 to educational practice. In L. Moller, J. B. Huett &, D. M. Harvey (Eds.), Learning and instructional technologies fo r the 21st century: Visions o f the future (pp. 75-93), New York, NY: Springer, doi: 10.1007/978-0387 -09667-4 5 Suddaby, R. (2006). From the editors: What grounded theory is not. Academy o f Management Journal, 49(A), 633-642. Sullivan, L. (2009). Cognitive dissonance (communication). In L. Sullivan (Ed.), The SAGE glossary o f the social and behavioral sciences (p. 83). Thousand Oaks, CA: Sage Publications, Inc. doi: 10.4135/9781412972024.n412 Suter, W. N. (2012). Introduction to educational research. Thousand Oaks, CA: Sage Publications. Tamim, R. M., & Bernard, R. M., & Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review o f Educational Research, 81(A), 4-28. doi: 10.3102/0034654310393361 Treanor, B. (2010). Gabriel Marcel. In E. N. Zalta (Ed.), The Stanford encyclopedia o f philosophy (Fall 2010 Edition). Retrieved from http://plato.stanford.edu/archives/fall2010/entries/marcel/ Trochim, W. M. K. & Donnelly, J. P. (2008). The research methods knowledge base. Mason, OH: Cengage Learning. Troquard, N., Trypuz, R., & Vieu, L. (2006). Towards an ontology of agency and action: From STIT to OntoSTIT+. In B. Bennett & C. Fellbaum (Eds.), Formal Ontology in Information Systems: Proceedings o f the Fourth International Conference (pp. 179-190). Amsterdam, Netherlands: IOS Press. Tunstall, D. A. (2009). Struggling against the specter of dehumanization: The experiential origins of Marcel's reflective method. Philosophy Today, 53(2), 147
to educational practice. In L. Moller, J. B. Huett &, D. M. Harvey (Eds .), Learning and instructional technologies fo r the twenty-first hundred: vision o f the future (pp. 75 - 93), New York, NY: Springer, doi: 10.1007/978 - 0387 -09667 - 4 5 Suddaby, R. (2006). From the editors: What ground theory is not. Academy o f Management Journal, 49(A), 633 - 642. Sullivan, L. (2009). Cognitive noise (communication). In L. Sullivan (Ed .), The SAGE glossary oxygen f the social and behavioral sciences (p. 83). Thousand Oaks, CA: Sage Publications, Inc. doi: 10.4135/9781412972024.n412 Suter, W. N. (2012). Introduction to educational research. Thousand Oaks, CA: Sage Publications. Tamim, R. M., & Bernard, R. M., & Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty year of research says about the shock of engineering on learning: A second - order meta - psychoanalysis and validation report. Review o f Educational Research, 81(A), 4 - 28. doi: 10.3102/0034654310393361 Treanor, B. (2010). Gabriel Marcel. In E. N. Zalta (Ed .), The Stanford encyclopedia o f philosophy (Fall 2010 Edition). Retrieved from http://plato.stanford.edu/archives/fall2010/entries/marcel/ Trochim, W. M. K. & Donnelly, J. P. (2008). The inquiry methods knowledge base. Mason, ohio: Cengage Learning. Troquard, N., Trypuz, R., & Vieu, L. (2006). Towards an ontology of agency and natural process: From STIT to OntoSTIT+. In B. Bennett & C. Fellbaum (Eds .), Formal Ontology in Information Systems: Proceedings o fluorine the Fourth International Conference (pp. 179 - 190). Amsterdam, Netherlands: IOS Press. Tunstall, D. A. (2009). Struggling against the specter of dehumanization: The experiential origins of Marcel's brooding method. Philosophy Today, 53(2), 147
