Eric Belt, EdD
Senior Academic Innovation Specialist
Email: eric.belt@umaryland.edu
Eric Belt, EdD, is a senior academic innovation specialist and researcher in the Faculty Center for Teaching and Learning at the University of Maryland, Baltimore (UMB). He conducts educational research and supports faculty, staff, and students in improving online teaching and learning. With a doctorate in educational technology from Boise State University, a master's in distance education and e-learning from the University of Maryland, University College, and a bachelor's in business administration from Towson University, Dr. Belt brings extensive knowledge and expertise to his field.
Having previously served as the director of learning technology at the College of Southern Maryland and the assistant director of e-learning at Howard Community College, Dr. Belt has exhibited a proven track record in leading teams and implementing strategic initiatives. He actively contributes to faculty development, online course development, and the scholarship of teaching and learning. He is an adjunct assistant professor in the Health Professions Education doctoral program, combining teaching experience with a diverse course portfolio. He currently serves as a leader, board member, chair, coordinator, and reviewer to various academic associations and initiatives. Adept in the use of data analytics tools, learning management systems, and media production software, Dr. Belt combines his technical expertise with his passion for advancing educational experiences to make an impact at UMB.
Publications
Belt, E. S., Friesen, N., Lowenthal, P. R., & Snelson, C. (under review). Teacher-student relationships in an online graduate program: A phenomenological analysis.
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., 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
