Brief CV (below) | Complete CV (Google Doc)

Patrick R. Lowenthal

Boise State University
1910 Universitty Drive
Boise, ID 83725
twitter: @plowenthal


Doctor of Philosophy
Education Leadership & Innovation: Focus—Instructional Design and Technology
University of Colorado, Denver

Master of Arts
Information and Learning Technologies: Focus: Instructional Design

University of Colorado, Denver

Graduate Certificate
Designing and Implementing Web-Based Learning Environments

University of Colorado, Denver

Master of Arts
Academic Study of Religion

University of Colorado, Boulder

Bachelor of Arts
Religious Studies & Philosophy

Georgia State University


2016-present Associate Professor
Educational Technology
Boise State University
2013-2016 Assistant Professor
Educational Technology
Boise State University
2011-2013 Instructional Designer
Educational Technology
Boise State University
2008-present Academic Technology Coordinator
CU Online, Academic Technology and Extended Learning
University of Colorado Denver
2008-2011 Instructor, Information and Learning Technologies
School of Education
University of Colorado at Denver
2008-2008 Affiliate Faculty, Instructional Technology & Adult Learning
School of Education and Counseling
Regis University
2004-2008 Assistant Professor of Instructional Technology
M.Ed., Instructional Technology Program Coordinator
Coordinator of Online Learning
School of Education and Counseling
Regis University
2005-2005 Instructor, Information and Learning Technologies
School of Education
University of Colorado at Denver
2003-2004 Associate Director of Teacher Education
School for Professional Studies
Regis University



  • Conklin, S. L., Trespalacios, J., & Lowenthal, P. R. (in press). Graduate students’ perceptions of interactions in a blended synchronous learning environment: A case study. Quarterly Review of Distance Education. 
  • LaBelle, C. L., Lowenthal, P. R., & Rice, K. (in press). The administration of online programs in statewide systems: A case study of the University System of New Hampshire. Online Journal of Distance Learning Administration.
  • Lowenthal, P. R., Borup, J., West, R. E., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 1-9.
  • Belt, E., & Lowenthal, P. R. (2020). Developing faculty to teach with technology: Themes from the literature. TechTrends, 64(2), 248-259.
  • Lowenthal, P., Persichini, G., Conley, Q., Humphrey, M., & Scheufler, J. (2020). Digital literacy in special education: Preparing students for college and the workplace. In E. Podovšovnik (Ed.), Examining the roles of teachers and students in mastering new technologies (pp. 150-163). Hershey, PA: IGI Global.
  • Cavey, L. O., Libberton, J., Totorica, T., Carney, M., & Lowenthal, P. R. (2020). VCAST learning modules: A functions & modeling course innovation. In J. Goodell & S. Koc (Eds.), Preparing STEM teachers: A replication model. Charlotte, NC: Information Age Publishing.


  • Lowenthal, P. R., Shreaves, D., Gooding, M., & Kepka, J. (2019). Learning to teach online: An exploration of how universities with large online programs train and develop faculty to teach online. Quarterly Review of Distance Education, 20(3), 1-9.
  • Baker, F., & Lowenthal, P. R. (2019). Analysing professional discourse on Twitter: a mixed methods analysis of the #openeducation hashtag. International Journal of Social Media and Interactive Learning Environments, 6(2), 107-121.
  • Lowenthal, P. R., Nyland, R., Jung, E., Dunlap, J. C., & Kepka, J. (2019). Does class size matter? An exploration into faculty perceptions of teaching high-enrollment online courses. American Journal of Distance Education, 33(3), 152-168.
  • Trespalcios, J., & Lowenthal, P. R. (2019). What do they really like? An investigation of students’ perceptions of their coursework in a fully online educational technology program. Australasian Journal of Educational Technology, 35(5), 60-78.


  • Hinck, G., Rice, K., Lowenthal, P. R., & Perkins, R. (2018). Visions of quality assurance in online MBA programs. Online Learning Journal, 22(4), 243-261.
  • Bose, D., & Lowenthal, P. R. (2018). E-Portfolios, course design, and student learning: A case study of a faculty learning community. The Online Journal of New Horizons in Education, 8(4), 50-62.
  • Lowenthal, P. R., Snelson, C., & Perkins, R. (2018). Teaching Massive, Open, Online, Courses (MOOCs): Tales from the front line. International Review of Research in Open and Distributed Learning, 19(3).
  • Conley, Q., Scheufler, J., Persichini, G., Lowenthal, P., & Humphrey, M. (2018). Digital citizenship for all: Empowering young learners with disabilities to become digitally literate. International Journal of Digital Literacy and Digital Competence, 9(1) 1-20.
  • Lowenthal, P. R., & Dunlap, J. C. (2018). Investigating students’ perceptions of instructional strategies to establish social presence. Distance Education, 39(3), 281-298.
  • Veletsianos, G., Kimmons, R., Larsen, R., Dousay, T., & Lowenthal, P. (2018). Public comment sentiment on educational videos: Understanding the effects of presenter gender, video format, threading, and moderation on YouTube TED talks. PLOS ONE, 13(6), e0197331.
  •  Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79-89. doi: 
  • Cavey, L., Totorica, T., Carney, M., Lowenthal, P. R., & Libberton, J. (2018). Video case analysis of students’ mathematical thinking: Initial development process. In L. Liu, D. C. Gibson, G. Chamblee, R. Christensen, D. Crawford, E. Langran,… M. Yildiz (Eds.), Research highlights in technology and teacher education 2018 (pp. 61-70). Waynesville, NC: Association for the Advancement of Computing Education.
  • Bader, J., & Lowenthal, P. R. (2018). Using visual design to improve the online learning experience: A synthesis of research on aesthetics. In I. Bouchirka, N. Harrati, & P. Vu (Eds.), Handbook of research on learner experience and usability in online education (pp. 1-35). Hershey, PA: IGI Global.


