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Advances in E-learning-Experiences and Methodologies

E-Learning Value and Student Experiences students not understanding the role of the medium in an on-campus university (Sharpe & Benfield, 2005), students finding it difficult to adapt to the change of the educational model (Mortera-Gutierrez, 2006), students having time management problems (Hunt et al., 2002). In future learning environments it might be expected that blending will commonly occur in the area of e-learning platform support as, for example, the intelligent tutoring system where text messages are stored in Web accessible format and later disseminated (Silander & Rytkohen, 2005). With regard to the supporting IT infrastructure, blended e-learning models may need to support a more diverse range of communication channels and more sophisticated tools for detailed feedback on assessment activities and thus to provide more stimuli for developing students as highly motivated e-learning participants (Hisham et al., 2004; Wentling, Waight, Gallaher, La Fleur, Wang, & Kanfer, 2000). Another trend observed was the use of the e-learning platform predominantly during the daytime on weekdays; with similar results reported by Burr and Spennemann (2004) and earlier by McKnight and Demers (2002), it seems that whilst access 24/7 is required, the emphasis should be on providing sufficient capacity and technical support during normal business hours. This relates to the raising importance of work/life balance (Goode, 2003). Based on the patterns discussed above, four likely drivers of future learner’s satisfaction with e-learning can be identified: the appropriateness of pedagogy, the level of interaction, the level of blending of models and platforms, and the balance between “life” and study. These results confirm some prior research findings (Gerbic, 2002; Petrova, 2002; Sinclair, 2003b). The alignment of the drivers is also consistent with the initial research framework (Figure 1) in which the e-learning environment is created through stakeholder participation in the two basic teaching and learning processes: course design and course delivery. concLusIon The work presented in this chapter investigates stakeholders’ perceptions about the value of online learning in a New Zealand undergraduate business degree, based on the premise that advancing e-learning needs to be grounded in a good understanding of the value attributed to e- learning and of the indicators of overall student satisfaction with e-learning. An e-learning value framework was proposed and used to study data collected though a survey and from BlackBoard records. The analysis of the emerging and future trends showed that in the future blending is likely to occur not only along the pedagogical, but also along the technological and even the organizational dimension of e-learning and should have an emphasis on aligning with work/life balance. Stakeholders’ increased expectations of e-learning value will continue to present a challenge and will provide an area of fruitful further research. Future reseArch dIrectIons The importance of student understanding and satisfaction with both online delivery models and features of the e-learning environment, and the need to provide effective interaction and participation mechanisms to online learners encourages future research in several directions. Further research into student adoption of e-learning, applying well established information technology adoption models, may help to better understand student motivation in specific contexts (Ndubisi, 2006) while studies with a focus on a particular discipline, for example, accounting, may help enhance course design (Flynn, Concannon, & Bheachain, 2005; Wells et al., 2005). Along with more in-depth studies of student satisfaction, motivation, and online learning styles (Hisham et al., 2004; Sharpe & Benfield, 2005), a more detailed investigation of the factors driving academic

E-Learning Value and Student Experiences motivation (Tastle et al., 2005) and the required special training is also needed. The cases presented support the notion that although students are satisfied with e-learning in a course currently taken, they might not have formed a sufficiently positive attitude towards e-learning in general and therefore cannot recommend it to others with confidence. Therefore, studying student perceptions and satisfaction with e-learning will need to continue, as also evidenced by works such as Flynn et al. (2005), Hisham, et al. (2004), Hunt et al.(2002), Ndubisi (2006), Selim (2005), and Wells et al.(2005). With the observed increase in the range of user interfaces, physical devices and supporting infrastructure driven by new and emerging information and communication technologies (Blinco et al., 2004), further research is needed in the area of blended models such as blending content from different sources such as multimedia (Verhaart & Kinshuk, 2004), blending content with learning processes (Britain, 2004; Buzzetto-More & Pinhey, 2006), and blending delivery platforms as, for example, the use of mobile networks (Petrova, 2007) which will help create a more satisfactory and fulfilling e-learning environment. Finally, further research will help identify and conceptualise advanced blended learning models. reFerences Barker, K. (2002). Canadian recommended e-learning guidelines. CACE. Retrieved October 19, 2007, http://www.futured.com/pdf/ CanREGs%20Eng.pdf Berman, S. H., & Pape, E. (2001). A consumer’s guide to online courses. School Administrator, 58(9), 14. Blinco, K., Mason, J., McLean, N., & Wilson, S. (2004, July 19). Trends and issues in e-learning infrastructure development. A White paper for alt-i-lab 2004, prepared on behalf of DEST (Australia) and JISC-CETIS (UK) (Version 2). Retrieved October 19, 2007, from http://www. jisc.ac.uk/uploaded_documents/Altilab04-infrastructureV2.pdf Brahm, C., & Kleiner, B. H. (1996). Advantages and disadvantages of group decision-making approaches. Team Performance Management, 2(1), 30-35. Britain, S. (2004, May). A review of learning design: Concept, specifications and tools. JISC. Retrieved October 19, 2007, from http://www.jisc. ac.uk/uploaded_documents/ACF1ABB.doc Burr, L., & Spennemann, D. H. R. (2004). Patterns of user behaviour in university online forums. International Journal of Instructional Technology and Distance Learning, 1(10), 11-28. Buzzetto-More, N. A., & Pinhey, K. (2006). Guidelines and standards for the development of fully online learning objects. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 95-104. Cashion, J., & Palmieri, P. (2000). Quality in online learning: Learners views. Retrieved October 19, 2007, from http://flexiblelearning.net. au/nw2000/talkback/p14-3.htm Cavanaugh, C. (2002). Distance education quality: The resources-practices-results cycle and the standards. Retrieved October 19, 2007, from http://www.unf.edu/~caavanau/2569.htm Council for Higher Education Accreditation. (2002). International quality review. Retrieved October 19, 2007, from http://www.chea.org/international/inter_summary02.html Davies, M. (2001). Adaptive AHP: A review of marketing applications with extensions. European Journal of Marketing, 35(7), 872-893. Distance Education and Training Council. (2002). DETC accreditation overview. Retrieved October 19, 2007, from http://www.detc.org/content/free- Publications.html

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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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    Philisophical and Epistemological B

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    Chapter IV E-Mentoring: An Extended

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    E-Mentoring However, what is unders

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    E-Mentoring baugh, & Williams, 2004

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    E-Mentoring Table 2. Contact. Diffe

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    E-Mentoring Table 10. Ethical impli

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    E-Mentoring Table 15. Technology st

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    E-Mentoring Table 21. Coaching. Bes

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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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  • Page 196 and 197: 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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