Home > Jennifer C. Richardson - Faculty Profiles
Faculty Profiles
Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 3142work Work Phone: (765) 494-5671work Work Email: jennrich@purdue.eduINTERNET
Jennifer C. Richardson
150th Anniversary Professor Learning Design and TechnologyCurriculum and Instruction
– Profile
+ Education
- Ph.D. — Curriculum and Instruction, University at Albany/SUNY
- C.A.S. — Educational Research and Program Evaluation, University at Albany/SUNY
- M.S. — Curriculum Design & Instructional Technology, University at Albany/SUNY
- M.S. — Teaching English to Speakers of Other Languages, University at Albany/SUNY
- M.S. — Educational Administration and Policy Studies, University at Albany/SUNY
- B.A. — Political Science and History, Russell Sage College
+ Experience
- 2022 – present
150th Anniversary Professor
College of Education, Purdue University, West Lafayette, IN - 2016 – present
Professor
Department of Curriculum and Instruction
College of Education, Purdue University, West Lafayette, IN - 2008 – 2016
Associate Professor
Department of Curriculum and Instruction
College of Education, Purdue University, West Lafayette, IN - 2006 – present
Project Co-Director
Increasing Access to Quality Learning Through Effective Use of Peer Feedback in Online Discussions
FIPSE Comprehensive Program, USDOE - 2002 – 2008
Assistant Professor
Department of Curriculum and Instruction
College of Education, Purdue University, West Lafayette, IN - 2002 – 2008
Program Convener
Computer Education, Department of Curriculum and Education
College of Education, Purdue University, West Lafayette, IN - 2002 – 2004
Assistant Project Director
P3T3 Project
Purdue University, West Lafayette, IN
+ Awards
- AERA SIG Online Teaching and Learning Best Paper Award for “Community of Inquiry Design Decisions Across Disciplines” (2023).
- Purdue University’s College of Education 150th Anniversary Professor; for sustained, outstanding, high-impact teaching, and mentoring and contributing to the academic, career and personal development of students (2022+).
- Mildred B. and Charles A. Wedemeyer Award for Outstanding Scholar in Distance Education; for distinguished contributions to the scholarship and practice of distance education. (2022).
- Fellow, Purdue University Teaching Academy (2022+); for outstanding and scholarly teaching in the graduate, undergraduate, or engagement programs of Purdue University.
- UPCEA Central Region Excellence in Instructional Design Award for PoRTAL2 project. (2021).
- Intercultural Pedagogy Grant, The Center for Intercultural Learning, Mentorship, Assessment and Research, Purdue University (2021-2022).
- Graduate Faculty Mentor Award, College of Education, recognizes sustained and significant contributions to graduate education (2020-2021).
- Purdue University Faculty Scholar, recognizes outstanding faculty members at the Purdue West Lafayette campus who are on an accelerated path for academic distinction (2019-2024).
- Teaching Leadership Award Fellow, given in recognition of Purdue faculty who serve as advocates for and champions of student success through teaching (2019-2020).
- AECT Division of Distance Learning (DDL) Best Practice Award for PoRTAL: Purdue Repository for Online Teaching and Learning (2019).
- AECT Division of Teacher Education Best Proposal Award for “Supporting Pre-Service Teachers’ Goal-Setting with Digital Badges” (2019).
- Seed for Success Award, Purdue University, given in recognition of the accomplishments of investigators for their efforts in obtaining a $1 million dollar or more external sponsored award (2015, 2018).
- Online Learning Journal Outstanding Research Achievement Award in Online Education, Online Leaning Consortium (2017).
