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Showing results 1 to 3 of 3

Issue DateTitleAuthor(s)Type
2021A holistic empathic design through cognitive load theory: response to Tracey and Hutchinson허열Article
2021Analysis of learning outcomes and learners’ experiences on flipped learning applied ‘Introduction to special education— course이영선Article
2015Motivation, instructional design, flow, and academic achievement at a Korean online university: a structural equation modeling study주영주Article
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