Edited by Stephanie J. Jones of Texas Tech University and Katrina A. Meyer of the University of Memphis, the issue features faculty development research from Alta Solutions Group, Bay Path College, Capella University, Carroll University, Florida Atlantic University, Penn State World Campus, Pennsylvania State University-Harrisburg, PBS Teacherline, University of Central Florida, University of Wisconsin-Green Bay, University of Wisconsin-La Crosse, and Southwest Minnesota State University.

Highlights from the Special Issue of JALN

Demonstrating the transformational effects of online learning, Teresa Beth Henningrecounts her experience in "Writing Professor as Adult Learner: An Autoethnography of Online Professional Development."

Showing why it's good for online teachers to begin as online learners,Carol A. McQuiggan's "Faculty Development for Online Teaching as a Catalyst for Change"gives evidence that learning to teach online can transform faculty's assumptions and beliefs about teaching and positively face-to-face teaching practices.

For faculty who are reluctant to teach online because of anxiety about technology, Terri Johnson, Mary Ann Wisniewski, Greg Kuhlemeyer, Gerald Isaacsand Jamie Krzykowski offer "Technology Adoption in Higher Education: Overcoming Anxiety Through Faculty Bootcamp."

Faculty developmentresults in significant increase in pedagogical strategies in online courses and in face-to-face courses, according to Kristin Koepke and Alexander O'Brienin"Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices."

Aimee deNoyelles, Clara Cobb and Denise Lowe describe a redesigned program that increased faculty confidence in "Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development." The redesign balanced autonomy and support; emphasized adult learning principles to support content creation; and shifted the focus from individual to community.

In "Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach," Janet Reilly, Christine Vandenhouten, Susan Gallagher-Lepak and Penny Ralston-Berg describe a community of practice model for faculty development that can be replicated across disciplines.

Particularly useful for designing and refining development programs are four case studiesthat describe faculty development design and outcomes in diverse settings:

• "Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development," byAmber L. Vaill and Peter A. Testori
• "Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline," by Barbara Storandt, Lia Dossin and Anna Piacentini Lacher
• "Promoting Continuous Quality Improvement in Online Education: The META Model," by Eileen Dittmar and Holly McCracken
• "Zero to Sixty Plus in 108 Days: Launching a Central Elearning Unit and Its First Faculty Development Program," by Monica Orozco, James K. Fowlkes, Page Jerzak and Ann Musgrove

About JALN
Journal of Asynchronous Learning Networks (JALN), published by the Sloan Consortium, is a major source of knowledge about online education. The aim of the JALN is to describe original work in asynchronous learning networks (ALN), including experimental results. It is available online and in print. For more information, visit http://sloanconsortium.org/publications/jaln_main.

About Sloan-C
The Sloan Consortium (Sloan-C) is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of education. For more information, visit www.sloanconsortium.org.