- Digital Education Scholarship of Teaching and Learning Award, Purdue’s Digital and Professional Education and the Office of the Provost. (2017)
- Best Research Paper Award, AERA Online Teaching and Learning SIG. A Meta-Analysis of Studies Examining the Community of Inquiry. (2017)
- OLC Fellow, The Online Learning Consortium, for significant contributions to the areas of scholarship, teaching and service. (2016-17)
- Best Research Paper Award, EDEN Conference, How social networking experience relates to social presence and attitudes of using social networking sites in education”. (2016)
- 2015 AECT Division of Distance Learning (DDL) Journal Article Award for York, C. & Richardson, J.C. (2012). Interpersonal interaction in online learning: Experienced online instructors’ perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98.
- Dean’s Award for Outstanding Faculty Scholarship, College of Education (2015)
- Curriculum & Instruction Outstanding Faculty Discovery Award (2015)
- Fellow, Study in a Second Discipline, Purdue University (2014-15)
- AECT Division of Distance Learning (DDL) Distance Education Book Award for, Online Learning: Common Misconceptions, Benefits, and Challenges (2014)
- Teaching for Tomorrow Fellowship Award, Senior Resource Faculty, Purdue University (2011-2012)
- Curriculum & Instruction Outstanding Faculty Discovery Award, Scholarship of Teaching (2010)
- AERA SIG Instructional Technology Leadership Award (2009)
- Sloan-C Effective Practices in Online Education Award for “Using the Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation and Continuous Quality Improvement” (2009)
- Teaching for Tomorrow Fellowship Award, Junior Faculty, Purdue University (2007-2008)
- Purdue University Exemplary Distance Education Course Award (2008)
- Purdue University Award for Excellence in Distance Learning (2006).
+ Professional Memberships
- American Educational Research Association (AERA)
- Association for Educational Communications and Technology (AECT)
- Online Learning Consortium (OLC)
- Professors of Instructional Design and Technology (PIDT)
+ Research and Publications
Dr. Richardson’s research focuses on distance education, in particular online learning environments. Specific areas of research and practice related to online learning include social aspects of online learning, including social presence, the Community of Inquiry (CoI), and strategies that not only enhance the learning environment for students, but also make it more efficient and effective for instructors. In parallel, Dr. Richardson’s work also looks to the preparation of instructional designers as it relates to developing effective and meaningful online learning environments.
Selected Publications
- Richardson, J.C., Fiock, H. Olesova, L. & Stenbom, S. (2024). Evidence-based practices for developing a community of inquiry. In Martindale, T., Amankwatia, T., Cifuentes, L. & Pina, A. (Eds.), Handbook of Research in Online Learning.
- Richardson, J.C., Maeda, Y., Caskurlu, S., Kozan, K. & Swan, K.P. (2023). Evidence-based collaborative-constructivist online design and practice. In Stenbom, S., Cleveland-Innes, M., and Garrison, D.R. (Eds.), The design of digital learning environments: Online and blended applications of the Community of Inquiry.
- Richardson, J.C., Castellanos Reyes, D., Janakiraman, S., & Duha, S. (2023). The process of developing a digital repository for online teaching using design-based research. TechTrends. https://doi.org/10.1007/s11528-022-00795-w
- Duha, M. S. U., Richardson, J. C., Ahmed, Z., Yeasmin, F. (2023). The use of Community of Inquiry Framework-informed Facebook discussion activities on student speaking performances in a blended EFL class. Online Learning, 26(4), 94-117. DOI: 10.24059/olj.v26i4.3490
- Castellanos-Reyes D., Koehler, A. A. and Richardson, J.C. (2023) The i-SUN process to use social learning analytics: A conceptual framework to research online learning interaction supported by social presence. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1212324
- Dennen, V., Dickson-Deane, C., Ge, X., Ifenthaler, D., Murthy, S., & Richardson, J. C. (Eds.). (2022). Global perspectives on educational innovations for emergency situations. Springer. Open Access: https://link.springer.com/book/10.1007/978-3-030-99634-5
