Research

The following a list of my publications (i.e., books, book chapters, articles, and conference proceedings) by year. See my Vita for a complete list of my scholarship.

2024

  1. Morreale, S., Lowenthal, P. R., Thorpe, J., Olesova, L., eds. (2024). Instructional communication competence and instructor social presence: Enhancing teaching and learning in the online environment. Lausanne: Frontiers Media SA. https://doi.org/10.3389/978-2-8325-4913-1
  2. Bader, J. D., Friesen, N., Lowenthal, P. R., & Snelson, C. (2024). Visual design in online course development: Exploring instructors’ experiences and challenges. Quarterly Review of Distance Education, 25(1).
  3. Morreale, S., Lowenthal, P..R., Thorpe, J., & Olesova, L. (20124). Editorial: Instructional communication competence and instructor social presence: Enhancing teaching and learning in the online environment. Frontiers in Communication, 9. https://doi.org/10.3389/fcomm.2024.1397570
  4. Lomellini, A., Lowenthal, P. R., Trespalacios, J., & Snelson, C. (2024). Leaders’ perspectives of accessible and inclusive online learning. In M. F. Rice & M. Dunn (Eds.), Inclusive online and distance education for learners with dis/abilities: Promoting accessibility and equity (pp. 92-113). Routledge.

2023

  1. Lowenthal, P. R., & Moore, R. L. (2023). Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2023. Online Learning, 27(4). https://doi.org/10.24059/olj.v27i4.4264  
  2. Stewart, W. H., & Lowenthal, P. R. (2023). Crisis-based remote education: A comprehensive model. Open Praxis, 15(4), 342–357. https://doi.org/10.55982/openpraxis.15.4.577
  3. Lowenthal, P. R., Horan, A., DeArmond, M. C., Lomellini, A., Egan, D., Johnson, M., Moeller, K. N., Keldgord, F., Kuohn, J., Jensen, S., Stamm, A., & Pounds, D. (2023). Classroom community and online learning: A synthesis of Alfred Rovai’s research. TechTrends, 67, 931-944. https://doi.org/10.1007/s11528-023-00904-3
  4. Kipp, K.*, Rice, K., Lowenthal, P. R., & Hung, A. (2023). The influence of course community and personal community support on learner engagement in online courses. Educational Technology Research and Development, 71, 1397–1420. https://doi.org/10.1007/s11423-023-10189-1
  5. Stewart, W. H., Lowenthal, P. R., & Richter, D. J. (2023). Towards a model of remote teaching and learning under emergency and sustained crisis conditions: A description of novel distance education contexts and manifestations. Turkish Online Journal of Distance Education, 24(2), 183-201.
  6. Lowenthal, P. R. (2023). Synchronous tools for interaction and collaboration. In Olaf Zawacki-Richter & Insung Jung (Eds.), Handbook of open, distance and digital education. Springer. https://doi.org/10.1007/978-981-19-0351-9_55-1
  7. Lowenthal, P. R., & Lomelini, A. (2023). Accessible online learning: A preliminary investigation of educational technologists’ and faculty knowledge and skills.  TechTrends, 67(2), 384–392. https://doi.org/10.1007/s11528-022-00790-1
  8. Trespalacios, J., Uribe-Florez, L., Lowenthal, P. R., Lowe, S., & Jensen, S. (2023). Students’ Perceptions of Institutional Services and Online Learning Self-Efficacy. American Journal of Distance Education, 37, 38-52.  https://doi.org/10.1080/08923647.2021.1956836
  9. Belt, E., Lowenthal, P. R. (2022). Synchronous video-based communication technologies and online learning: An exploration of instructors perceptions, experiences, and expectations. Education and Information Technologies. 28, 4941–4964. https://doi.org/10.1007/s10639-022-11360-6 
  10. Lowenthal, P. R. (2023). Synchronous tools for interaction and collaboration. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of open, distance and digital education (pp. 989-1002). Springer. https://doi.org/10.1007/978-981-19-0351-9_55-1
  11. York, C. S., Lowenthal, P. R., Herring, M., & Smaldino, S. E. (2023). Planning for interactive distance education (3rd ed.). EdTech Books. https://dx.doi.org/10.59668/858