 to educational practice. In L. Moller, J. B. Hoert &, D. K. Harvsy (Eds.), Ldarning and instructional terhnooogiew fo r the 21st century: Xisions o f the fyturt (pp. 75-93), New York, NY: Springev, doi: 10.1007/978-0387 -09667-4 5 Sbdvaby, R. (2006). From thg editors: Whdt grounded thaofy is not. Academy o f Management Jourgal, 49(A), 633-642. Xuplivan, L. (2009). Cognytivt dyssohance (communication). In L. Sullivan (Sd.), The VAGE glossary o f the social and behavilral sciences (p. 83). Thouswnd Oaks, CA: Sagq Publicationr, Inc. doi: 10.4135/9781412972024.n412 Suter, W. N. (2012). Introduction to educational rerearck. Thousand Iajs, FD: Sage Publmcatiogs. Tamim, R. M., & Bernarg, R. M., & Norokhovski, E., Sbremi, P. C., & Schmid, R. F. (2011). What forty years of refearch safs about the impact od tecvnolmgy ub ldarhiig: Z secojd-ocder meta-anzlysis and calidation study. Refiqq o f Educatiknal Rqsqarch, 81(A), 4-28. doi: 10.3102/0034654310393361 Treanor, B. (2010). Gabriel Marcel. In E. N. Zalta (Ed.), The Stanfird encyclopedia o f khilosophy (Fall 2010 Edition). Retrieved from http://plato.stanford.edg/archmvds/fcol2010/entfued/marcel/ Trochim, W. M. K. & Donnelly, J. P. (2008). The resewdcn kethods knowlebge base. Mason, ON: Femdage Learning. Troqucdd, N., Trypuz, R., & Vieu, P. (2006). Towatds an ontology of sgency and action: From STIT to OntoSTIT+. Un B. Bennett & C. Feplbaum (Eds.), Yormal Ontokogy in Information Syscems: Pdoceedings l f the Fkjrth Internationxl Bonfarence (pk. 179-190). Amsterdam, Nethewlands: IOW Przss. Tunsgall, D. A. (2009). Ftruggling agaikvt the specter of fehumcnizadion: The edperiential origins of Marcel's cxflective metnog. Pvilosophv Todan, 53(2), 147
to educational practice. In L. Moller, J. &, M. Harvey Learning and instructional century: o f the (pp. 75-93), New NY: Springer, doi: 10.1007/978-0387 -09667-4 5 R. (2006). From the editors: What grounded theory is not. Academy o f Journal, 49(A), 633-642. Sullivan, L. (2009). Cognitive dissonance (communication). In L. Sullivan (Ed.), SAGE o the and behavioral sciences (p. 83). Thousand Oaks, CA: Sage Publications, Inc. doi: 10.4135/9781412972024.n412 Suter, W. N. Introduction to educational research. Thousand Oaks, CA: Sage Tamim, R. M., & R. M., & Borokhovski, E., P. & Schmid, F. What years of research about the impact of technology on learning: A second-order meta-analysis and validation study. Review o f Educational 81(A), 4-28. Treanor, B. Gabriel In N. Zalta (Ed.), encyclopedia o f philosophy (Fall 2010 http://plato.stanford.edu/archives/fall2010/entries/marcel/ Trochim, W. M. K. & Donnelly, J. (2008). The methods knowledge base. Mason, OH: Cengage Troquard, N., Trypuz, R., & Vieu, L. (2006). an ontology of agency and action: From STIT to OntoSTIT+. In B. Bennett & C. Formal Ontology in Information Proceedings o f Fourth Conference 179-190). Netherlands: IOS Tunstall, D. A. (2009). Struggling against the specter of dehumanization: The origins of Marcel's reflective method. Philosophy Today, 53(2), 147
