| Rich environments for active learning: A definition RS Grabinger, JC Dunlap ALT-J 3 (2), 5-34, 1995 | 1450 | 1995 |
| Problem-based learning and self-efficacy: How a capstone course prepares students for a profession JC Dunlap Educational Technology Research and Development 53 (1), 65-83, 2005 | 664 | 2005 |
| Learner support services for online students: Scaffolding for success S Ludwig-Hardman, JC Dunlap International Review of Research in Open and Distributed Learning 4 (1), 1-15, 2003 | 476 | 2003 |
| Bounded community: Designing and facilitating learning communities in formal courses BG Wilson, S Ludwig-Hardman, CL Thornam, JC Dunlap International Review of Research in Open and Distributed Learning 5 (3), 1-22, 2004 | 405 | 2004 |
| Preparing students for lifelong learning: A review of instructional features and teaching methodologies JC Dunlap, S Grabinger Performance Improvement Quarterly 16 (2), 6-25, 2003 | 293 | 2003 |
| Getting graphic about infographics: design lessons learned from popular infographics JC Dunlap, PR Lowenthal Journal of visual literacy 35 (1), 42-59, 2016 | 289 | 2016 |
| Using guided reflective journaling activities to capture students' changing perceptions JC Dunlap TechTrends 50 (6), 20-26, 2006 | 274 | 2006 |
| From pixel on a screen to real person in your students' lives: Establishing social presence using digital storytelling PR Lowenthal, JC Dunlap The Internet and Higher Education 13 (1-2), 70-72, 2010 | 239 | 2010 |
| Rich environments for active learning in the higher education classroom JC Dunlap Constructivist learning environments: Case studies in instructional design, 1996 | 236 | 1996 |
| Hypermedia learning environments: Instructional design and integration PAM Kommers, S Grabinger, JC Dunlap Routledge, 2012 | 213 | 2012 |
| Changes in students' use of lifelong learning skills during a problem‐based learning project JC Dunlap Performance Improvement Quarterly 18 (1), 5-33, 2005 | 149 | 2005 |
| Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours P Lowenthal, J Dunlap, C Snelson Online Learning Journal 21 (4), 2017 | 146 | 2017 |
| Designing for deep and meaningful student-to-content interactions JC Dunlap, D Sobel, DI Sands Tech Trends 51 (4), 20-31, 2007 | 145 | 2007 |
| Workload reduction in online courses: Getting some shuteye JC Dunlap Performance Improvement 44 (5), 18-25, 2005 | 140 | 2005 |
| Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong learning skills JC Dunlap, PR Lowenthal IT policy and ethics: Concepts, methodologies, tools, and applications, 170-193, 2013 | 136 | 2013 |
| Investigating students’ perceptions of instructional strategies to establish social presence PR Lowenthal, JC Dunlap Distance Education 39 (3), 281-298, 2018 | 135 | 2018 |
| Online educators’ recommendations for teaching online: Crowdsourcing in action J Dunlap, P Lowenthal Open Praxis 10 (1), 79-89, 2018 | 123 | 2018 |
| What sunshine is to flowers: A literature review on the use of emoticons to support online learning JC Dunlap, D Bose, PR Lowenthal, CS York, M Atkinson, J Murtagh Emotions, technology, design, and learning, 163-182, 2016 | 119 | 2016 |
| The power of presence: Our quest for the right mix of social presence in online courses JC Dunlap, PR Lowenthal Real life distance education: Case studies in practice, 41-66, 2014 | 116 | 2014 |
| Problems measuring social presence in a community of inquiry PR Lowenthal, JC Dunlap E-Learning and Digital Media 11 (1), 19-30, 2014 | 106 | 2014 |
Patrick R. LowenthalProfessor, Educational Technology, Boise State UniversityDirección de correo verificada de boisestate.edu
