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Advances in E-learning-Experiences and Methodologies

The Role of

The Role of Institutional Factors in the Formation of E-Learning Practices Avgerou, C. (2001). The significance of context in information systems and organizational change. Information Systems Journal, 11, 43-63. Avgerou, C., & Madon, S. (2004). Framing IS studies: Understanding the social context of IS innovation. In C. Avgerou, C. U. Cibbora & F. F. Land (Eds.), The social study of ICT (pp. 162-182). Oxford: Oxford University Press. Ayersman, D. J. (1996). Reviewing the research on hypermedia-based learning. Journal of Research on Computing in Education, 28(4), 501-525. Boyd-Barrett, O. (2000). Distance education provision by universities: How institutional context affect choices. Information Communication & Society, 3(4), 474-493. Brown, J. S., & Duguid, P. (1998). Universities in the digital age. In B. L. Hawkins & P. Battin (Eds.), The mirage of continuity: Reconfiguring academic information resources for the 21st century (pp. 39-60). Washington, DC: Council on Library and Information Resources. Chiero, T. C. (1997). Teachers’ perspectives on factors that affect computer use. Journal of Research on Computing in Education, 30(2), 133-145. Christensen, E. W., Anakwe, U. P., & Kessler, E. H. (2001). Receptivity to distance learning: The effect of technology, reputation, constraints, and learning preferences. Journal of Research on Computing in Education, 33(3), 263-370. Cohen, M. D., & March, J. D. (1974). Leadership and ambiguity: The American college president. New York: McGraw-Hill. Cookson, P. (2002). The hybridization of higher education. International Review of Research in Open and Distance Learning, 2(2), 1-4. Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. Management Information Systems Quarterly, 13, 319-340. Dusick, D. (1998). What social cognitive factors influence faculty members’ use of computers for teaching. A literature review. Journal of Research on Computing in Education, 31(2), 123-137. Ehrmann, S. C. (1995). Asking the right question: What does research tell us about technology and higher learning? Change, 17(2), 20-27. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105. Ginns, P., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between online and face-to-face teaching and learning. Internet and Higher Education, 10(1), 53-64. Guldberg, K., & Pilkington, R. (2007). Tutor roles in facilitating reflection on practice through online discussion. Educational Technology and Society, 10(1), 61-72. Halperin, R. (2005). Learning technology in higher education: A structurational perspective on technology-mediated learning practices (Doctoral dissertation). London: London School of Economics. Hara, N., & Kling, R. (2000). Student distress in a Web-based distance education course. Information, Communication and Society, 3(4), 556-579. Kerr, M. S., & Rynearson, R. (2006). Student characteristics for online learning success. Internet and Higher Education, 9, 91-105. Leonard, J., & Guha, S. (2001). Students’ perspectives on distance learning. Journal of Research on Technology in Education, 34(1). Liaw, S. S. (2002). Understanding user perceptions of WWW environments. Journal of Computer Assisted Learning, 18, 1-12. 0

The Role of Institutional Factors in the Formation of E-Learning Practices Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effects of instructor intervention on student participation in online discussion forums. Computers and Education, 40, 237-253. McDonald, J., & Mcateer, E. (2003). New approaches to supporting students: Strategies for blended learning in distance and campus based environments. Journal of Educational Media, 28(2-3), 129-146. Mitra, A., & Steffensmeier, T. (2000). Change in student attitudes and student computer use in a computer-enriched environment. Journal of Research on Computing in Education, 32(3), 417-431. Nachmias, R. (2002). A research framework for the study of a campus-wide Web-based academic instruction project. Internet and Higher Education, 5(3), 213-229. Ngai, E., & Poon, J. (2007). Empirical examination of the adoption of WebCT using TAM. Computers and Education, 42(2), 250-267. Oliver, M., & Shaw, G. P. (2003). Asynchronous discussion in support of medical education. Journal of Asynchronous Learning Networks, 7(1), 56-67. Omalley, J., & McCraw, H. (1999). Student perceptions of distance learning, online learning and the traditional classroom. Online Journal of Distance Learning Administration, 2(4), 1-16. Orlikowski, W. J. (2000). Using technology and constituting structure: A practice lens for studying technology in organizations. Organizational Science, 11(4), 404-428. Penuel, B., & Roschelle, J. (1999). Designing learning: Cognitive science principles for the innovative organization. Stanford Research Institute International, 1-26. Pettigrew, A. (1990). Longitudinal field research on change: Theory and practice. Organization Science, 1(3), 267-291. Phipps, R., & Merisotis, J. (1999). What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: The Institute for Higher Education Policy. Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in online course. Journal of Asynchronous Learning Networks, 6(1), 21-40. Potelle, H., & Rouet, J. F. (2003). Effects of content representation and readers’ prior knowledge on the comprehension of hypertext. International Journal of Human-Computer Studies, 58, 327-345. Robey, D., & Bourdreau, M. (1999). Accounting for the contradictory organizational consequences of information technology: Theoretical directions and methodological implications. Information Systems Research, 10(2), 167-185. Rogers, E. M. (1995). Diffusion of innovations. New York: Free Press. Saba, F. (1999). Is distance education comparable to traditional Education? Retrieved October 19, 2007, from http://www.distance-educator.com/ der/comparable.html Salmon, G. (2000). E-moderating: The key to teaching and learning online. London: Kogan Page. Sanders, D., & Morrison-Shetlar, A. I. (2001). Student attitudes towards Web-enhanced instruction in an introductory biology course. Journal of Research on Computing in Education, 33(3), 251-262. Selim, H. M. (2003). An empirical investigation of student acceptance of course Web sites. Computers and Education, 40, 343-360. Selwyn, N. (1999). Students’ attitudes towards computers in sixteen to nineteen education. Education and Information Technologies, 4(2), 129-141. 0

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    Advances in E-Learning: Experiences

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    Table of Contents Preface .........

