As I complete my annual evaluation, I find myself looking back over the prior year and my publications.

1. Lomellini, A., Lowenthal, P. R., Trespalacios, J.,, & Snelson, C. (2022). Higher education leaders’ perspectives of accessible and inclusive online learning. Distance Education, 43(4), 574-595. https://doi.org/10.1080/01587919.2022.2141608
2. Lowenthal, P. R., & Trespalacios, J. (2022). Classroom community and time: Comparing student perceptions in traditional vs. accelerated online courses. Online Learning, 26(4), 59-79. http://dx.doi.org/10.24059/olj.v26i4.3498
3. Belt, E., Lowenthal, P. R. (2022). Synchronous video-based communication technologies and online learning: An exploration of instructors perceptions, experiences, and expectations. Advance online publication. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11360-6 
4. Stewart, W. H., Lowenthal, P. R.,& Baek, Y. (2022). COVID-19: A longitudinal perspective on Sustained Remote Teaching (SRT) in the Republic of Korea. Quarterly Review of Distance Education, 22(3).
5. Lowenthal, P. R., & Lomelini, A. (2022). Accessible online learning: A preliminary investigation of educational technologists’ and faculty knowledge and skills. Advance online publication. TechTrends. https://doi.org/10.1007/s11528-022-00790-1
6. Houlden, S., Hodson, J., Veletsianos, G., Gosse, C., Lowenthal, P. R., Dousay, T. D., & Hall, N. C. (2022). Support for scholars coping with online harassment: An ecological framework. Feminist Media Studies, 22(5), 1120-1138. https://doi.org/10.1080/14680777.2021.1883086
7. Lowenthal, P. R. (2022). Exploring student perceptions of asynchronous video in online courses. Distance Education, 43(3), 369-387. https://doi.org/10.1080/01587919.2022.2088479
8. Bader, J., Snelson, C., Lowenthal, P. R., & Friesen, N. (2022). The use of images in higher-ed online learning: A qualitative content analysis. International Journal of Online Pedagogy and Course Design, 12(1), 1-16. http://dx.doi.org/10.4018/IJOPCD.302088
9. Johnson, M., & Lowenthal, P. R. (2022). Strategies to improve the use of live synchronous meetings in blended, remote, and online courses. Northwest eLearning Journal, 2(1). https://doi.org/10.5399/osu/nwelearn.2.1.5641
10. Lomellini, A., & Lowenthal, P. R. (2022). Inclusive online courses: Universal Design for Learning strategies for faculty buy-in. In Stefaniak, J. E., & Reese, R. M. (Eds.), The instructional designer’s training guide: Authentic practices and constructive mentoring for ID and ed tech professionals (pp. 101-111). Routledge. https://doi.org/10.4324/9781003109938-11 
11. Gasell, C., Lowenthal, P. R., Uribe-Florez, L., & Ching, H. (2022). Interaction in asynchronous discussion boards: A Campus-wide analysis to better understand regular and substantive interaction. Education and Information Technologies, 27, 3421–3445. https://doi.org/10.1007/s10639-021-10745-3 
12. Lowenthal, P. R., Fiock, H. S., Shreaves, D., & Belt, E. (2022). Investigating students’ perceptions of screencasting style of video feedback in online courses. TechTrends. https://doi.org/10.1007/s11528-021-00665-x
13. Stewart, W. H., Baek, Y., & Lowenthal, P. R. (2022). From Emergency Remote Teaching (ERT) to Sustained Remote Teaching (SRT): A comparative semester analysis of exchange students’ experiences and perceptions of learning online during COVID-19. Online Learning, 26(2), 170-197. http://dx.doi.org/10.24059/olj.v26i2.2661
14. Stewart, W. H., & Lowenthal, P. R. (2021). Distance education under duress: A case study of exchange students’ experience with online learning during the COVID-19 pandemic in the Republic of Korea. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1891996
15. Lowenthal, P. R., Persichini, G., Conley, Q., Humphrey, M., & Scheufler, J. (2022). Digital literacy in special education: Preparing students for college and the workplace. In I. Management Association (Ed.), Research anthology on inclusive practices for educators and administrators in special education (pp. 524-537). IGI Global. https://doi.org/10.4018/978-1-6684-3670-7.ch029

Editors

Jared Keengwe, University of North Dakota, United States

Call for Chapters

Proposals Submission Deadline: March 8, 2023
Full Chapters Due: May 21, 2023
Submission Date: May 21, 2023

Introduction

A growing demand for online learning coupled with the shift towards blended learning for many institutions of learning implies a critical reflection on ways to achieve effective pedagogical outcomes grounded on sound theoretical frameworks. Specifically, to get desired learning outcomes, there is need for purposeful design of innovative pedagogical theories and frameworks that are relevant to online leaning. For instance, instructors can draw on principles of inclusive teaching to support meaningful online learning.