2022

  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. 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).
  4. 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
  5. 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
  6. 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
  7. 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
  8. 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 
  9. 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 
  10. 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
  11. 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
  12. Stewart, W. H., & Lowenthal, P. R. (2022). 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, 54(S1), S273–S287. https://doi.org/10.1080/15391523.2021.1891996
  13. 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
  14. 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 
  15. Olesova, L., Sadaf, A.,  Kumar, S.. , Martin, F., Ritzhaupt, A., Bonk, C. J., & , Lowenthal, P.R.,  Snelson, C., Westine, C. & Sun, T. (2022).  Reviews of research on online learners. In M. Simonson & D. J. Seepersaud (Eds.), 45th Annual proceedings: Selected research and development papers presented at the annual convention of the Association for Educational Communications and Technology (pp. 250-258). AECT.

2021

  1. Prokes, C., Lowenthal, P. R., Snelson, C., & Rice, K. (2021). Faculty views of CBE, self-efficacy, and institutional support: An exploratory study. Journal of Competency-Based Education, 6(4), 233-244. https://doi.org/10.1002/cbe2.1263
  2. Lowenthal, P. R., West, R. E., Archambault, L., Borup, J., & Belt, E. (2021). Faculty perceptions of using synchronous video-based communication technology. Online Learning, 25(4), 49-78. http://dx.doi.org/10.24059/olj.v25i4.2890
  3. Lowenthal, P. R., Lomellini, A., Smith, C., & Greear, K. (2021). Accessible online learning: A critical analysis of online quality assurance frameworks. Quarterly Review of Distance Education, 22(2), 15-29.
  4. Belt, E. & Lowenthal, P. R. (2021). Video use in online and blended courses: A qualitative synthesis. Distance Education, 42(3), 410-440. https://doi.org/10.1080/01587919.2021.1954882
  5. Stewart, W. H.. & Lowenthal, P. R. (2021). Experiences and perceptions of exchange students learning online during the COVID-19 pandemic in the Republic of Korea: An exploratory descriptive study. Asian Journal of Distance Education, 16(1), 119-140. https://doi.org/10.5281/zenodo.4782878
  6. Gosse, C., Veletsianos, G., Hodson, J., Houlden, S., Dousay, T. A., Lowenthal, P. R., & Hall, N. (online first). The hidden costs of connectivity: Nature and effects of scholars’ online harassment. Learning, Media, and Technology, 46(3), 264-280. https://doi.org/10.1080/17439884.2021.1878218
  7. Lowenthal, P. R., & Cavey, L. (2021). Lessons learned from creating videos for online video-based instructional modules in mathematics teacher education. TechTrends, 65, 225-235. https://doi.org/10.1007/s11528-021-00581-0
  8. Trespalacios, J., Snelson, C., Lowenthal, P. R., Uribe-Florez, L., & Perkins, R. (2021). Community and connectedness in online higher education: A scoping review. Distance Education, 42(1), 5-21. https://doi.org/10.1080/01587919.2020.1869524
  9. Lowenthal, P. R. (2021). Video feedback: Is it worth the effort? A Response to Borup et al. Educational Technology Research and Development, 63, 161–184. https://doi.org/10.1007/s11423-020-09872-4
  10. Hodge-Zickerman, A., York, C. S., & Lowenthal, P. R., (2021). Teaching mathematics education online: Instructional theories, strategies, and technologies. In K. Hollebrands, R. Anderson, & K. Oliver (Eds.), Online learning in mathematics education (pp. 1-20). Springer. https://doi.org/10.1007/978-3-030-80230-1_1
  11. Bader, J., & Lowenthal, P. R. (2021). Using visual design to improve the online learning experience: A synthesis of research on aesthetics. In Research anthology on developing effective online learning courses (pp. 1750-1785). IGI Global.
  12. Totorica, T., Cavey, L.O., Libberton, J. & Lowenthal, P.R. (2021) Designing a video-based intervention to elicit teacher candidates’ mathematical ideas: The hexagon task. In Olanoff, D., Johnson, K., & Spitzer, S.M. (Eds.), Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1005-1010).

