Publications
Belt, E. S., Lowenthal, P. R., & Fromtling, L. (under review). Exploring faculty experiences of teacher-student relationships in online courses.
Belt, E. S., Keohane, C., Vaye, C., & Fromtling, L. (under review). Early career faculty professional development in higher education: A systematic review.
Belt, E. S., Friesen, N., Lowenthal, P. R., & Snelson, C. (in press). Teacher-student relationships in an online graduate program: A phenomenological analysis. Online Learning Journal.
Belt, E. S., Brightbill, G. A., & Roberts-Lieb, S. (in press). Graduate Teaching Assistant professional development in higher education: A systematic review. New Directions for Teaching and Learning. Special Issue.
Belt, E. S. & Riley, S. J. (2024). The SoTL research roadmap: A practical workbook (CC BY-NC-SA 4.0). Faculty Center for Teaching and Learning, University of Maryland, Baltimore. https://creativecommons.org/licenses/by-nc-sa/4.0/
Belt, E. S., Menendez, R. H., & Cestone, C. M. (2024). Center for teaching and learning websites as online faculty development: A framework. To Improve the Academy, 43(1), 226-263. https://doi.org/10.3998/tia.3311
Belt, E. S., & 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(5), 4941-4964. https://doi.org/10.1007/s10639-022-11360-6
Lowenthal, P., Borup, J., West, R., Archambault, L., & Belt, E. S. (2021). Faculty perceptions of using synchronous video-based communication technology. Online Learning Journal, 25(4), 74-103. https://doi.org/10.24059/olj.v25i4.2890
Lowenthal, P. R., Fiock, H. S., Shreaves, D. L., & Belt, E. S. (2021). Investigating students’ perceptions of screencasting style of video feedback in online courses. TechTrends, 66(2), 265-275. doi.org/10.1007/s11528-021-00665-x
Belt, E. & Lowenthal, P. (2021). Video use in online and blended courses: A qualitative synthesis. Distance Education, 42(3), 410-440. doi.org/10.1080/01587919.2021.1954882
Cestone, C., Belt, E., & Kulo, V. (2021). Communicating Instructional Design with Faculty. In J. E. Stefaniak, S. Conklin, B. Oyarzun, & R. M. Reese (Eds.), A Practitioner's Guide to Instructional Design in Higher Education. EdTech Books. edtechbooks.org/id_highered/communicating_instru
Belt, E. & Lowenthal, P. (2020). Developing faculty to teach with technology: Themes from the literature. Tech Trends, 64(2), 248-259. doi.org/10.1007/s11528-019-00447-6
Belt, E. (2018). Book review of best practices for teaching with emerging technologies. Open Praxis, 10(3), 305-306. doi.org/10.5944/openpraxis.10.3.896
Belt, E. (2014). Applying heutagogy in online learning: The side model. In L. M. Blaschke, C. Kenyon, & S. Hase (Eds.), Experiences in self-determined learning (pp. 195-204). Middletown, DE: Amazon Publishing. uol.de/fileadmin/user_upload/coer/Experiences-in-self-determined-learning.pdf
