Publications
See my C.V. for a complete list of my publications
Dunlap, J.C., & Lowenthal, P.R. (in press). The power of presence: Our quest for the right mix of social presence in online courses. In A.P. Mizell & A. A. Piña (Eds.) Real life distance education: Case studies in practice. Charlotte, NC: Information Age Publishing.
Lowenthal, P. R., & Dunlap, J. C. (in press). Problems Measuring Social Presence in a Community of Inquiry. E-Learning and Digital Media.
Lowenthal, P. R. (in press). Which conference do you attend? A look at the conference
attendance of educational technology professionals. Educational Technology.
Lowenthal, P. R., & Dunlap, J. C. (2012). Intentional web presence: Ten SEO strategies every
academic should know. EDUCAUSE Review Online.
Dunlap, J. C., & Lowenthal, P. R. (2011). Situational qualities Exhibited by exceptional
presenters. ECAR Research Bulletin. Boulder, CO: EDUCAUSE Center for Applied Research.
Dray, B., Lowenthal, P. R., Miszkiewicz, M., & Marczynski, K. (2011). Developing a tool for
assessing student readiness for online learning: A validation study. Distance Education,
32(1), 29-47.
Lowenthal, P. R., White, J. W., & Cooley, K. C. (2011). Remake / remodel: Using eportfolios
and a system of gates to improve student assessment and program evaluation.
International Journal of ePortfolio, 1(1), 61-70.
Dunlap, J. C., & Lowenthal, P. R. (2011). Learning, unlearning, and relearning: Using Web
2.0 technologies to support the development of lifelong learning skills. In G. D. Magoulas
(Ed.), E-infrastructures and technologies for lifelong learning: Next generation environments (pp. 292-315). Hershey, PA: IGI Global. DOI: 10.4018/978-1-61520-983-5
White, J. W., & Lowenthal, P.R. (2011). Minority college students and tacit “Codes of Power”: Developing academic discourses and identities. Review of Higher Education, 34(2).
Abstract:
This paper examines an often-overlooked contributing factor to minority student collegiate attrition: students’ limited knowledge of—and sometimes resistance to—the kinds of academic discursive practices they need to become “full participants” (Lave and Wenger, 1991) in the university setting. Adopting a Vygotskian view of sociolinguistics, we also posit that linguistic and communicative dissonance from the discourse community of the university prohibits the development of a collegiate academic identify. Rather, because language is so strongly rooted to culture and identity, some minority students openly resist the adoption of the very discursive skills they need to survive and thrive at college.
Lowenthal, P. R., Thomas, D., Thai, A., Yuhnke, B., Edwards, M., & Gasell, C.(Eds.). (2011).
The CU Online Handbook, 2011. Raleigh, NC: Lulu Enterprises.
Lowenthal, P. R. (2011). Introduction. In P. R. Lowenthal, D. Thomas, A. Thai, B. Yuhnke, M.
Edwards, & C. Gasell.(Eds.). The CU Online Handbook, 2011 (pp. 1-1). Raleigh, NC: Lulu
Enterprises.
Lowenthal, P. R., & Dunlap, J. C. (2011). You can do it in your jammies, and other things we
should never say about learning online. In P. R. Lowenthal, D. Thomas, A. Thai, B. Yuhnke,
M. Edwards, & C. Gasell.(Eds.). The CU Online Handbook, 2011 (pp. 9-14). Raleigh, NC: Lulu
Enterprises.
Lowenthal, P. R., & Dunlap, J. C. (2011). Death to the digital dropbox: Rethinking student
privacy and public performance. In P. R. Lowenthal, D. Thomas, A. Thai, B. Yuhnke, M.
Edwards, & C. Gasell.(Eds.). The CU Online Handbook, 2011 (pp. 25-37). Raleigh, NC: Lulu
Enterprises. *Reprint
Dunlap, J. C., & Lowenthal, P. R. (2011). Getting to know you: The first week of class and
beyond. In P. R. Lowenthal, D. Thomas, A. Thai, B. Yuhnke, M. Edwards, & C. Gasell.(Eds.).