- Richardson, J.C., Caskurlu, S., Castellanos-Reyes, D., Duan, S., Duha, M., Fiock, H., Long,Y. (2022). Faculty conceptualization, implementation, and evaluation of scaffolding in online courses. Journal of Computing in Higher Education, 34, 242-279. https://doi.org/10.1007/s12528-021-09300-3
- Duha, M.S.U., Richardson, J.C., Maeda, Y., & Kucuk, S. (2022). The role of prior online learning experience on student Community of Inquiry, engagement, and satisfaction scores. Online Learning, 26(4), 475-493. DOI: 10.24059/olj.v26i4.2949
- Shea, P., Richardson, J.C., & Swan, K. (2022). Building Bridges to Advance the Community of Inquiry Framework for Online Learning. Educational Psychologist. https://www.tandfonline.com/doi/full/10.1080/00461520.2022.2089989
- Mueller, C. Watson, S., & Richardson, J.C. (2022). How instructional designers approach conflict with faculty. Journal of Applied Instructional Design, 11(1). Available online at: https://edtechbooks.org/jaid_11_1/how_instructional_de
- Mueller, C., Richardson, J.C., Watson, S., and Watson, W. (2022). Instructional designers’ perceptions & experiences of collaborative conflict with faculty. TechTrends. https://link.springer.com/article/10.1007/s11528-022-00694-0
- Lim, J. & Richardson, J.C. (2022). Considering how disciplinary differences matter for successful online learning through the Community of Inquiry lens. Computers and Education, 18. https://doi.org/10.1016/j.compedu.2022.104551
- Richardson, J.C., Castellanos Reyes, D., Janakiraman, S., & Duha, S. (2022). The process of developing a digital repository for online teaching using design-based research. TechTrends. https://doi.org/10.1007/s11528-022-00795-w
- Maeda, Y., Caskurlu, S., Kenney, R., Kozan, K., & Richardson, J.C. (2021). Moving qualitative synthesis research forward in education: A methodological systematic review. Educational Research Review. DOI: http://dx.doi.org/10.1016/j.edurev.2021.100424
- Fiock, H., Maeda, Y., & Richardson, J. C. (2021). Instructor impact on differences in teaching presence scores in online courses. The International Review of Research in Open and Distributed Learning, 22(3), 55-76. https://doi.org/10.19173/irrodl.v22i3.5456
- Lim, J. & Richardson, J.C. (2021). Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines. Computers and Education. Available online at: https://doi.org/10.1016/j.compedu.2020.104063
- Caskurlu, S., Richardson, J.C., Alamri, H., Chartier, K., Farmer, T., Janakiraman, S., Strait, M., & Yang, M. (2021). Cognitive load and online course quality: Insights from instructional designers in a higher education context. British Journal of Educational Technology, 52(2), 584-605. http://dx.doi.org/10.1111/bjet.13043; Available online: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13043
- Caskurlu, S. Richardson, J.C., Maeda, Y. & Kozan, K. (2021). The qualitative evidence behind the factors impacting online learning as informed by the Community of Inquiry Framework: A thematic synthesis. Computers & Education. https://doi.org/10.1016/j.compedu.2020.104111
- Caskurlu, S., Maeda, Y., Richardson, J.C., & Lv, J. (2020). A Meta-Analysis Addressing the Relationship between Teaching Presence and Students’ Satisfaction and Learning. Computers and Education. Available online at: https://authors.elsevier.com/sd/article/S0360-1315(20)30164-0 https://doi.org/10.1016/j.compedu.2020.103966
- Richardson, J.C., Brush, T., Ottenbreit-Leftwich, A., Karlin, M. Leary, H., Shelton, B., Lowell, V., Exter, M., Strycker, J., Shin, S. (2020). Innovative program connections for instructional design programs. Tech Trends. https://doi.org/10.1007/s11528-019-00445-8
- Richardson, J.C., Ashby, I., Alshammari, A., Cheng, Z., Johnson, B., Krause, T., Lee, D., Randolph, A., Wang, H. (2019). Building successful collaborative relationships between faculty and instructional designers. Educational Technology Research and Development, 67(4), 855-880. Available online. https://doi.org/10.1007/s11423-018-9636-4
- Cheng, Z., Richardson, J.C., & Newby, T. (2019). Using open digital badges as goal setting facilitators: A multiple case study. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-019-09240-z
- Küçük, S. & Richardson, J.C. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning, 23(2), 196-216. Available online. DOI: 10.24059/olj.v23i2.1455
- Richardson, J.C. & Kozan, K. (2017). Digging deep into Communities of Inquiry at Purdue. Educational Media and Technology Yearbook, Volume 40.
