2010 Ph.D., Leadership, Andrews University
1996 M.A.T., Secondary Level, Andrews University
Michigan Secondary Teaching Certification
Michigan Reading Endorsement, K-12
SDA Basic Certification
1995 B.A. Communication; Minor, Reading; Minor, Religion, Andrews University
Janine Lim, PhD, currently serves as associate dean for online higher education in the School of Distance Education at Andrews University, in Berrien Springs, MI. She and her team support over 200 online courses, provide training for faculty teaching online, and work with the campus infrastructure support of online learning. Her department also provides educational technology and Moodle support for faculty and students. In addition, Janine is responsible for the faculty and courses of the Consortium of Adventist Colleges and Universities. Janine has served on the board of the United States Distance Learning Association since April 2015. Prior to her work at Andrews University, Janine coordinated distance education for 22 K12 school districts in southwest Michigan for 14 years. In that position, as one of the co-founders of TWICE, Michigan’s K12 Videoconferencing Organization, Janine has spearheaded popular international K12 videoconference projects such as Read Around the Planet and MysteryQuest. While still serving on the board of TWICE, she was instrumental in designing and implementing the CAPspace website for collaborative videoconference projects. Janine has taught 15 unique graduate educational technology classes online numerous times over the past 15 years, with some classes attracting participants from all over the world. Her current research interests include teacher behavior in successful online courses, intersubjectivity in quality online discussions, and student activity patterns in self-paced courses.
Researching the relationship between student surveys of teaching, teacher behavior in online courses, and self and external reviews of online courses
Researching factors that predict the success of students in self-paced courses, including activity patterns
Researching the factors necessary to reach higher levels of intersubjectivity and rigor in online discussions
Peer Reviewed Publications
Lim, J., Hall, B., Jeong, A., & Freed, S. (2017). Intersubjectivity and discussion characteristics in online courses. Quarterly Review of Distance Education. 18(1). 29-44.
Lim, J. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. Distance Education, 37(3) , 317-332. doi:10.1080/01587919.2016.1233050
Lim, J. (2016). The relationship between successful completion and sequential movement in self-paced distance courses. International Review of Research in Open and Distributed Learning, 17(1).
Lim, J. (2015). Intersubjectivity in theoretical and practical online courses. Quarterly Review of Distance Education, 16(4). 45-60.
Newman, I., Lim, J., & Pineda, F. (2013). Content validity using a mixed methods approach: Its application and development through the use of a table of specifications methodology. Journal of Mixed Methods Research, 7(3), 243-260.
Lim, J. (2011). Rebuilding the plane while flying it. The Journal of Applied Christian Leadership, 5(1), 91-93.
Lim, J., & Freed, S. (2009). We have the videoconference equipment installed, now what? The Qualitative Report, 14(3), 433-453.
Lim, J. (2001). Effective Internet research. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(1), 35-36.
Freed, J. (1996). Exemplary software for teaching writing. The Journal of Adventist Education, 58(5), 27-28.
Freed, J. (1996). Special education metaphor number two: Two gardens. The Journal of Adventist Education, 58(2), 44-45.