The CU Online Handbook, 2011 (pp. 67-72). Raleigh, NC: Lulu Enterprises.
Dunlap, J. C., & Lowenthal, P. R. (2011). Horton hears a tweet. In P. R. Lowenthal, D.
Thomas, A. Thai, B. Yuhnke, M. Edwards, & C. Gasell.(Eds.). The CU Online Handbook, 2011 (pp. 137-142). Raleigh, NC: Lulu Enterprises. *Reprint
Dobrovolny, J. & Lowenthal, P. R. (2011). Using reflection surveys to improve teaching and
learning. In P. R. Lowenthal, D. Thomas, A. Thai, B. Yuhnke, M. Edwards, & C. Gasell.(Eds.).
The CU Online Handbook, 2011 (pp. 97-113). Raleigh, NC: Lulu Enterprises.
Dunlap, J. C., & Lowenthal, P. R. (2011). Alternative structures for online discussions. In P.
Shank (Ed.), The online learning idea book: Proven ways to enhance technology-based
and blended learning (vol. 2; pp. 157-164). San Francisco: Pfeiffer.
Dunlap, J. C., & Lowenthal, P. R. (2011). Pecha Kucha for learning. In P. Shank (Ed.), The
online learning idea book: Proven ways to enhance technology-based and blended
learning (vol. 2; pp. 253-256). San Francisco: Pfeiffer.
Dunlap, J. C., & Lowenthal, P. R. (2011). Reenergizing lectures with insert-learner-activityhere strategies. In P. Shank (Ed.), The online learning idea book: Proven ways to enhance
technology-based and blended learning (vol. 2; pp. 126-129). San Francisco: Pfeiffer.
Dunlap, J. C., & Lowenthal, P. R. (2011). VoiceThread Virtuosity. In P. Shank (Ed.), The online
learning idea book: Proven ways to enhance technology-based and blended learning
(vol. 2; pp. 288-292). San Francisco: Pfeiffer.
Dunlap, J. C., & Lowenthal, P. R. (2011). Who are you? Alternative online meet-and-greet
tactics. In P. Shank (Ed.), The online learning idea book: Proven ways to enhance
technology-based and blended learning (vol. 2; pp. 149-152). San Francisco: Pfeiffer.
Lowenthal, P. R., & Dunlap, J. C. (2011). Better connections with online learners. In P. Shank
(Ed.), The online learning idea book: Proven ways to enhance technology-based and
blended learning (vol. 2; pp. 135-139). San Francisco: Pfeiffer.
Lowenthal, P. R., Dunlap, J. C., & Dobrovolny, J. (2011). EZ forms. In P. Shank (Ed.), The
online learning idea book: Proven ways to enhance technology-based and blended
learning (vol. 2; pp. 309-316). San Francisco: Pfeiffer.
Lowenthal, P. R., & Dunlap, J. C. (2011). Online classroom clickers. In P. Shank (Ed.), The
online learning idea book: Proven ways to enhance technology-based and blended
learning (vol. 2; pp. 171-174). San Francisco: Pfeiffer.
Lowenthal, P. R., & Dunlap, J. C. (2011). Turn up the music. In P. Shank (Ed.), The online
learning idea book: Proven ways to enhance technology-based and blended learning (vol. 2; pp. 188-191). San Francisco: Pfeiffer.
Dunlap, J. C., & Lowenthal, P. R. (2010). Defeating the Kobayashi Maru: Supporting Student Retention by Balancing the Needs of the Many and the One. EDUCAUSE Quarterly, 33(3).
Lowenthal, P. R., & Thomas, D. (2010). Death to the Digital Dropbox: Rethinking Student Privacy and Public Performance. EDUCAUSE Quarterly, 33(3).
Lowenthal, P. R., & Thomas, D. (2010). Digital campfires: Innovations in helping faculty explore the online learning wildness. Journal of Online Learning and Teaching, 6(3), 665-672.