- Richardson, J.C., Maeda, Y., Lv, J. & Caskurlu, S. (2017). A meta-analysis of social presence in relation to students’ satisfaction and learning. Computers and Human Behavior, 71, 402-417. http://dx.doi.org/10.1016/j.chb.2017.02.001
- Watson, S., Watson, B., Janakiraman, S., & Richardson, J.C. (2017). A team of instructors’ use of Social Presence, Teaching Presence and Attitudinal Dissonance: An Animal Behaviour and Welfare MOOC. International Review of Research in Open and Distance Learning, 18(2), 69-90. Available online at: http://www.irrodl.org/index.php/irrodl/article/view/2663/4087
- Richardson, J.C. & Lowenthal, P. (2017). Instructor social presence: Learners’ needs and a neglected component of the Communities of Inquiry framework. Social Presence in online learning: Multiple perspectives, theories, and practices. Sterling, VA; Stylus Publishing.
- Swan, K. & Richardson, J.C. (2017). Learning about the Community of Inquiry (CoI) framework. Social Presence in online learning: Multiple perspectives, theories, and practices. Sterling, VA; Stylus Publishing.
- Olesova, L., & Richardson, J. (2017) The effectiveness of feedback in asynchronous online courses for non-native speakers of English. In M. Carrier, R. Damerow, & K. Bailey (Eds), Digital language learning and teaching: Research, theory and practice. New York, NY; Routledge, Taylor & Francis.
- Richardson, J.C. & Kozan, K. (2017). Digging deep into Communities of Inquiry at Purdue. Educational Media and Technology Yearbook, Volume 40. doi: 10.1007/978-3-319-45001-8_6
- Richardson, J.C., Besser, E., Koehler, A., Lim, J. & Strait, M. (2016). Instructors’ perceptions of instructor presence in online courses. International Review of Research in Open and Distributed Learning, 17(4), 82-104.Available online at: http://www.irrodl.org/index.php/irrodl/article/view/2330/3800
- Lim, J. & Richardson, J.C. (2016). Effect of online learners’ social networking experience and perceived social presence in online learning. The Internet and Higher Education, 29(2), 31-39. http://dx.doi.org/10.1016/j.iheduc.2015.12.001
- Watson, S., Watson, B., Richardson, J.C. & Loizzo, J. (2016). Instructor’s use of Social Presence, Teaching Presence and Attitudinal Dissonance: A case study of an attitudinal change MOOC. International Review of Research in Open and Distributed Learning, 17(3), 54-74. Available online at: http://www.irrodl.org/index.php/irrodl/article/view/2379
- Yu, T. & Richardson, J.C. (2015). Examining the reliability and validity of a Korean version of the Community of Inquiry instrument using exploratory and confirmatory factor analysis. The Internet and Higher Education, 25, 45-52. http://dx.doi.org/10.1016/j.iheduc.2014.12.004
- Richardson, J.C. & Alsup, J. (2015). Moving from the classroom to the keyboard: How seven teachers created their online teacher identities. International Review of Research in Open and Distributed Learning, 16(1), 142-167. Available online at: http://www.irrodl.org/index.php/irrodl/article/view/1814
- Richardson, J.C., Koehler, A., Besser, E., Caskurlu, S. Lim, J. & Mueller, C. (2015). Conceptualizing and Investigating Instructor Presence in Online Learning Environments. International Review of Research in Open and Distributed Learning, 16(3), 256-297. Available online at: http://www.irrodl.org/index.php/irrodl/article/view/2123
- Yu, T & Richardson, J.C. (2015). An exploratory factor and reliability analysis of the student online learning readiness (SOLR) instrument. Online Learning (formerly the Journal of Asynchronous Learning Networks), 19(5). Available online.
