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.

2022

  1. Lowenthal, P. R. (accepted). Exploring student perceptions of asynchronous video in online courses. Distance Education.
  2. Bader, J., Snelson, C., Lowenthal, P. R., & Friesen, N. (accepted).  The use of images in higher-ed online learning: A qualitative content analysis. International Journal of Online Pedagogy and Course Design
  3. 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
  4. 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 
  5. 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
  6. Stewart, W. H., Baek, Y., & Lowenthal, P. R. (2022). One year of Emergency Remote Teaching (ERT): A comparative semester analysis of exchange students’ experiences and perceptions of learning online during COVID-19. Online Learning.
  7. 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. Routledge.

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. Trespalacios, J., Uribe-Florez, L., Lowenthal, P. R., Lowe, S., & Jensen, S. (2021). Students’ Perceptions of Institutional Services and Online Learning Self-Efficacy. American Journal of Distance Education. Advance online publication. https://doi.org/10.1080/08923647.2021.1956836
  5. 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
  6. 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
  7. 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
  8. Houlden, S., Hodson, J., Veletsianos, G., Gosse, C., Lowenthal, P. R., Dousay, T. D., & Hall, N. C. (online first). Support for scholars coping with online harassment: An ecological framework. Feminist Media Studies. https://doi.org/10.1080/14680777.2021.1883086
  9. 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
  10. 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
  11. 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
  12. 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
  13. 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

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.