Abstract:
Institutions of Higher Education find themselves in difficult times where budgets are being cut while the demand for online learning increases year-to-year. While budgets are cut, the cost to design and to develop courses online is increasing. Given this, colleges and universities need to find creative yet effective ways to develop more online courses. The staff at CU Online have found one method to accomplish this – web camp. The following article outlines how one university uses Web Camps throughout the year to not only meet the growing demand for online learning but also improve the quality
Dunlap, J. C., & Lowenthal, P. R. (2010). Hot for teacher: Using digital music to enhance students’ experience in online courses. TechTrends, 54(4), 58-73. doi: 10.1007/s11528-010-0421-4
Abstract:
In this article, we describe the instructional potential of digital music to enhance postsecondary students’ experience in online courses by involving them in music-driven instructional activities. We describe how music-driven instructional activities, when used appropriately, can (a) humanize, personalize, and energize online courses by enhancing social presence through student-to-student interaction; (b) tap into students’ interests, and elicit positive feelings and associations; and (c) involve students in relevant and meaningful student-to-content interaction by engaging them in active knowledge construction. Finally, we share several music-driven instructional activities that rely on digital music resources to engage students in generative, multisensory student-content interactions that leverage their interest in music, as well as a set of guidelines to support the design and use of music-driven instructional activities in online courses.
Lowenthal, P. R., Lowenthal, D. A., & White, J. W. (2009). The changing nature of online communities of inquiry: An analysis of how discourse and time shapes students’ perceptions of presence. In M. Simonson (Ed.), 32nd Annual proceedings: Selected research and development papers presented at the annual convention of the Association for Educational Communications and Technology. Washington D. C.: Association for Educational Communications and Technology.
Lowenthal, P. R., Wilson, B., & Parrish, P. (2009). Context matters: A description and typology of the online learning landscape. In M. Simonson (Ed.), 32nd Annual proceedings: Selected research and development papers presented at the annual convention of the Association for Educational Communications and Technology. Washington D. C.: Association for Educational Communications and Technology.
Lowenthal, P. R., & Dunlap, J. (2010). From pixel on a screen to real person in your students’ lives: Establishing social presence using digital storytelling. The Internet and Higher Education. DOI:10.1016/j.iheduc.2009.10.004
Abstract:
The Community of Inquiry (CoI) framework is a comprehensive guide to the research and practice of online learning. One of the most challenging aspects of establishing a CoI in online courses is finding the best way to attend to each element of the CoI framework in a primarily text-based environment. In our online courses, we have examined the use of digital storytelling as a way to break down the barriers that can get in the way of achieving a healthy and productive CoI. In this paper, we describe how we use digital storytelling to establish our social presence as instructors.
Lowenthal, P. R., & Wilson, B. G. (2010). Labels do matter! A critique of AECT’s redefinition of the field. TechTrends. 54(1), 38-46. DOI: 10.1007/s11528-009-0362-y
Abstract:
The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways. The model describes how a mentor can negotiate the interplay of multiple barriers (time, beliefs, access, professional development, culture) on teachers who are learning to integrate technology and suggests a number of strategies for integrating technology, such as establishing a culture of technology integration, modeling technology use, and creating teacher leaders. Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed.
Dunlap, J. C., & Lowenthal, P. R. (2009). Horton hears a tweet. EDUCAUSE Quarterly, 32(4).
Dunlap, J., & Lowenthal, P. R. (2009). Instructional uses of Twitter. In P. R. Lowenthal, D. Thomas, A. Thai, & B. Yuhnke, B. (Eds.), The CU Online handbook. Teach differently: Create and collaborate (pp. 46-52). Raleigh, NC: Lulu Enterprises.
Lowenthal, P. R. (2009). Improving the design of PowerPoint presentations. In P. R. Lowenthal, D. Thomas, A. Thai, & B. Yuhnke, B. (Eds.), The CU Online handbook. Teach differently: Create and collaborate (pp. 61-66). Raleigh, NC: Lulu Enterprises.
Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136.
Abstract:
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage freeflowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Lowenthal, P. R., & Leech, N. (2009). Mixed research and online learning: Strategies for improvement. In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 202-211). Hershey, PA: IGI Global.