- Kozan, K. & Richardson, J.C. (2014). New exploratory and confirmatory factor analysis insights into the Community of Inquiry survey. The Internet and Higher Education, 23, 39-47. http://dx.doi.org/10.1016/j.iheduc.2014.06.002
- Kozan, K. & Richardson, J.C. (2014). Interrelationships between and among Social, Teaching and Cognitive Presence. The Internet and Higher Education, 21, 68-73. doi.org/10.1016/j.iheduc.2013.10.007
- Lowenthal, P., York, C. & Richardson, J.C. (Eds). (2014). Online learning: Common misconceptions, benefits and challenges. Nova Science Publishers, NY.
- Richardson, J.C., Sadaf, A., Ertmer, P. (2012). Relationship between types of question prompts and critical thinking in online discussions. In Z. Akyol & D.R. Garrison (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 197-222). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch011
- York, C. & Richardson, J.C. (2012). Interpersonal interaction in online learning: Experienced online instructors’ perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98. Available online.
- Richardson, J.C., Arbaugh, B. Cleveland-Innes, M., Ice, P., Swan, K. & Garrison, D.R. (2012). Using the Community of Inquiry framework to inform effective instructional design. In L. Moller & J. Huett (Eds.), The Next Generation of Education (pp. 97-125). New York: Springer. https://doi.org/10.1007/978-1-4614-1785-9_7
- Richardson, J.C., Maeda, Y. & Swan, K. (2010). Adding a web-based perspective to the self-assessment of knowledge: Compelling reasons to utilize affective measures of learning. Academy of Management Learning & Education, 9(2), 321-328. https://doi.org/10.5465/amle.9.2.zqr329
- Richardson, J.C. & Ice, P. (2010). Investigating students’ level of critical thinking across instructional strategies in online discussions. The Internet and Higher Education, 13(1-2), 52-59. https://doi.org/10.1016/j.iheduc.2009.10.009
- Boston, W., Diaz, S., Gibson, A., Ice, P., Richardson, J., & Swan, K. (2009). An exploration of the relationship between indicators of the Community of Inquiry framework and retention in online programs. Journal of Asynchronous Learning Networks, (13)3, 67-83. Available online.
- Swan, K., Richardson, J.C., Ice, P., Garrison, D.R., Cleveland-Innes, M. & Arbaugh, J.B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-mentor, 2(24).
- Arbaugh, B., Cleveland-Innes, M., Diaz, S. Ice, P., Garrison, D.R., Richardson, J.C, Shea, P. & Swan, K. (2008). Developing a Community of Inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample. The Internet and Higher Education, (11) 3-4, 133-136. https://doi.org/10.1016/j.iheduc.2008.06.003
- Richardson, J. C., & Newby, T. (March 2006). The role of students’ cognitive engagement in online learning. The American Journal of Distance Education, 20(1), 23-37. http://dx.doi.org/10.1207/s15389286ajde2001_3
- Richardson, J. C., & Swan, K.P. (2003). An examination of social presence in online courses in relation to student’s perceived learning and satisfaction. Journal of Asynchronous Learning, 7(1), 68-88. Available online.
+ Courses Typically Taught
- EDCI 57500 — Foundations of Online and Blended Learning
- EDCI 59100 — Writing Research Proposals
- EDCI 66000 — Seminar in Learning, Design and Technology
- EDCI 67000 — Learning Design and Technology Integrated Project
- EDCI 67300 — Issues and Methods in Educational Technology Research