2020

  1. Rodman, L., Trespalacios, J., Lowenthal, P. R., & Shelton, B. (2020). Knowledge-sharing and virtual community of practice potential in the United States Coast Guard’s Afloat community: A qualitative case study. Quarterly Review of Distance Education, 21(2), 49-66.
  2. Lowenthal, P. R., Greear, K., Humphrey, M., Lowenthal, D. A., Conley, Q., Giacumo, L. A., & Dunlap, J. C., (2020). Creating accessible and inclusive online learning: Moving beyond compliance and broadening the discussion. Quarterly Review of Distance Education, 21(2), 1-21.
  3. Lowenthal, P. R., & Moore, R. (2020). Exploring student perceptions of Flipgrid in online courses. Online Learning, 24(4), 28-41. https://doi.org/10.24059/olj.v24i4.2335
  4. Lowenthal, P. R., & Dunlap, J. C. (2020). Social presence and online discussions: A mixed method investigation. Distance Education, 41(4), 490-514. https://doi.org/10.1080/01587919.2020.1821603
  5. LaBelle, C. L., Lowenthal, P. R., & Rice, K. (2020). The administration of online programs in statewide systems: A case study of the University System of New Hampshire. Online Journal of Distance Learning Administration, 23(2). https://www.westga.edu/~distance/ojdla/summer232/labelle_lowenthal_rice232.html
  6. 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), 383-391.
  7. Belt, E., & Lowenthal, P. R. (2020). Developing faculty to teach with technology: Themes from the literature. TechTrends, 64(2), 248-259. http://dx.doi.org/10.1007/s11528-019-00447-6
  8. 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). IGI Global. https://doi.org/10.4018/978-1-7998-2104-5.ch007
  9. 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 (pp. 259-275). Information Age Publishing.
  10. Lowenthal, P., West, R., Archambault, L., & Borup, J. (2020, August). Engaging students through asynchronous video-based discussions in online courses. EDUCAUSE Review. https://er.educause.edu/articles/2020/8/engaging-students-through-asynchronous-video-based-discussions-in-online-courses
  11. Rice, M. F., Lowenthal, P. R., & Woodley, X. (2020). Distance education across critical theoretical landscapes: Touchstones for quality research and teaching. Distance Education, 41(3), 319-325. https://doi.org/10.1080/01587919.2020.1790091
  12. Hodges, C., & Lowenthal, P. R. (2020). Facilitating your online course: Where to focus your efforts when a course is in progress. In M. Brown, M. Nic Giolla-Mhichil, E. Bernie, & E.. Costello (Eds.), Proceedings of the 2019 ICDE World Conference on Online Learning (Vol. 1; pp. 420-430). Dublin. http://dx.doi.org/10.5281/zenodo.3804014

2019

  1. Trespalcios, J., & Lowenthal, P. R. (2019). What do students like and dislike about learning online: An investigation of graduates’ satisfaction and perceptions of community in online courses. Australasian Journal of Educational Technology, 35(5), 60-78. https://doi.org/10.14742/ajet.4364
  2. Lowenthal, P. R., & Davidson-Shivers, G. V. (2019). Strategies used to evaluate online education. In M. G. Moore & W. C. Diehl (Eds.), Handbook of distance education (pp. 415-427; 4th ed.). Routledge.
  3. 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. https://doi.org/10.1504/IJSMILE.2019.102144
  4. Lowenthal, P. R., & Dennen, V. P. (Eds.). (2019). Social presence and identity in online learning. Routledge.
  5. Carney, M. B., Totorica, T., Cavey, L. O., & Lowenthal, P. R.(2019). Developing a construct map for teacher attentiveness. In J. D. Bostic, E. E. Krupa, & J. C. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives (pp. 152-178). Routledge.
  6. 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. http://dx.doi.org/10.1080/08923647.2019.1610262
  7. Humphrey, M.,Lowenthal, P., Conley, Q. & Lowenthal, A. (2019). Secondary special education teachers digital literacy: Identifying professional development needs within a curriculum. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2124-2129). Association for the Advancement of Computing in Education.
  8. Conley, Q., Scheufler, J., Persichini, G., Lowenthal, P., & Humphrey, M. (2019). Digital citizenship for all: Empowering young learners with disabilities to become digitally literate. In Human performance technology: Concepts, methodologies, tools, and applications (vol. 2; pp. 829-850). Hershey, PA: IGI Global. https://doi.org/0.4018/978-1-5225-8356-1.ch042
  9. 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.
  10. Conklin, S. L., Trespalacios, J., & Lowenthal, P. R. (2019). Graduate students’ perceptions of interactions in a blended synchronous learning environment: A case study. Quarterly Review of Distance Education, 20(4), 45-59.

