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Advances in E-learning-Experiences and Methodologies

xv these organizations

xv these organizations do not get a reasonable relationship between investments in training and the results they obtain. This situation presents us with “black and white” e-learning, as Martínez (2006) says. In spite of everything, the growth of e-learning is unstoppable, and every important institution (academic, enterprise, or otherwise) knows about the necessity of creating and developing a department or service specially devoted to this subject. E-learning deserves to be considered as real revolution, “The Globalization of Training.” This is not only because this sort of training is given on the Internet, but also because of the implication of entities very different from those traditionally “authorized” to do so, that is, academic institutions. Any institution (not just academia) can plan its own training strategy, and so learning is now possible anytime and anywhere. Actual perspectives about e-learning initiatives are more realistic, and show a more mature conception of this field, but there is still a long way to go. The idea of “quality in e-learning” must guide us if we want to meet successfully our educational challenges. In order to show possibly successful ways to plan and carry out such a complex project, we are going to study in depth the most relevant obstacles that hinder the e-learning process. After this, as a preface to the practical knowledge and contrasted high-value experiences enclosed in the next chapters, we can propose a complete e-learning perspective in keeping with the concept of quality in e-learning. A FrAmework to AvoId e-LeArnIng PItFALLs There exist quite a few works that describe a sad paradox in the deployment of e-learning systems. Many of them are in institutions in which a learning platform is in place (more than one in many cases), but only to be used by less than half of the teaching staff. This paradox is especially true in the context of higher education institutions, that is to say, in universities. While it is true that some sectors demand investments in teaching technology, trying to get equipment whose utility has been tested before it is demanded, one can also find other institutional investments for which there is no clear need. If the teaching community sees no need for these resources, it will resist using them. This is probably the cause of the lack of interest one sees towards e-learning in the teaching staff: they do not appreciate any utility in its use in the context of standard teaching, because institutions tend to think that “everybody knows” what to do with these platforms. If bad comes to worse, there is a feeling that teachers will somehow end up knowing how to use them. Now even this is clearly something to worry about; it is by no means the only problem that precludes a proper use of these resources. One could try to synthesize three categories in which one can group other causes. there is no real Intent in Institutions (“use the Platform or suffer”) If no need has been created before deploying the e-learning platform, it is essential to do it as soon as possible, and to do it properly. In most institutions there is a lack of a real policy as concerns ICT, and more precisely about e-learning. Setting up a virtual campus is a much more radical change than the incorporation of any other technology or means that has been added in a reasonable past. Using this virtual campus means a real shift in the training paradigm. Hence, on must prepare for this change, and for that it is necessary to develop specific policies about e-learning, with a clearly defined strategic model. The proper policy concerning e-learning must be complemented with investments in human resources, in technology, and in methodology. Without this trio of elements, the tool itself is pointless, which is the worst possible outcome in training terms.

xvi users are Alone Any teacher that decides he or she is going to make use of an online training system, be it out of curiosity or just as a personal challenge, is going to meet a whole range of problems when trying to work things out just by himself. Which methodology should I use? Who will help me to create materials? How is this evaluated? Who will solve technical problems for me? How could I make this platform supply this or that need that I have in the subject I teach? Who will help me tutor if I have about 200 students? Many of these questions find no answer. The teacher, who so far was able to handle his class and managed to fulfill his duties, meets quite a few new tasks for which he has no training, and perhaps this lack is not his or her fault. E-learning necessitates many support services for teaching; without them, the teacher’s job is severely limited, and consequently any formative possibilities are lost. there is no recognition for the teaching effort needed for any online Action There are two rather common fallacies among those who know little about e-learning. One of them is that e-learning is virtual, that is to say, that it is a subproduct of training and not “real” training like presential teaching. The other is that any activity derived to an e-learning platform frees the teacher from a part of his or her duties, thus reducing the teacher’s dedication. Nothing could be further from the truth, as is well known to those who are dedicated to online teaching. Rather on the contrary, correctly helping a group of students in the context of an e-learning methodology certainly enhances the trainee’s experience, but it tends to increase remarkably the amount of time that the teacher must invest in teaching tasks, in formative training, and in tutorial activity. Regrettably, as a consequence of these prejudices, teachers (and this is especially true in university contexts) are “penalized” when using e-learning as a complement to their teaching activity. If they opt for meeting the challenge, they will get exactly no recognition in academic or economic terms. A large amount of time will have to be dedicated to this “silent” teaching effort, and the rest of the community will take no notice. Since everything happens in a “virtual” context, there will be no visible tracks left, no classroom or lab reservations. Any time dedicated to this job by the teacher is considered “virtual” in all respects. But his time is all too real. This type of situations, which have a most negative impact, should move any organizations that have an interest in online teaching towards the adoption of a strategic policy that will fulfill the requirements of a society that wants and needs information and knowledge in a flexible context. This society, however, is fairly strict as concerns the quality of the product it is going to consume. The context in Europe is expressed quite clearly in the definition of the European Higher Education Space (European Ministers of Education, 1999) which is definitely in favor of a lifelong training, since this will contribute to the improvement of the citizens’ opportunities according to their aspirations and abilities, and consequently enhance their personal, social, and professional development (Cieza, 2006). Any ad hoc solutions for this situation are bound to produce a small and not very positive return on our investments. Any attempts to make serious use of e-learning should be strategic, in such a way that the deployment of an e-learning platform must be one of the visible vertices in a polyedric set of measures. These must constitute a whole strategic plan, which will affect training of course, but also research, services, administration, and even the management and leadership of universities. If this is not done in such a way, one will face the risk of having to redo part of the job if it was initiated in an erratic way through lack of foresight, or one can reach a state of rigidity in the electronic “structure,” thus producing a fragmentation that would be harmful since it would keep apart organs of the institutions that should be perfectly well coordinated. The strategic foundations, which an institution must use when trying to adopt a policy for the deployment of an e-learning structure, can and should be based on the concept of “quality in e-learning.”

  • Page 2 and 3: Advances in E-Learning: Experiences
  • Page 4 and 5: Table of Contents Preface .........
  • Page 6 and 7: Chapter XIV Open Source LMS Customi
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  • Page 36 and 37: RAPAD methods and techniques accord
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  • Page 52 and 53: RAPAD AddItIonAL reAdIngs Goodyear,
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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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    E-Mentoring Table 27. Moment. Best

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    E-Mentoring Moreover, existing rese

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    E-Mentoring Kasprisin, C. A., Singl

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    E-Mentoring Ensher, E. A., Heun, C.

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    Chapter V Training Teachers for E-L

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    Training Teachers for E-Learning FL

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    Training Teachers for E-Learning ne

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    Training Teachers for E-Learning A

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    Training Teachers for E-Learning yo

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    Training Teachers for E-Learning Di

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    Training Teachers for E-Learning ht

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    The Role of Institutional Factors i

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    E-Learning Value and Student Experi

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    Integrating Technology and Research

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    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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    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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