various other locations [20]. By contrast, with ALN(s), learning can happen anywhere and anytime without the limit of physical location [1]. There has been a lot of research studying pedagogical aspects of "online learning environments" [21].…”

Section: Online Learning Environmentsmentioning

confidence: 99%

“…The Asynchronous Learning Networks (ALN) model carries the promise of overcoming barriers of physical isolation, distance and those imposed by rigid time constraints [1], as well as the capability of producing efficiency gains in courses without decreases in the quality of instruction and learning [2] [3]. The ALN model is one of the most common online instruction and learning models.…”

Section: Introductionmentioning

confidence: 99%

Stretching the Boundaries: Using Aln to Reach on-Campus Students During an Off-Campus Summer Session

Wang

Kanfer²,

Hinn³

et al. 2019

OLJ

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In this article we study an innovative use of asynchronous learning networks (ALN) to stretch the boundaries of the traditional university campus.An ALN was used to allow traditional on-campus students to take a required course, ECON 300: Intermediate Microeconomic Theory, during summer session while they were off campus, working summer jobs at home. Pre- and post surveys consisting of open-ended and rating scale questions were administered to 29 students. The surveys were used to assess the degree of student satisfaction with various aspects of the online learning experience and their learning environments at home as well as to assess additional important characteristics for successful online learning such as motivation, self-discipline and time management.The results indicate that the transfer from the traditional face-to-face classroom during the academic year to the online summer session requires strong motivation, self-discipline, good time management skills, and a comfortable learning environment including a stable Internet connection. The students' learning outcomes were closely related to their satisfaction with online communication, technical support, and the course design. Furthermore, prior online class experience affected learning outcomes. Additionally, prior experience with the technologies and a positive attitude toward technology were found to be important for successful online learning.The importance of online course design and student preparation, particularly when traditional on-campus students attend a summer school course through ALN, is discussed.

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“…This issue of the tenth anniversary volume of the Journal of Asynchronous Learning Networks looks back to the original propositions about institutional commitment that were framed more than a decade ago when asynchronous learning networks (ALNs) showed early promise of transforming higher education by making it more accessible, effective, affordable, and satisfactory. Because Asynchronous Learning Networks (ALNs) "emphasize people-to-people communication combined with traditional and/or information-technology-delivered learning tools" [2], Mayadas observed that "Access to high quality, cohort-style learning, even for special learner segments and narrow specialties, represents a new outcome that is made possible through the three features of ALN approach-asynchronicity, efficiency and geographically distributed cohorts" [3].…”

Section: Introductionmentioning

confidence: 99%