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This study examined the relationship of intentional faculty professional development, intentional online course design, and informal course reviews to the results of official interinstitutional peer review within higher education institutions. Quality MattersTM (QM) provided the setting for this exploration of the relationship of three independent variables at the course level at institutions that have voluntarily implemented QM online learning quality assurance tools and processes. Data fordoi:10.24059/olj.v24i4.2325 fatcat:zezrnirtofg5xgt3qpcj6thw5y