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    Chapter XIV Open Source LMS Customi

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    Chapter III Philosophical and Epist

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    of constructive and cooperative met

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    Chapter XIV Open Source LMS Customi

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    contents, learning contexts, proces

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    xv these organizations do not get a

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    xvii QuALIty In e-LeArnIng Before t

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    allow that the teachers in training

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    xxi ISO. (1986). Quality-Vocabulary

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    Chapter I RAPAD: A Reflective and P

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    RAPAD in fields such as law, engine

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    RAPAD mystery to the new student. B

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    RAPAD example, whereas Laurillard h

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    RAPAD Ontologically, systems philos

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    RAPAD information related processes

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    RAPAD methods and techniques accord

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    RAPAD 2. An introduction to learnin

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    RAPAD then asked to reflect on and

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    RAPAD Figure 4. A rich picture to h

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    RAPAD Again using techniques from t

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    RAPAD university preparation course

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    RAPAD The third interface is at the

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    RAPAD Knight, P.T., & Trowler, P. (

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    RAPAD AddItIonAL reAdIngs Goodyear,

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    A Heideggerian View on E-Learning t

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    A Heideggerian View on E-Learning (

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    A Heideggerian View on E-Learning s

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    A Heideggerian View on E-Learning r

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    A Heideggerian View on E-Learning o

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    A Heideggerian View on E-Learning n

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    A Heideggerian View on E-Learning M

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    A Heideggerian View on E-Learning W

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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    Philisophical and Epistemological B

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  • Page 136 and 137: E-Learning Value and Student Experi
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  • Page 156 and 157: Integrating Technology and Research
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  • Page 172 and 173: Chapter IX AI Techniques for Monito
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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    AI Techniques for Monitoring Studen

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    Chapter X Knowledge Discovery from

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Knowledge Discovery from E-Learning

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    Chapter XI Swarm-Based Techniques i

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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    Swarm-Based Techniques in E-Learnin

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    Chapter XII E-Learning 2.0: The Lea

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    E-Learning 2.0 Table 1. Different s

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    E-Learning 2.0 Figure 1. Difference

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    E-Learning 2.0 where the blog is al

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    E-Learning 2.0 process. Along this

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    E-Learning 2.0 forth, and, of cours

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    E-Learning 2.0 Finally, it is impor

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    E-Learning 2.0 never be a hotchpotc

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    E-Learning 2.0 McPherson, K. (2006)

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    E-Learning 2.0 Rosen, A. (2006). Te

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Telematic Environments and Competit

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    Open Source LMS Customization Intro

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    Open Source LMS Customization or ev

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    Open Source LMS Customization compa

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    Open Source LMS Customization Figur

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    Open Source LMS Customization Figur

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    Open Source LMS Customization Figur

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    Open Source LMS Customization Haina

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    Evaluation and Effective Learning p

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    Evaluation and Effective Learning r

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    Evaluation and Effective Learning t

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    Evaluation and Effective Learning p

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    Evaluation and Effective Learning m

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    Evaluation and Effective Learning c

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    Evaluation and Effective Learning H

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    Chapter XVI Formative Online Assess

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    0 Chapter XVII Designing an Online

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Chapter XIX E-QUAL: A Proposal to M

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    E-QUAL is proposed to evaluate the

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    E-QUAL provide competent, service-o

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    E-QUAL 2004; Scalan, 2003) and qual

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    E-QUAL benchmarks address technolog

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    E-QUAL E-learning added two differe

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    E-QUAL Table 6. Application of the

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    E-QUAL Future trends The future of

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    E-QUAL (EQO) co-located to the 4 th

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    E-QUAL SMEs: An analysis of e-learn

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    E-QUAL Meyer, K. A. (2002). Quality

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    Compilation of References Argyris,

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    Compilation of References Biggs, J.

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    Compilation of References Cabero, J

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    Compilation of References Comezaña

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    Compilation of References Downes, S

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    Compilation of References Fandos, M

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    Compilation of References national

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    Compilation of References Hudson, B

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    Compilation of References Harbour.

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    Compilation of References Little, J

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    Compilation of References Metros, S

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    Compilation of References ONeill, K

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    Compilation of References Preece, J

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    Compilation of References Sadler, D

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    Compilation of References Shin, N.,

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    Compilation of References tional Co

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    Compilation of References Vermetten

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    Compilation of References Yu, F. Y.

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    About the Contributors Juan Pablo d

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    About the Contributors part: “An

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    About the Contributors María D. R-

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    About the Contributors Applications

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    Index e-learning tools, automated p

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    Socrates 55 Sophists 55 student-foc

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