1. Arslan-Ari, I., Ari, F., Grant, M. M., & Morris, W. S. (2018). Action research experiences for scholarly practitioners in an online education doctorate program: Design, reality, and lessons learned. TechTrends, 62(5), 441–449
2. Arslan-Ari, I., Ari, F., Grant, M. M., Vasconcelos, L., Tang, H., & Morris, W. S. (2020). Becoming action researchers: Crafting the curriculum and learning experiences for scholarly practitioners in educational technology. In E. Romero-Hall (Ed.), Research methods in learning design and technology (pp. 78–93). Routledge
3. Barnett, B. G., & Caffarella, R. S. (1992). The use of cohorts: A powerful way for addressing issues of diversity in preparation programs [Conference presentation]. University Council for Educational Administration, Minneapolis, MN, United States. Retrieved from https://files.eric.ed.gov/fulltext/ED354627.pdf. Accessed 12 Sep 2021
4. Buss, R. R., & Zambo, D. (2014). A practical guide for students and faculty in CPED-influenced programs working on an action research dissertation in practice. Carnegie Project on the Education Doctorate
5. Dawson, K., Cavanaugh, C., Sessums, C., Black, E. W., & Kumar, S. (2011). Designing a professional practice doctoral degree in educational technology: Signature pedagogies, implications and recommendations. International Journal of E-Learning & Distance Education, 25(3). Retrieved from http://www.ijede.ca/index.php/jde/article/view/767/1317. Accessed 10 Sep 2021