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3.
The Elements, Processes, and Outcomes of Collaborative Massive Open Online Course Development Teams
by Stengel, Paul Joseph, Ed.D.  Teachers College, Columbia University. 2020: 183 pages; 27993696.
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Integrating Instructional Technology into Higher Education
by Markova, Mariya, D.A.  Franklin Pierce University. 2011: 293 pages; 3473435.
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Instructional Design Strategies for Deep Learning in Accelerated Courses Across Discipline
by Grincewicz, Amy M., Ph.D.  Capella University. 2017: 173 pages; 10285475.
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Considering Peer Feedback: Investigating the Role of the Assessee During Peer Revision
by Simmons, Elizabeth D., Ed.D.  University of Pennsylvania. 2019: 166 pages; 13904855.
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Learning objects: A user-centered design process
by Branon, Rovy F., III, Ph.D.  Indiana University. 2011: 172 pages; 3488034.
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Appreciative Inquiry Impact on University Instructor's Nonverbal Immediacy
by Gordon, Aviva, Ed.D.  Wayne State University. 2020: 121 pages; 28030680.
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Arts as Collaborative Inquiry: Re-Defining and Re-Centering Quality Arts Practice in Schools
by Hallmark, Elizabeth, Ph.D.  University of Rochester. 2011: 231 pages; 3442800.
30.
A qualitative phenomenological study of the implementation of concept-based instruction
by Fair, Carmella G., Ed.D.  University of Phoenix. 2014: 201 pages; 3647750.
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