Melody M. Thompson
Penn State University

Abstract:
It is common practice for researchers and developers of innovative programs, as well as for the foundations and agencies that provide support for such research and programming, to target their efforts on specific segments of the educational system: K–12 or higher education, for example. However, the growing acceptance of the idea that society as a whole will benefit from a move toward a seamless "K–16" system suggests that such compartmentalization is no longer appropriate, whether for traditional or online education. This paper addresses issues of how and in what ways those in K–12 and higher education can fruitfully collaborate in three growing areas of online practice: dual (or concurrent) enrollment programs for high-school students, alternative routes for teacher certification for mid-career changers, and professional development for practicing teachers.

Linda F. Ettinger
University of Oregon

Abstract:
This paper provides a profile of the population niche known as baby boomers, seniors and retired, collectively called the silver tsunami, relative to the potential for growth of the number of asynchronous online learners. General contextual information concerning population statistics, computer use and access trends, prefaces a listing of learning in retirement programs associated with institutions of higher education in the United States.

William Booth
Hampton University

Abstract:
"Closing the digital divide is a national challenge among historically black colleges and universities (HBCUs)," writes White examining the state of information technology readiness of five four-year HBCUs in the Commonwealth of Virginia. The inequalities created by the digital divide have the potential of undermining the effort of HBCUs in educating an "African American workforce capable of fully participating in a global information economy".

Janet C. Moore and John Sener
The Sloan Consortium
Marie Fetzner
Montgomery College

Abstract:
In the U.S., only 38 of every 100 ninth graders enroll in college; of these 38, only 18 complete bachelors' degrees within six years. Asynchronous learning networks (ALN)—asynchronous, highly interactive, instructor-led, resource-rich, cohort-based learning—can yield high success rates. Growing demand for online education and the expectation among higher education leaders that ALN learning outcomes will exceed face to face outcomes reflect belief in ALN's power to engage learners. Sloan-C's body of research confirms that ALN is especially suited for the anytime, anywhere, affordable access that is responsive to learners in a knowledge society. In fact, the original principles of ALN are the same principles that characterize ALN programs that have high student success rates. This paper includes vignettes from two- and four-year ALN programs that have used these principles to achieve high success rates.