2018

  1. Hinck, G., Rice, K., Lowenthal, P. R., & Perkins, R. (2018). Visions of quality assurance in online MBA programs. Online Learning, 22(4), 243-261. https://doi.org/10.24059/olj.v22i4.1514
  2. 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.
  3. Lowenthal, P. R., Snelson, C., & Perkins, R. (2018). Teaching Massive, Open, Online, Courses (MOOCs): Tales from the front line. The International Review of Research in Open and Distributed Learning, 19(3). http://dx.doi.org/10.19173/irrodl.v19i3.3505
  4. 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. https://doi.org/10.4018/IJDLDC.2018010101
  5. Lowenthal, P. R., & Dunlap, J. C. (2018). Investigating students’ perceptions of instructional strategies to establish social presence. Distance Education, 39(3), 281-298. https://doi.org/10.1080/01587919.2018.1476844
  6. 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. https:// doi.org/10.1371/journal.pone.0197331
  7. Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79-89. http://dx.doi.org/10.5944/openpraxis.10.1.721
  8. 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). IGI Global. https://doi.org/10.4018/978-1-5225-4206-3
  9. Chen, K-Z., & Lowenthal, P. R. (2018). Capturing professional growth of online instructors: Learning analysts’ reflections on studying a faculty development program. SAGE Research Methods Cases. Sage. https://doi.org/10.4135/9781526441652
  10. Davidson-Shivers, G. V., Rasmussen, K. L., Lowenthal, P. R. (2018). Web-based learning: Design, implementation, and evaluation. Springer.
  11. 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). Association for the Advancement of Computing Education.
  12. Cavey, L., Totorica, T., Carney, M., Lowenthal, P., & Libberton, J. (2018). Mapping student reasoning in support of mathematics teacher candidate digital learning. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count (pp. 1637-1638). International Society of the Learning Sciences.

2017

  1. 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. http://dx.doi.org/10.24059/olj.v21i4.1285
  2. Lowenthal, P. R., & Dennen, V. (2017). Social presence, identity, and online learning: Research development and need. Distance Education, 38(2), 137-140. https://doi.org/10.1080/01587919.2017.1335172 
  3. 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. https://doi.org/10.1080/01587919.2017.1324727
  4. Shelton, B. E., Hung, J-L., & Lowenthal, P. R. (2017). Predicting student success by modeling student interaction in asynchronous online courses. Distance Education, 38(1), 59-69. http://dx.doi.org/10.1080/01587919.2017.1299562
  5. 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. http://dx.doi.org/10.24059/olj.v21i1.810
  6. Lowenthal, P. R., Rice, K., Rich, S., & Walters, S. (2017). Distance Learning. In A. Hynds (Ed.), Oxford bibliographies in education. Oxford University Press. https://doi.org/10.1093/OBO/9780199756810-0186
  7. 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). Stylus. 
  8. 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). Stylus.

2016

  1. Bose, D., & Lowenthal, P. R. (2016). Instructor perceptions of integrating mobile devices in the classroom. International Journal of Social Media and Interactive Learning Environments, 4(4), 319-332. http://dx.doi.org/10.1504/IJSMILE.2016.081275
  2. 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. https://doi.org/10.1080/1051144X.2016.1205832
  3. 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.
  4. 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. doi:10.14742/ajet.2578
  5. 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. https://doi.org/10.1007/s11528-016-0056-1
  6. 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.  https://doi.org/10.1177/0017896915581060
  7. Lowenthal, P. R. (2016). A mixed methods examination of instructor social presence in accelerated online courses. In L. Kyei-Blankson, J. Blankson, E. Ntuli & C. Agyeman (Eds.), Handbook of research on strategic management of interaction, presence, and participation in online courses (pp. 147-159). Hershey, PA: IGI Global. 
  8. Dunlap, J., Bose, D., Lowenthal, P. R., York, C. S., Atkinson, M., & Murtagh, J. (2016). What sunshine is to flowers: A literature review on the use of emoticons to support online learning. In S. Y. Tettegah & M. Gartmeier (Eds.), Emotions, design, learning and technology (pp. 163-182). San Diego, CA: Elsevier. 
  9. Greear, K., & Lowenthal, P. R. (2016, January). Creating accessible video for the online classroom. Online Cl@ssroom: Ideas for effective online instruction, 3, 6. 
  10. Richardson, J., Swan, K., Lowenthal, P., & Ice, P. (2016). Social presence in online learning: Past, present, and future. In Proceedings of Global Learn 2016 (pp. 477-483). Association for the Advancement of Computing in Education (AACE).
  11. Hodges, C., Lowenthal, P., & Grant, M. (2016). Teacher professional development in the digital age: Design considerations for MOOCs for teachers. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2075-2081). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