Abstract:
As online education continues to grow, it is becoming increasingly important to understand the nuances of online learning. However, to date, research on online learning has largely been characterized as being low quality. To increase the quality and promote rigor in online education research, researchers are beginning to argue for the importance of using mixed research. Yet, to date, very little mixed research has been conducted in the area of online learning. Further, the little “mixed” research that has been conducted suffers from a host of problems. Researchers need to be aware of the complexities of conducting mixed research and some of the issues that can be overlooked. This chapter focuses on some important steps and key considerations that researchers of online learning must make when conducting mixed research, in hopes to increase the rigor and quality of online learning research studies.
Lowenthal, P. R. (2009). The evolution and influence of social presence theory on online learning. In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 124-139). Hershey, PA: IGI Global.
Abstract: The theory of social presence is perhaps the most popular construct used to describe and understand how people socially interact in online learning environments. However, despite its intuitive appeal, researchers and practitioners alike often define and conceptualize this popular construct differently. In fact, it is often hard to distinguish between whether someone is talking about social interaction, immediacy, intimacy, emotion, and/or connectedness when they talk about social presence. Therefore, the focus of this chapter is on outlining the evolution of the construct of social presence in an effort to understand better its relationship to online learning.
Lowenthal, P. R. (2009). Digital storytelling—An emerging institutional technology? In J. Hartley & K. McWilliam (Eds.), Story circle: Digital storytelling around the world (pp. 252-259). Oxford: Wiley-Blackwell.
Abstract:
Storytelling, a timeless instructional strategy, is taking on a new life in the form of digital storytelling. During the past 12 years, Digital Storytelling, pioneered by the Center for the Digital Storytelling, has grown from an idea to a movement. The Digital Storytelling Festival has been growing in popularity since 1995 and there is now even a formal Digital Storytelling Association. However, despite the popularity of digital storytelling as a tool for expression, only recently have educators begun experimenting with this emerging instructional technology. This paper investigates trends, issues, and opportunities of using digital storytelling to improve teaching and learning.
White, J., & Lowenthal, P. R. (2009, Spring). The cyclical rhetoric of educational reform and the rationalization of a failed zeitgeist. eJournal of Education Policy.
Abstract:
Educational reformers have revived the notion of managing schools like businesses. By borrowing the rhetoric of the industrialization era, the current reform agenda not only presupposes that learning and maximum financial efficiency are synonymous, but also equates students and consumers. In the following paper, we argue that history has shown that its unproductive to talk about or even worse to treat schools as businesses; instead, we argue that it is time to learn from history’s lessons and reframe the way we talk about and therefore think about education.
Lowenthal, P. R., & White, J. W. (2009). Enterprise model.In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 932-936). Hershey, PA: IGI Global.
Abstract:
Colleges and universities are experimenting with types of organizational and administrative structures and business models that differ significantly from those used in the past. One such model, called the Enterprise Model, is described in this paper.Simply put, an enterprise model is a centralized and standardized approach to the design, development, and management of educational programs. An enterprise model can be adopted in varying degrees for either ground-based and/or online programs. The focus of this article, though, is primarily on describing the distinctive features and characteristics of the more common approach of using an enterprise model for online programs.
Lowenthal, P. R. (2009). Social presence.In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 1900-1906). Hershey, PA: IGI Global.
Abstract:
Learning is a social process. Discourse plays a key role in the social process of learning. Therefore, it is extremely important that we understand how students and teachers socially interact in online courses where asynchronous computer mediated communication (CMC) is the major form of discourse. Theories of social presence help explain how students and teachers interact and learn online. The following article provides a general overview of the background of social presence theory related to CMC and online learning.
Wray, M., Lowenthal, P. R., Bates, B., & Stevens, E. (2008). Investigating perceptions of teaching online & f2f. Academic Exchange Quarterly, 12(4), 243-248.
Abstract:
Comparison studies have focused a great deal on the similarities and differences between online and face-to-face learning. However, there has been little research on how faculty think about and plan differently when teaching the same course online and face-to-face. In this exploratory study, we investigated faculty perceptions about instructional practices in online and face-to-face learning environments. The results suggest that faculty need additional faculty development and/or instructional design support to combat misconceptions about what works and does not work in online learning environments.
