Richard G. Fuller

Richard Fuller is Associate Professor of Education currently serving as graduate faculty at Robert Morris University in the Department of Secondary Education and Graduate Studies. He has served as the Dean of Education for a career college and as Program Director and Assistant Professor for graduate Leadership studies at Drexel University. In addition to his university work, Dr. Fuller serves as a consultant having worked on projects for the Department of Transportation, the Department of Health, higher education institutions, corporate and government entities for education and leadership. Dr. Fuller was elected to the Phi Kappa Phi National Honor Society and is the recipient of the James Naddeo Academic Award in 2002. He speaks nationally and internationally each year on education, distance education, workforce leadership, recruitment and retention, personal motivation and brain compatible learning.

Publications

Team Teaching in the Online Graduate Environment: Collaborative Instruction
Team Teaching in the Online Graduate Environment: Collaborative Instruction
Richard G. Fuller, Jean Bail. © 2013. 13 pages.
Team teaching has long been thought to have positive benefits for learners and teachers in a variety of educational settings. Using an action research model the authors describe...
Building Empathy in Online Courses: Effective Practical Approaches
Building Empathy in Online Courses: Effective Practical Approaches
Richard G. Fuller. © 2012. 11 pages.
This research study examined the empathetic practices of effective higher education faculty from seven universities that offer online programs. Using a phenomenological approach...
Distinctive Distance Education Design: Models for Differentiated Instruction
Distinctive Distance Education Design: Models for Differentiated Instruction
Richard G. Fuller, Gary William Kuhne, Barbara A. Frey. © 2011. 227 pages.
As the educative process continues to transform, educators and instructional designers are challenged to understand the nature of online learning and the central issues involved...
Designing Education Outside of the Traditional Classroom
Designing Education Outside of the Traditional Classroom
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 12 pages.
Differentiating Instruction: Four Types of Courses
Differentiating Instruction: Four Types of Courses
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 14 pages.
Learners and Learning
Learners and Learning
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 12 pages.
Designing for Interaction in Online Courses
Designing for Interaction in Online Courses
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 19 pages.
Social Presence
Social Presence
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 11 pages.
Administrative Issues Impacting Instructional Design for Online Learning
Administrative Issues Impacting Instructional Design for Online Learning
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 15 pages.
Preactive Stage: Needs Assessment
Preactive Stage: Needs Assessment
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 15 pages.
Preactive Stage: Behavioral Objectives and Lesson Planning
Preactive Stage: Behavioral Objectives and Lesson Planning
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 15 pages.
Preactive Stage: Lesson and Program Evaluation
Preactive Stage: Lesson and Program Evaluation
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 16 pages.
Active Teaching Phases: Foundational Pedagogies
Active Teaching Phases: Foundational Pedagogies
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 16 pages.
Active Teaching Phases: Skills Based and Analysis/Synthesis Pedagogies
Active Teaching Phases: Skills Based and Analysis/Synthesis Pedagogies
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 12 pages.
Designing Foundational Courses
Designing Foundational Courses
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 11 pages.
Designing Skills Based Classes
Designing Skills Based Classes
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 19 pages.
Designing Analysis/Synthesis Courses
Designing Analysis/Synthesis Courses
Barbara A. Frey, Richard G. Fuller, Gary William Kuhne. © 2011. 17 pages.
Team Teaching in the Online Graduate Environment: Collaborative Instruction
Team Teaching in the Online Graduate Environment: Collaborative Instruction
Richard G. Fuller, Jean Bail. © 2011. 12 pages.
Team teaching has long been thought to have positive benefits for learners and teachers in a variety of educational settings. Using an action research model the authors describe...
Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types
Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types
Richard G. Fuller, Gary Kuhne. © 2010. 13 pages.
This research study examined the best interactive practices of effective health care education faculty from six major universities that offer online health care programs. Program...
Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types
Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types
Richard G. Fuller, Gary Kuhne. © 2009. 13 pages.
This research study examined the best interactive practices of effective health care education faculty from six major universities that offer online health care programs. Program...
International Journal of Information and Communication Technology Education (IJICTE)
International Journal of Information and Communication Technology Education (IJICTE)
David D. Carbonara. Est. 2005.
Ask any teacher at any level of education – technology engages learners and animates their imagination. Technology stimulates minds in ways that make a profound and lasting...