White, J., & Lowenthal, P. R. (2009, Spring). The cyclical rhetoric of educational reform and the rationalization of a failed zeitgeist. eJournal of Education Policy. Retrived from, https://www4.nau.edu/cee/jep/journals.aspx?id=282
Abstract
Educational reformers have revived the notion of managing schools like businesses. By borrowing the rhetoric of the industrialization era, the current reform agenda not only presupposes that learning and maximum financial efficiency are synonymous, but also equates students and consumers. In the following paper, we argue that history has shown that its unproductive to talk about or even worse to treat schools as businesses; instead, we argue that it is time to learn from history's lessons and reframe the way we talk about and therefore think about education.
Dunlap, J. C. & Lowenthal, P. R. (2009; expected Summer 2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2). Preprint available at: http://www.patricklowenthal.com/publications/Using_Twitter_to_Enhance_Social_Presence.pdf
Abstract
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage freeflowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Lowenthal, P. R., & Leech, N. (in Press; expected Fall 2009). Mixed research and online learning: Strategies for improvement. To
appear in T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices. Hershey,
PA: IGI Global. Preprint available at: http://www.patricklowenthal.com/publications/mixed_research_online_learning.pdf
Abstract
As online education continues to grow, it is becoming increasingly important to understand the nuances of online learning. However, to date, research on online learning has largely been characterized as being low quality. To increase the quality and promote rigor in online education research, researchers are beginning to argue for the importance of using mixed research. Yet, to date, very little mixed research has been conducted in the area of online learning. Further, the little “mixed” research that has been conducted suffers from a host of problems. Researchers need to be aware of the complexities of conducting mixed research and some of the issues that can be overlooked. This chapter focuses on some important steps and key considerations that researchers of online learning must make when conducting mixed research, in hopes to increase the rigor and quality of online learning research studies.
Lowenthal, P. R. (in Press; expected Fall 2009). The evolution and influence of social presence theory on online learning. To appear in T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices. Hershey, PA: IGI Global. Preprint available at: http://www.patricklowenthal.com/publications/evolution_social_presence.pdf
Abstract
The theory of social presence is perhaps the most popular construct used to describe and understand how people socially interact in online learning environments. However, despite its intuitive appeal, researchers and practitioners alike often define and conceptualize this popular construct differently. In fact, it is often hard to distinguish between whether someone is talking about social interaction, immediacy, intimacy, emotion, and/or connectedness when they talk about social presence. Therefore, the focus of this chapter is on outlining the evolution of the construct of social presence in an effort to understand better its relationship to online learning.
Lowenthal, P. R. (2009). Digital storytelling—An emerging institutional technology? In J. Hartley & K. McWilliam (Eds.), Story circle: Digital storytelling around the world (pp. 252-259). Oxford: Wiley-Blackwell. Available at: http://www.patricklowenthal.com/publications/DigitalStorytelling_%20preprint.pdf
Abstract
Storytelling, a timeless instructional strategy, is taking on a new life in the form of digital storytelling. During the past 12 years, Digital Storytelling, pioneered by the Center for the Digital Storytelling, has grown from an idea to a movement. The Digital Storytelling Festival has been growing in popularity since 1995 and there is now even a formal Digital Storytelling Association. However, despite the popularity of digital storytelling as a tool for expression, only recently have educators begun experimenting with this emerging instructional technology. This paper investigates trends, issues, and opportunities of using digital storytelling to improve teaching and learning.
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. http://www.patricklowenthal.com/publications/enterprisemodelEDOLpre-print.pdf
Abstract
Colleges and universities are experimenting with types of organizational and administrative structures and business models that differ significantly from those used in the past. One such model, called the Enterprise Model, is described in this paper.Simply put, an enterprise model is a centralized and standardized approach to the design, development, and management of educational programs. An enterprise model can be adopted in varying degrees for either ground-based and/or online programs. The focus of this article, though, is primarily on describing the distinctive features and characteristics of the more common approach of using an enterprise model for online programs.