Lowenthal, P. R. (2008). Online faculty development and storytelling: An unlikely solution to improving teacher quality. Journal of Online Learning and Teaching, 4(3).
Abstract:
Institutions of Higher Education are beginning to place a greater emphasis on quality teaching and student learning. However, few faculty receive any type of teacher training prior to entering the academy. As a result, faculty development is one likely solution to teacher quality issues. But faculty development is faced with serious shortcomings that impede its ability to improve teacher quality. This paper explores how moving faculty development online while at the same time incorporating the use of teacher stories could be a viable strategy to improve faculty development and teacher quality.
Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2, 4.
Abstract:
Faculty often describe the role of the online teacher as more of a “guide-on- the-side” rather than a “sage-on-the-stage.” However, this cliché can be taken to extremes; there is a fine line between being a guide on the side and being absent. Therefore, this article focuses on different strategies online faculty can use to improve their teaching and ultimately student learning by balancing their teaching presence when teaching online.
Lowenthal, P. R., & White, J. W. (2008). [Review of the book The cognitive style of PowerPoint: Pitching out corrupts within]. Education Review.
Abstract:
The use of PowerPoint (and slideware software in general) has become ubiquitous; whether in a corporate board meeting or a classroom, PowerPoint is commonplace. In fact, it is estimated that over 30 million PowerPoint presentations are given each day. This rise in popularity has attracted supporters and critics alike. Supporters can be found in every school, college, and university throughout the country; critics are fewer, but their numbers are steadily growing. The most notable, or at least the most vocal, critic of PowerPoint is Edward Tufte. The Cognitive Style of PowerPoint is a brief monograph, or treatise, that is a must read for any PowerPoint user and every educator and is the focus of this book review.
Lowenthal, P., & Muth, R. (2008). Constructivism. In E. F. Provenzo, Jr. (Ed.), Encyclopedia of the social and cultural foundations of education. Thousand Oaks, CA: Sage.
Lowenthal, P., & Wilson, B. G. (2008). Labels DO matter: A critique of AECT’s redefinition of the field. In M. Simonson (Ed.), 31st Annual proceedings: Selected research and development papers presented at the annual convention of the Association for Educational Communications and Technology (Vol. 2, pp. 297-306). Washington D. C.: Association for Educational Communications and Technology.
Abstract:
AECT has recently (yet again!) redefined our field, reverting back to the use of the term educational technology. We believe this recent change is problematic for a number of reasons, but primarily because of the weak rationale offered for the change. This change affects how external audiences view our profession and is likely to confuse practitioners in corporate and higher-ed settings in particular. We offer a review of job postings, program titles, and listserv discussions to support our case. The labels we use to define ourselves are critically important – and we hope to see a stronger case made for changes for our foundational definitions in the future.
Lowenthal, P., Christopher, L., Connors, S., & O’Reilly, L. (2007). [Review of the book What video games have to teach us about learning and literacy]. Education Review.
Lowenthal, P., & Dunlap, J. (2007). Digital Stories. In P. Shank (Ed.), The online learning idea book: 95 proven ways to enhance technology-based and blended learning (pp. 110-111). San Francisco: Pfeiffer.
Lowenthal, P., Stevens, E. & Dunlap, J. (2005). Digital Storytelling—the missing key to online faculty development? In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 1187-1190). Chesapeake, VA: AACE.
Abstract:
This paper explores digital storytelling as a means to improve online faculty development. Institutions are beginning to place a greater emphasis on learner outcomes, leading to an interest in teaching quality and faculty development. Online faculty development is just one of many strategies institutions are using to develop faculty. However, online faculty development can isolate and depersonalize the experience. Digital storytelling may be an excellent way of engaging learners. Just as case studies are a successful tool to contextualize and situate learning, digital storytelling might be able to take case studies a step further by personalizing and humanizing both the instructional task and the online environment. This paper will investigate these ideas further as well as share experiences using case studies, storytelling, and digital storytelling in online faculty development.
