Selected Articles

  • Belt, E. S., Friesen, N., Lowenthal, P. R., & Snelson, C. (2025). Teacher-student relationships in an online graduate program: A phenomenological analysis. Online Learning Journal, 29(3), 338-369. https://doi.org/10.24059/olj.v29i3.4604​ 
  • 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. https://doi.org/10.1007/s10639-022-11360-6
  • Belt, E. S. & Lowenthal, P. R. (2021). Video use in online and blended courses: A qualitative synthesis. Distance Education, 42(3). doi.org/10.1080/01587919.2021.1954882
  • Belt, E. S. & Lowenthal, P. R. (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. S. (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. S. (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 

Selected Speaking Engagements

  • Belt, E. S. (2025, May 8). The role of artificial intelligence in research and clinical practice [symposium session]. Research Symposium, UM Capital Region Health, Largo, MD.
  • Belt, E. S. (2025, April 2). An overview of the IRB process for educational scholarship [symposium session]. LEAPS Symposium, University of Maryland, Baltimore, MD.
  • Belt, E. S. (2024, November 19). Exploring faculty experiences of teacher-student relationships in online courses [colloquium session]. School of Graduate Studies Research Colloquium, University of Maryland, Baltimore, MD.

Selected Presentations

  • Belt, E. S., Rogers, S., Liang, Y., & Rojas, W. (2025, November). Exploring adjunct faculty emotional labor and online teacher-student relationships [concurrent session]. POD Network 2025 Conference. San Diego, CA.
  • Belt, E. S., & Lowenthal, P. R. (2025, October). Beyond immediacy: How students recognize instructor predictability and dependability as presence in asynchronous online learning [concurrent session]. AECT 2025 International Convention. Las Vegas, NV.
  • Belt, E. S. (2025, June). Faculty perspectives on building meaningful teacher-student relationships in online education [concurrent session]. Relation-Centered Education Network (RCEN) 2025 Conference. Dublin, IRL. 
  • Belt, E. S. (2025, April). Methodological and theoretical perspectives in professions education [session chair]. AERA 2025 Annual Meeting. Denver, CO.
  • ​Belt, E. S., Keohane, C., & Vaye, C. (2024, November). Early-career faculty professional development in higher education: A literature review [concurrent session]. POD Network 2024 Conference. Chicago, IL. 
  • Belt, E. S., & Lowenthal, P. R. (2024, October). Exploring faculty experiences of closeness with online students [concurrent session]. AECT 2024 International Convention. Kansas City, MO. 
  • ​Belt, E. S., Friesen, N., Lowenthal, P. R., & Snelson, C. (2024, June). Exploring online graduate programs: A phenomenological study of teacher-student relations. Relation-Centered Education Network (RCEN) 2024 Conference. Trondheim, NOR. 
  • Belt, E. S. & Brightbill, G. A. (2023, November). Graduate Teaching Assistant Professional Development: A Systematic Review [conference session]. POD Network 2023 Conference. Pittsburgh, PA. 
  • Belt, E. S. & Hagar, E. (2022, November). An interdisciplinary “bichronous” graduate teaching assistant program [GPPD Showcase]. POD Network 2022 Conference. Seattle, WA.​

Selected Media Appearances