Dr. Ryan Rucker

Academic Practitioner in IT, ​EdTech, and Info Science

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about me

I am an academic practitioner specializing in instructional design, information science, and online teaching pedagogy. My enthusiasm lies in establishing content-rich environments that prioritize learners, fostering impactful interactions with the curriculum. I also investigate technology adoption across various educational settings, proficient course structuring and delivery, and the integration of quality assurance benchmarks in online teaching. With a commitment to sharing knowledge widely, I strive to present research in an accessible and applicable manner for all educators. Furthermore, my extensive teaching background spanning over 12 years has allowed me to continuously improve my teaching methods. I am dedicated to supporting learners in shaping novel life experiences and working towards becoming lifelong professionals.

Before I started working as a professional educator, I held various roles within the information technology profession.

Research Interests

Online Course Design

Technology Adoption

Instructional Technologies

Industry Certifications

QM Rubric Update Seventh Edition (2023)

QM Master Reviewer Recertification (2020)

OLC Online Teaching Certificate in Online Design

W3C Schools Certified HTML Developer (2018)

Education

Teaching Philosophy

Recent Publications

Rucker, R. (2023).  Raising learner satisfaction in online computer programming and information ​technology courses: One instructor’s five successful strategies. Journal of Open, Flexible and Distance ​Learning, 27(1), 54-63.

Bickle, M., & Rucker, R. (2021).  Stumbling made me a better online instructor: 13 tips toward quality ​improvement. Distance Learning, (18)3, 14-22.

Bickle, M., & Rucker, R. (2020).  COVID-19 and higher education:  Changing adoption rates of online ​learning. Journal of Online Higher Education, (4)2, 3-10.

Bickle, M., Rucker, R., & Burnsed, K. (2019).  Online learning: Examination of attributes that promote ​student satisfaction. Online Journal of Distance Learning Administration, 22(1).

Bickle, M., & Rucker, R. (2018).  Student-to-student interaction:  Humanizing the online classroom using ​technology and group assignments. Quarterly Review of Distance Education, 19(1), 1-11.

Rucker, R., & Frass, L. (2017).  Faculty members’ perceptions of support and system usage experiences ​when their institution of higher education migrates from Blackboard Vista learning management systems ​to Desire2Learn.  Journal of Educational Technology Systems, 46(2), 259-277.

Frass, L., Rucker, R., & Washington, G. (2017).  An overview of how four institutions prepare faculty to ​teach online.  Journal of Online Higher Education, (1)1.

Frass, L., Rucker, R., & Brown, D. (2016).  Technology in the distance education classroom:  An exploratory ​study of a college of pharmacy.  Distance Learning, 13(4), 17-26.

Rucker, R., & Downey, S. (2016).  Faculty technology usage resulting from institutional migration to a new ​learning management system.  Online Journal of Distance Learning Administration, (19)1.

Rucker, R., Edwards, K., & Frass, L. (2015).  Assessing faculty experiences with and perceptions of an ​internal quality assurance process for undergraduate distributed learning courses: A pilot study.  Quarterly ​Review of Distance Education, 16(4), 35-44.

Rucker, R. (2015). Exploring Faculty Use Before and After a Learning Management System Migration: A ​Survey Approach. Dissertation. Valdosta State University, Valdosta, GA.  Retrieved from ​http://hdl.handle.net/10428/1940

Professional Experience