Professor 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, professional development practices, and gauging learning in online environments. With a graduate student research group she has recently examined the concept of instructor presence with implications for best practices in online teaching but also for instructors who are not the designers of the courses they teach. Dr. Richardson is also interested in the integration of technology to improve teaching and learning in a broader context.
Ph.D. in Curriculum and Instruction, Specializations in Educational Technology and Literacy, University at Albany/SUNY, 2001
C.A.S. Certificate of Advanced Study, University at Albany/SUNY, Educational Research and Evaluation, Specialization in Program Evaluation, 2001
M.S. in Curriculum Design & Instructional Technology, University at Albany/SUNY, 1999
M.S. in Teaching English to Speakers of Other Languages, University at Albany/SUNY, 1997
M.S. in Educational Administration and Policy Studies, University at Albany/SUNY, 1996
B.A. in Political Science and History, Russell Sage College, 1993
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://www.sciencedirect.com/science/article/pii/S0747563217300742?via%3Dihub
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.
Full Professor, Dept. of Curriculum & Instruction, Purdue University, July 2016 to present
Associate Professor, Dept. of Curriculum & Instruction, Purdue University, July 2008 to June 2016
Assistant Professor, Dept. of Curriculum & Instruction, Purdue University, June 2002 to June 2008
Research Analyst, American Institutes for Research (AIR), Washington, DC, 2000-2002
Online Teaching & Learning Specialist, Center for Learning and Technology, Empire State College, 1998-2000
Program Evaluator, Evaluation Consortium, University at Albany, 1997- 2000
American Educational Research Association (AERA)
Association for the Advancement of Computing in Education (AACE)
Association for Educational Communications and Technology (AECT)
Sloan-C/ Online Learning Consortium (OLC)
Professors of Instructional Design and Technology (PIDT)