Lowenthal, P. R. (2009). Social presence. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance and online learning (2nd ed., pp. 1900-1906). Hershey, PA: IGI Global. http://www.patricklowenthal.com/publications/socialpresenceEDOLpre-print.pdf
Abstract
Content
Wray, M., Lowenthal, P. R., Bates, B., & Stevens, E. (2008). Investigating perceptions of teaching online & f2f. Academic Exchange Quarterly, 12(4), 243-248. http://www.patricklowenthal.com/publications/Investigating_Perceptions_of_Teaching_Online_and_F2F.pdf
Abstract
Comparison studies have focused a great deal on the similarities and differences between online and face-to-face learning. However, there has been little research on how faculty think about and plan differently when teaching the same course online and face-to-face. In this exploratory study, we investigated faculty perceptions about instructional practices in online and face-to-face learning environments. The results suggest that faculty need additional faculty development and/or instructional design support to combat misconceptions about what works and does not work in online learning environments.
Lowenthal, P. R. (2008). Online faculty development and storytelling: An unlikely solution to improving teacher quality. Journal of Online Learning and Teaching, 4(3). Retrieved from http://jolt.merlot.org/vol4no3/lowenthal_0908.pdf
Abstract
Institutions of Higher Education are beginning to place a greater emphasis on quality teaching and student learning. However, few faculty receive any type of teacher training prior to entering the academy. As a result, faculty development is one likely solution to teacher quality issues. But faculty development is faced with serious shortcomings that impede its ability to improve teacher quality. This paper explores how moving faculty development online while at the same time incorporating the use of teacher stories could be a viable strategy to improve faculty development and teacher quality.
Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2, 4. http://www.regisfacultyonline.org/content/pdf/tlc_spring08.pdf
Abstract
Content
Lowenthal, P. R., & White, J. W. (2008). [Review of the book The cognitive style of PowerPoint: Pitching out corrupts within]. Education Review. http://edrev.asu.edu/brief/jan08.html#7
Abstract
Content
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.
http://www.patricklowenthal.com/publications/Constructivismpreprint.pdf
Abstract
Content
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. http://www.aect.org/pdf/proceedings08/2008I/08_14.pdf
Abstract
AECT has recently (yet again!) redefined our field, reverting back to the use of the term educational technology. We believe this recent change is problematic for a number of reasons, but primarily because of the weak rationale offered for the change. This change affects how external audiences view our profession and is likely to confuse practitioners in corporate and higher-ed settings in particular. We offer a review of job postings, program titles, and listserv discussions to support our case. The labels we use to define ourselves are critically important - and we hope to see a stronger case made for changes for our foundational definitions in the future.
Lowenthal, P., Christopher, L., Connors, S., & O’Reilly, L. (2007). [Review of the book What video games have to teach us about learning and literacy]. Education Review. http://edrev.asu.edu/reviews/rev591.htm
Abstract
Content
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.
Abstract
Content
Lowenthal, P., Stevens, E. & Dunlap, J. (2005). Digital Storytelling—the missing key to online faculty development? In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 1187-1190). Chesapeake, VA: AACE.
Abstract
This paper explores digital storytelling as a means to improve online faculty development. Institutions are beginning to place a greater emphasis on learner outcomes, leading to an interest in teaching quality and faculty development. Online faculty development is just one of many strategies institutions are using to develop faculty. However, online faculty development can isolate and depersonalize the experience. Digital storytelling may be an excellent way of engaging learners. Just as case studies are a successful tool to contextualize and situate learning, digital storytelling might be able to
take case studies a step further by personalizing and humanizing both the instructional task and the online environment. This paper will investigate these ideas further as well as share experiences using case studies, storytelling, and digital
storytelling in online faculty development.
take case studies a step further by personalizing and humanizing both the instructional task and the online environment. This paper will investigate these ideas further as well as share experiences using case studies, storytelling, and digital
storytelling in online faculty development.