Online Learning Consortium
EDUCAUSE
EDUCAUSE
ACM SIGUCCS
ACM SIGUCCS
Sony Corporation and T.H.E. Journal
EDUCOM (Educational Uses of Information Technology – EUIT)
Co‑Director, Institute for Emerging Leadership in Online Learning (IELOL), Online Learning Consortium
Co-Director, Center for Online Innovation in Learning (COIL), The Pennsylvania State University
Director, Faculty Development (Academic Outreach), The Pennsylvania State University
Director, Instructional Design and Development (World Campus), The Pennsylvania State University
Affiliate Faculty (online teaching), The Pennsylvania State University
Co‑Director and Faculty, Learning Technology Leadership Institute, EDUCAUSE
Coordinator, Instructional Technologies, The Pennsylvania State University
Instructional Designer, The Pennsylvania State University
Education Coordinator, The Pennsylvania State University
Educational Specialist, The Pennsylvania State University
Agricultural Education Instructor, Fairfield Area School District
Lawrence C. Ragan is an educational technology leader known for advancing online and distance learning in higher education. At The Pennsylvania State University, he helped create and manage Penn State’s World Campus, served as Director of Instructional Design and Development (1995–2008), led Academic Outreach faculty development (2008–2013), and co‑directed the Center for Online Innovation in Learning (COIL) (2012–2016). He also co‑directed the Institute for Emerging Leadership in Online Learning (IELOL) with the Online Learning Consortium (2009–2017) and was faculty/co‑director for EDUCAUSE’s Learning Technology Leadership Institute (2005–2007). Since leaving Penn State, he has led Ragan Education LLC and continues to contribute to leadership development and faculty preparation for quality online teaching. His scholarship includes highly cited work on online‑teaching competencies, faculty development frameworks, and guiding principles for quality in distance education. citeturn18search2turn18search9turn18search1turn19search2turn16search1
Faculty‑generated framework (from the IDE project) articulating principles across learning goals/content, interactions, assessment/measurement, instructional media/tools, and learner services/support to guide course design and development for effective distance education.
Online Learning • Journal
Exploratory study identifying teaching behaviors, attitudes, and beliefs (tasks) that reflect competencies for online teaching success. A 64‑item survey was distributed to experienced online faculty and staff (n=197). Over half the tasks were rated ≥6.0 on a 7‑point scale; many highly rated tasks did not load into factors via factor analysis. Results inform faculty development by prioritizing competencies critical to online instruction.
Online Learning • Journal
Describes design and implementation of a professional development program at Penn State’s World Campus grounded in prior research on competencies for online teaching success. The paper connects research findings to a certificate program structure and courses for preparing online faculty.
Journal of Veterinary Medical Education • Journal
Reviews how distance education complements traditional modes and the roles and functions faculty must fulfill for effective DE. Many principles overlap with in‑person teaching, but faculty must appreciate unique DE aspects such as new interaction patterns and course management demands to optimize learning.
The Journal of General Education • Journal
Discusses outcomes of Penn State’s Innovations in Distance Education (IDE) project, articulating faculty‑developed guiding principles and practices for designing quality distance education and showing their applicability to general education. Emphasizes active learning elements and institution‑wide engagement to support effective instructional interaction.
Leading the eLearning Transformation of Higher Education (2nd ed.) • Chapter
Focuses on preparing instructors with online‑teaching competencies and on institutional leadership needed to sustain capacity. Describes how shifting dynamics online change interaction types, boundaries, and expectations, and outlines leadership strategies for ongoing faculty development.
Stylus Publishing (in association with the Online Learning Consortium) • Book
Authored by pioneers in online learning, this volume offers guidance for integrating e‑learning into institutional strategy and operations. Topics include leadership and culture, learning effectiveness, faculty and student success, technology integration, and policy. Aims to prepare the next generation of e‑learning leaders during rapid technological change.
Magna Publications / Faculty Focus • Report
Synthesizes a series of columns (“Between the Clicks”) into ten actionable principles for online instructors, including showing up and teaching, proactive course management, establishing activity patterns, planning for contingencies, clear written communication, maintaining forward progress, and emphasizing quality and security.
CAUSE/EFFECT (EDUCAUSE) • Journal
Presents faculty‑generated guiding principles for quality distance education developed through the IDE project. Principles span five categories—learning goals and content presentation; interactions; assessment and measurement; instructional media and tools; and learner services and support—framing design and development decisions for effective learning.