2015

  1. Lowenthal, P. R., Bauer, C., & Chen, K-Z. (2015). Student perceptions of online learning: An analysis of online course evaluations. American Journal of Distance Education, 29(2), 85-97.
  2. Chen, K-Z., Lowenthal, P. R., & Bauer, C. (2015). Effectiveness and student perceptions of high-enrolment health studies online courses. Health Education Journal, 75(3), 343-357.
  3. 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. 373-391). IGI Global.
  4. Lowenthal, P. R. (2015). Open-access journals in educational technology. In J. M. Spector (Ed.), Encyclopedia of Educational Technology (pp. 554-556). Sage.
  5. 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. https://doi.org/10.19173/irrodl.v16i5.2348
  6. 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. OLC.

2014

  1. Perkins, R., & Lowenthal, P. R. (2014). Establishing an equitable and fair admissions system for an online doctoral program.TechTrends, 58(4), 27-35.
  2. Dunlap, J. C., & Lowenthal, P.R. (2014). 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 (pp. 41-66). Information Age Publishing.
  3. Lowenthal, P. R., & Dunlap, J. C. (2014). Problems Measuring Social Presence in a Community of Inquiry. E-Learning and Digital Media, 11(1), 19-30.
  4. Lowenthal, P. R., York, C. S., & Richardson, J. C. (Eds.). (2014). Online learning: Common misconceptions, benefits and challenges. Nova Science Publishers.

2013

  1. 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.
  2. 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.

2012

  1. Lowenthal, P. R. (2012). Which conference do you attend? A look at the conference attendance of educational technology professionals. Educational Technology, 52(6), 57-61.
  2. Lowenthal, P. R., & Dunlap, J. C. (2012). Intentional web presence: Ten SEO strategies every academic should know. EDUCAUSE Review Online.

2011

  1. Dunlap, J. C., & Lowenthal, P. R. (2011). Situational qualities Exhibited by exceptional presenters. ECAR Research Bulletin. Boulder, CO: EDUCAUSE Center for Applied Research.
  2. 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.
  3. 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.
  4. 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). IGI Global. DOI: 10.4018/978-1-61520-983-5
  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).
  6. Lowenthal, P. R., Thomas, D., Thai, A., Yuhnke, B., Edwards, M., & Gasell, C. (Eds.). (2011). The CU Online Handbook, 2011. Lulu Enterprises.
  7. 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.
  8. 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). Lulu Enterprises.
  9. 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). Lulu Enterprises. *Reprint
  10. 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). Lulu Enterprises.
  11. 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). Lulu Enterprises. *Reprint
  12. 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). Lulu Enterprises.
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. 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.
  21. 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.

2010

  1. 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).
  2. Lowenthal, P. R., & Thomas, D. (2010). Death to the Digital Dropbox: Rethinking Student Privacy and Public Performance. EDUCAUSE Quarterly, 33(3).
  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.
  4. 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
  5. 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
  6. 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

2009

  1. 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.
  2. 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 DC: Association for Educational Communications and Technology.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.
  8. 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.
  9. White, J., & Lowenthal, P. R. (2009, Spring). The cyclical rhetoric of educational reform and the rationalization of a failed zeitgeist.eJournal of Education Policy.
  10. 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.
  11. 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.

2008

  1. Wray, M., Lowenthal, P. R., Bates, B., & Stevens, E. (2008).Investigating perceptions of teaching online & f2f.Academic Exchange Quarterly, 12(4), 243-248.
  2. Lowenthal, P. R. (2008). Online faculty development and storytelling: An unlikely solution to improving teacher quality. Journal of Online Learning and Teaching, 4(3).
  3. Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2, 4.Lowenthal, P. R., & White, J. W. (2008). [Review of the book The cognitive style of PowerPoint: Pitching out corrupts within]. Education Review.
  4. 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.
  5. 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.

2007

  1. 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.
  2. 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.

2005

  1. 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.