  • Lowenthal, P. R., Dunlap, J. C., & Snelson, C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning, 21(4), 177-194. doi:10.24059/olj.v21i4.1285
  • Lowenthal, P. R., & Snelson, C. (2017). In search of a better understanding of social presence: An investigation into how researchers define social presence. Distance Education, 38(2), 1-19. doi:10.1080/01587919.2017.1324727
  • Chen, K-Z., Lowenthal, P. R., Bauer, C., Heaps, A., & Nielsen, C. (2017). Moving beyond smile sheets: A case study on the evaluation and iterative improvement of an online faculty development program. Online Learning, 21(1), 85-111.
  • Lowenthal, P. R., & Mulder, D. (2017). Social presence and communication technologies: Tales of trial and error. In A. Whiteside, A. Garrett Dikkers, & K. Swan, (Eds.), Social presence in online learning: Multiple perspectives on practice and research (pp. 32-44). Sterling, VA: Stylus.
  • Richardson, J. C., & Lowenthal, P. (2017). Instructor social presence: Learners’ needs and a neglected component of the community of inquiry framework. In A. Whiteside, A. Garrett Dikkers, & K. Swan, (Eds.), Social presence in online learning: Multiple perspectives on practice and research (pp. 86-98). Sterling, VA: Stylus.


  • Dunlap, J. C., & Lowenthal, P. R. (2016). Getting graphic about infographics: Design lessons learned from popular infographics. Journal of Visual Literacy, 35(1), 42-59.
  • York, C. S., Lowenthal, P. R., Fabrikant, K. B., Mayall, H. J. (2016). Student perceptions of instructional use of iPads. Academic Exchange Quarterly, 20(2), 32-39.
  • Perkins, R., & Lowenthal, P. R. (2016). Open access journals in educational technology: results of a survey of experienced users. Australasian Journal of Educational Technology, 32(3), 18-37.
  • Lowenthal, P. R., Dunlap, J. C., & Stitson, P. (2016). Creating an intentional web presence: Strategies for every educational technology professional. TechTrends, 60(4), 320-329.
  • Chen, K-Z., Lowenthal, P. R., & Bauer, C. (2016). Effectiveness and student perception of three high-enrollment health studies online courses. Health Education Journal, 75(3), 343-357 doi: 10.1177/0017896915581060
  • Lowenthal, P. R. (2016). A mixed methods examination of instructor social presence in accelerated online courses. In Kyei-Blankson, Blankson, Ntuli & Agyeman (Eds.), Handbook of research on strategic management of interaction, presence, and participation in online courses (pp. 147-159). Hershey, PA: IGI Global.
  • Greear, K., & Lowenthal, P. R. (2016, January). Creating accessible video for the online classroom. Online Cl@ssroom: Ideas for effective online instruction, 3, 6.


  • Dunlap, J., Devshikha Bose, D., Lowenthal, P. R., York, C. S., *Atkinson, M., & *Murtagh, J. (in press). What sunshine is to flowers: A literature review on the use of emoticons to support online learning. To appear in Emotions, Design, Learning and Technology. Elsevier. *Graduate student
  • Lowenthal, P. R., & Hodges, C. (2015). In search of quality: Using Quality Matters to analyze the quality of massive, open, online courses (MOOCs). International Review of Research in Open and Distributed Learning, 16(5), 83-101.
  • Kilgore, W., & Lowenthal, P. R. (2015). The Human Element MOOC: An experiment in social presence. In R. D. Wright (Ed.), Student-Teacher Interaction in Online Learning Environments (pp. 389-407). Hershey, PA: IGI Global.
  • Lowenthal, P. R. (2015). Open-access journals in educational technology. In J. M. Spector (Ed.), Encyclopedia of Educational Technology (pp. 554-556). Thousand Oaks, CA: Sage.
  • Lowenthal, P. R. (2015). Using video announcements, instructional videos, and video feedback to improve social presence, student engagement, and a growing relationship to one’s university. Online Learning Consortium Effective Practice.
  • Lowenthal, P. R., Bauer, C., & Chen, K. (2015). Student perceptions of online learning: An Analysis of online course evaluation. American Journal of Distance Education, 29(2), 85-97.



  • Dunlap, J. C., & Lowenthal, P. R. (2013). What was your best learning experience? Our story about using stories to solve instructional problems. International Journal of Teaching and Learning in Higher Education, 25(2), 269-274.
  • Lowenthal, P. R., Wray, M., Bates, B., Switzer, T., & Stevens, E. (2013). Examining faculty motivation to participate in faculty development. International Journal of University Teaching and Faculty Development, 3(3), 149-164.







Boise State University

EDTECH 502: Internet for Educators
EDTECH 506: Instructional Message Design / Graphics for Learning
EDTECH 512: Online Course Design
EDTECH 601: Doctoral Studies Orientation

University of Colorado Denver
IT 5650: Designs for Online Learning
IT 5660: Designing and Teaching in eLearning Environments
IT 5670: Developing eLearning Instruction

Regis University
EDFD 401: Technology for Educators
EDFD 405: Perspectives in Education
EDTC 602: Instructional Design
EDTC 609: Introduction to Instructional Technology
EDTC 612: Evaluation of Educational Software
EDTC 613: Teaching and Learning Using the Internet
EDTC 614: Integrating Technology into Curriculum
EDTC 615: Performance Improvement
EDTC 616: Designing and Developing Web-based Learning Environments
EDFD 643: Research Project
EDAL 633: Program Planning for Adult Education