Objective

With the rise of online classes especially during and after the Covid-19 pandemic, many instructors have taught online courses with limited or inconsistent pedagogical frameworks that could undermine the quality of learning in online learning environments. This handbook aims to solicit diverse frameworks from a variety of empirical, literature review and case studies related to inclusive models for online learning. The goal is to offer educators a holistic reference that exposes them to a variety of innovative frameworks to guide their research, design and practice in online learning.

Target Audience

This handbook will benefit online educators, instructional designers, teacher educators, librarians, students, and online learning researchers in interdisciplinary fields. The volume will also be a useful reference to faculty interested in the design and facilitation of online learning. There is also potential use among educational managers, administrators, and policy makers.

Recommended Topics

Suggested themes include but are not limited to the following: -Theoretical and pedagogical adaptations to online learning settings – Inclusive Teaching and Learning Online – Emerging theories and innovative models relevant to various online settings – Inclusive Online Learning Theories and/or Frameworks – Innovative Pedagogical Theories and/or Frameworks – Teaching, Learning and Assessment in online learning settings – Action Research and Best Practices in online course design – Culturally Responsive Pedagogy in Online Learning – Online Learning Practices and Students with Disabilities – Digital Technologies and Online Learning Pedagogies

Submission Procedure

Researchers and practitioners are invited to submit on or before March 8, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by March 22, 2023 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by May 21, 2023, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery^® online submission manager.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2024.

Important Dates

March 8, 2023: Proposal Submission Deadline
March 22, 2023: Notification of Acceptance
May 21, 2023: Full Chapter Submission
July 4, 2023: Review Results Returned
September 20, 2023: Final Acceptance Notification
October 30, 2023: Final Chapter Submission

Inquiries

Sagini Keengwe University of North Dakota editedbook.keengwe@gmail.com

Editors

Sarah Jarvie, Colorado Christian University, United States
Cara Metz, The University of Arizona Global Campus, United States

Call for Chapters

Proposals Submission Deadline: February 14, 2023
Full Chapters Due: June 14, 2023
Submission Date: June 14, 2023

Introduction

As the world of online learning continues to grow, it becomes even more important to learn how to create meaningful connections between the teacher and the learner. By forming meaningful relationships and connections, greater trust can be built. Students who have formed strong relationships report they are more motivated to learn. In addition, not having trust and meaningful relationships between the teacher and learners can lead to decreased learning (McKay & Macomber, 2021). This book will explore ways to foster and build relationships when using virtual learning. Additionally, it will give specific examples and strategies. The term online learning can be viewed as synonymous with terms such as virtual learning and e-learning. There are generally three types of virtual learning environments depending on the nature of the interaction between the teacher and learner: synchronous, where all students meet at the same time, asynchronous, where students would participate in an online classroom in their own time, and hybrid which combines in-person and online (Dung, 2020).

Objective

The objective of this book is to help people who are new to or people looking to improve their online classroom relationships. There is currently very little literature, especially books, that talk about online relationship building. It is well documented that relationships impact the learning of students in positive ways, and when students enter into an online world, this need does not go away. As COVID has accelerated the need for quality online instructors, there is a lack of references and resources available to understand the nuances of teaching a class online and building a connection with students. This book will improve the field of higher education by providing a resource for faculty who teach online. It will empower them with information on how to create a classroom of trust, connection, and support. Because many faculty are being pushed into online education without much, if any, training, this book can provide ideas and resources to ease the transition and create a better experience for both the faculty and the students.

Target Audience

This book’s target audience will be cross-departmental higher education faculty, who teach online, want to work online, and graduate-level students who want to teach online or in a hybrid environment.

