Richard W. Riley College of Education and Leadership
School of Higher Education, Leadership, and Policy
Dr. Doris U. Bolliger’s formal training is in instructional design and technology, and she has served at different institutions in various roles during her 20 year career in higher education. Dr. Bolliger served as a graduate program coordinator at the University of Wyoming. At Walden University, she serves as a dissertation mentor in the Ph.D. Education and Doctor of Education programs. She has served on numerous gradaute student committees.
Dr. Bolliger's primary research interests include faculty and student satisfaction, communication, community, connectedness, engagement, and interaction in online learning environments. Other research interests are the utilization of mobile technologies in informal settings. Dr. Bolliger has presented at numerous conferences including the American Educational Research Association, Association for Educational Communications & Technology, and Northern Rocky Mountain Educational Research Association. She has published over 40 peer-reviewed journal articles.
EDPD 8910 - Writing a Quality Prospectus
EdD, University of West Florida
MA, Bowie State University
BS, Park University
AA, Arkansas State University
Laramie Animal Welfare Society, Volunteer - Laramie, WY United States
Awards / Honors
Outstanding Research and Scholarship Award, University of Wyoming, 2016
Fulbright Award, Council for International Exchange of Scholars, 2014
Bolliger, D. U., Martin, F. (2021). Critical design elements in online courses. Distance Education.
Shepherd, C. E., Kilty, T. J., McCoy, D., Bolliger, D. U. (2021). Navigating tensions associated with smartphone use in outdoor recreation settings. Journal of Outdoor Recreation, Education, and Leadership.
Martin, F., Bolliger, D. U., Flowers, C. (2021). Design matters: Development and validation of the Online Course Design Elements (OCDE) instrument. International Review of Research in Open and Distributed Learning.
Bolliger, D. U., McCoy, D., Kilty, T., Shepherd, C. E. (2021). Smartphone use in outdoor recreation: A question of activity progression and place. Journal of Adventure Education and Outdoor Learning.
Bolliger, D. U., Martin, F. (2021). Factors underlying the importance of online student engagement strategies. Journal of Applied Research in Higher Education.
Jamison, T. E., Bolliger, D. U. (2020). Student perceptions of connectedness in online graduate business programs. Journal of Education for Business.
Halupa, C., Bolliger, D. U. (2020). Technology fatigue in higher education faculty. Journal of Education and Practice.
Aldosemani, T., Shepherd, C. E., Bolliger, D. U. (2019). Perceptions of instructors teaching in Saudi blended learning environments. TechTrends: Linking Research and Practice to Improve Learning.
Bolliger, D. U., Shepherd, C. E., Bryant, V. H. (2019). Faculty members’ perceptions of online program community and their efforts to sustain it. British Journal of Educational Technology.
Des Armier, Jr., D., Bolliger, D. U. (2019). An investigation of graduate students' attitudes toward the Internet and feelings of connectedness. Journal of Continuing Higher Education.
Shepherd, C. E., Bolliger, D. U. (2019). Online graduate student perceptions of program community. Journal of Educators Online.
Bolliger, D. U., Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education.
Bolliger, D. U., Shepherd, C. E. (2018). Instructor and adult learner perceptions of the use of Internet-enabled devices in residential outdoor education programs. British Journal of Educational Technology.
Bolliger, D. U., Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes in online courses. Distance Education.
Martin, F., Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning.
Mills, D. J., Bolliger, D. U., McKim, C. (2018). Modification and revalidation of the m-learning acceptance model. Computer-Assisted Language Learning-Electronic Journal.