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2.
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.
5.
Instructional Design Strategies for Deep Learning in Accelerated Courses Across Discipline
by Grincewicz, Amy M., Ph.D.  Capella University. 2017: 173 pages; 10285475.
7.
Integrating Instructional Technology into Higher Education
by Markova, Mariya, D.A.  Franklin Pierce University. 2011: 293 pages; 3473435.
15.
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.
17.
Learning objects: A user-centered design process
by Branon, Rovy F., III, Ph.D.  Indiana University. 2011: 172 pages; 3488034.
24.
A qualitative phenomenological study of the implementation of concept-based instruction
by Fair, Carmella G., Ed.D.  University of Phoenix. 2014: 201 pages; 3647750.
25.
Social presence: What is it? How do we measure it?
by Lowenthal, Patrick Ryan, Ph.D.  University of Colorado at Denver. 2012: 187 pages; 3506428.
29.
Academic self-efficacy among students enrolled in developmental education: The role of social modeling
by DeAngelis, Kristin, D.Ed.  The University of North Carolina at Charlotte. 2014: 100 pages; 3636105.
30.
Critical Thinking in Performance Improvement Practitioners
by Jensen, Leanne R., D.Ed.  Capella University. 2020: 129 pages; 27956118.
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