Recommended Topics

-Introduction to teaching online -The Importance of relationship building -Creating Connections in the online classroom -Assignments that Build Connection -Using relationships to strengthen academic achievement. -Long-term effects of meaningful relationships -How to build connections with students in an online classroom. -The role of the instructor in the online classroom. -Authentic online relationships -Empowering Students through relationship -Maintaining Expectations within the virtual classroom -Using authentic relationships to increase motivation and self-efficacy. -Managing student stress through relationship building -Creating caring connections in the online classroom -Suspending judgment in the online classroom -The role of technology to create relationships -Using technology as a tool for assessment -How to adapt to an online teaching environment -Cultural competency and meaningful online relationships -How to lead clubs, honor societies in a virtual environment. -How to navigate student mental health concerns online -Building strong online engagement -Reaching oral and written cultures through online teaching -The importance of relationships to help students overcome barriers to online learning -Using cohorts to enhance learning online -Creating a collaborative online education environment -Conducting online practica and internships

Submission Procedure

Researchers and practitioners are invited to submit on or before February 14, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by February 28, 2023 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by June 14, 2023, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Balance and Boundaries in Creating Meaningful Relationships in Online Higher Education. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery^® online submission manager.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2024.

Important Dates

February 14, 2023: Proposal Submission Deadline
February 28, 2023: Notification of Acceptance
June 14, 2023: Full Chapter Submission
August 12, 2023: Review Results Returned
September 23, 2023: Final Acceptance Notification
October 7, 2023: Final Chapter Submission

Inquiries

Sarah Jarvie
Colorado Christian University
sjarvie@ccu.edu

Cara Metz
The University of Arizona Global Campus
cara.metz@uagc.edu

Submit here

The coronavirus pandemic mandated unexpected ‘instant transitions’ to remote learning and accelerated student demand for online courses. As a result, colleges and universities in the U.S. and around the world began and have continued to expand their online courses and degree programs. The online learning industry is projected to pass $370 billion by 2026 and one third of post-secondary school administrators indicate they will continue to offer both remote and online course options even after their campuses completely resume offering in-person, face-to-face courses. Students have demonstrated there is an increased demand for online courses as well. A national survey of 1,413 students, registered at U.S. higher education institutions in fall 2020 and spring 2021, said their experiences with learning remotely during the pandemic left them with a positive attitude toward online and hybrid courses. This increased interest calls attention to the need for more scholarly examination of online teaching and learning.

Despite calls for increased research into the contemporary pedagogical challenges and opportunities embedded in online education, research endeavors to date have been scattered across academic disciplines, localized in disciplinary silos, resulting in at least two shortcomings. First, much if not most research on how to enhance online teaching and learning tends to be more useful to particular academic areas of study. While those efforts are valuable to a given discipline, they don’t always address online pedagogical commonalities and challenges that cut across the silos. Second, the results of such studies typically are published in discipline-specific journals, so are not often read by a broader audience of researchers and teachers who might benefit from them. In reality, online education is now ubiquitous across higher education, across disciplines, and across institutional types. To address these two shortcomings, there is a need to engage in more multidisciplinary and international discussions and examinations of online education pedagogy that bridges disciplinary boundaries. Moreover, such scholarship needs to be more abundantly available to a wider audience in an open access format. Enter this collaborative Research Topic jointly hosted by Frontiers in Communication and Frontiers in Education: “Instructional Communication Competence and Instructor Presence: Enhancing Teaching and Learning in the Online Environment.”

The scope, breadth, and depth of contributions to this collection is broad and may include theoretical and reflection essays, as well as empirical and applied studies, using any established methodology. Submissions may focus on but not be limited to themes such as:

– critical challenges inherent in online education and instructional communication related to online pedagogy
– unique opportunities available in the online environment for enhancing teaching and learning
– discipline-specific approaches to online education potentially of value or interest across disciplines
– successful strategies for instructors transitioning from in-seat to online education
– recommendations and best practices for designing and developing online courses
– instructional methods for engaging students in online courses and online course content
– useful approaches to assessing student learning in the online environment.

To further clarify this scope, a tangible example may be useful. Presently, the editors of this Research Topic represent two separate areas of scholarly inquiry: the field of online education that studies a notion referred to as ‘instructor presence,’ and the field of instructional communication that studies the notion of ‘instructor immediacy.’ The substance of this Research Topic has emerged from collaborative discussions of these editors about their approaches to research about presence and immediacy in the online environment.

More details here: https://www.frontiersin.org/research-topics/47567/instructional-communication-competence-and-instructor-social-presence-enhancing-teaching-and-learnin