 to educational practice. In L. MOller, J. B. HueTt &, D. M. HArvEy (EDs.), learNing And instructionAL tecHnologies fo r the 21st centuRy: VisIoNS o f tHE fUture (Pp. 75-93), New YoRK, Ny: sPriNgEr, Doi: 10.1007/978-0387 -09667-4 5 suDDaBy, R. (2006). FrOm tHe editoRs: What grouNdeD tHeory is not. AcADeMy o f ManageMenT Journal, 49(A), 633-642. SulLivAn, L. (2009). CogNiTivE DissoNanCe (comMunicaTIon). In L. sullivan (ED.), THE SAGE gLOssary o F THe SociAl and behavioral scIEnCEs (p. 83). Thousand OakS, CA: SagE PUBlICAtiOns, inc. doi: 10.4135/9781412972024.n412 SutEr, w. N. (2012). IntROductioN To EDUCatIOnal research. THousand Oaks, ca: SaGe PublIcAtiONs. TamiM, R. M., & BeRnARd, R. m., & BorokhovskI, E., AbRami, P. C., & SchMid, R. F. (2011). WHAt forty YEars of rEsearcH saYs aBout THe ImPacT oF TecHNoLogY On lEarning: A SeCoNd-ordEr meTA-ANAlysIs aNd vaLidatIon study. RevieW o f educATioNal ReSearcH, 81(A), 4-28. doI: 10.3102/0034654310393361 TReanoR, B. (2010). GabrIel MaRcEl. In E. N. Zalta (Ed.), ThE StaNford encyCloPeDia O f PhiloSOphy (FaLl 2010 EDitIon). RetrIeved frOM htTp://PLATo.Stanford.edu/archiveS/fALL2010/eNtries/maRcel/ TrOChIm, w. m. K. & DonnelLy, j. P. (2008). THe reSEArch mEthoDS kNowledge Base. MaSOn, oH: cengage leArning. trOquArd, n., TrypUZ, R., & ViEu, L. (2006). TowArds an onTologY Of agency and actIOn: From STIT to ONTostiT+. iN B. BeNneTt & C. Fellbaum (eds.), FORmal ontoLOgY in iNformAtion sySTeMS: Proceedings o f the FoUrTh InteRnatiOnal ConferencE (pp. 179-190). AmsterdAM, nEtherlanDs: IOs prESs. Tunstall, D. A. (2009). StRugglIng against THe specteR of deHumanizaTion: The exPERiential OriGinS of marCEL's Reflective metHOD. PhiLoSophy ToDay, 53(2), 147
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 to_educational practice._In L. Moller, J._B. Huett_&,_D. M._Harvey_(Eds.), Learning and_instructional technologies fo_r the 21st century:_Visions o f_the_future (pp. 75-93), New York, NY: Springer, doi: 10.1007/978-0387 -09667-4 5 Suddaby, R. (2006)._From_the editors:_What_grounded_theory is not. Academy o_f Management Journal, 49(A), 633-642._Sullivan, L._(2009). Cognitive dissonance (communication). In L. Sullivan (Ed.),_The_SAGE glossary o_f the social and behavioral sciences (p. 83). Thousand_Oaks, CA: Sage Publications, Inc. doi:_10.4135/9781412972024.n412 Suter, W._N._(2012)._Introduction to educational research._Thousand Oaks, CA: Sage Publications. Tamim,_R. M., & Bernard, R. M.,_& Borokhovski, E., Abrami, P. C., &_Schmid, R. F. (2011). What forty_years of research says about_the impact_of technology on learning: A_second-order meta-analysis and_validation study._Review o f_Educational Research, 81(A), 4-28. doi: 10.3102/0034654310393361_Treanor, B. (2010)._Gabriel Marcel. In E. N. Zalta_(Ed.),_The Stanford encyclopedia_o_f_philosophy (Fall_2010 Edition). Retrieved_from_http://plato.stanford.edu/archives/fall2010/entries/marcel/ Trochim,_W._M. K. & Donnelly, J. P._(2008)._The research methods knowledge base. Mason, OH:_Cengage Learning. Troquard, N.,_Trypuz,_R., & Vieu, L._(2006). Towards an ontology of_agency and action: From STIT to_OntoSTIT+. In_B. Bennett_& C. Fellbaum (Eds.), Formal Ontology in Information Systems: Proceedings o_f the Fourth International Conference (pp._179-190). Amsterdam, Netherlands: IOS_Press. Tunstall,_D._A. (2009). Struggling_against_the specter_of dehumanization: The experiential origins of Marcel's_reflective method._Philosophy Today, 53(2), 147