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Advances in E-learning-Experiences and Methodologies

AI Techniques for

AI Techniques for Monitoring Student Learning Process Meyen, E.L., Aust, R., Gauch, J.M., Hinton, H.S., Isaacson, R.E., Smith, S.J., et al. (2002 ). E-learning: A programmatic research construct for the future. Journal of Special Education Technology, 17(3), 37-46. Moodle. (2006). Retrieved October 22, 2007, from http://demo.moodle.com/ M’tir, R.H., Jeribi, I., Rumpler, B., & Ghazala, H.H.B. (2004). Reuse and cooperation in e-learning systems. In Proceedings of the Fifth International Conference on Information Technology Based Higher Education and Training, ITHET (pp. 131-137). Muscettola, N., Dorais, G.A., Fry, C., Levinson, R., & Plaunt, C. (2002). IDEA: Planning at the core of autonomous reactive agents. In Proceedings of the Workshop Online Planning and Scheduling, AIPS 2002 (pp. 49-55). Toulouse, France. Ortigosa, A., & Carro, R. (2003). The continuous empirical evaluation approach: Evaluating adaptive Web-based courses. User modeling. Lecture Notes in Computer Science, 2702, 163-167. Paredes, P., & Rodríguez, P. (2002). Considering sensing-intuitive dimension to exposition-exemplification in adaptive sequencing. In P. De Bra, P. Brusilovsky & R. Conejo (Eds.), Adaptive hypermedia and adaptive Web-based systems. Lecture Notes in Computer Science, 2347, 556-559. R-Moreno, M.D. (2003). Representing and planning tasks with time and resources. Ph.D. Thesis, Universidad de Alcalá. R-Moreno, M.D., & Camacho, D. (2007). AI techniques for automatic learning design. In Proceedings of the International e-Conference of Computer Science (IeCCS 2006), Lecture Series on Computer and Computational Sciences (LSCCS) (vol. 8, pp. 193-197). VSP/Brill Academic Publishers. R-Moreno, M.D., Oddi, A., Borrajo, D., & Cesta, A. (2006). IPSS: A hybrid approach to planning and scheduling integration. IEEE Transactions on Knowledge and Data Engineering, 18(12), 1681-1695. Schmitz, C., Staab, S., Studer, R., Stumme, G., & Tane J. (2002). Accessing distributed learning repositories through a courseware watchdog. In Proceedings of the E-Learn 2002-World Conference on E-learning in Corporate, Government, Healthcare for Higher Education. SCORM. (2006). Sharable Courseware Object Reference Model. Retrieved October 22, 2007, from http://www.academiccolab.org/projects/ scorm.html Sicilia, M.A., Sánchez-Alonso, S., & García-Barriocanal, E. (2006, March 23-25). In Proceedings on Supporting the Process of Learning Design Through Planners. Virtual Campus 2006 Post- Proceedings, CEUR Workshop Proceedings (vol. 186). Barcelona, Spain. Small, M., & Lohrasbi, A. (2003). Student perspectives on online degrees and courses: An empirical analysis. International Journal on E-learning, 2(2), 15-28. Ullrich, C. (2005). Course generation based on HTN planning. In Proceedings of 13 th Annual Workshop of the SIG Adaptivity and User Modeling in Interactive Systems (pp. 74-79). AddItIonAL reAdIng This section provides some additional references related to the main research topics described in this chapter: AI planning and scheduling techniques, virtual education, authoring tools and e-learning standards. We have included both classical texts and some recent publications that could be used by readers to learn more about above-mentioned research themes.

AI Techniques for Monitoring Student Learning Process ADL, Sharable Object Reference Model, SCORM. (2006). Retrieved October 21, 2007, from http://www.adlnet.org/index. cfm?fuseaction=Scormabt Albers, P., & Ghallab, M. (1997). Context dependent effects in temporal planning. In Proceedings of the 4 th European Conference On Planning, Toulouse, France (pp. 1-12). Allen, J.F., Hendler, B., & Tate, A. (1990). Readings in planning. Morgan Kaufman. Anane, R., Chao, K.-M., Hendley, R.J., & Younas, M. (2003). In Proceedings of the International Conference on Internet and Multimedia Systems and Applications (pp. 104-108). Honolulu. Andriessen, J., & Sandberg, J. (1999). Where is education heading and how about AI? International Journal of Artificial Intelligence in Education, 10, 130-150. Bacchus, F., & Kabanza, F. (2000). Using temporal logics to express search control knowledge for planning. Artificial Intelligence, 16, 123-191. Berlanga, A.J., & García, F.J. (2005). Authoring tools for adaptive learning designs in computerbased education. In Proceedings of the 2005 Latin American conference on Human-computer interaction (pp. 190-201). Blum, A., & Furst, M. (1997). Fast planning through planning graph analysis. Artificial Intelligence 90, 281-300. Blythe, J. (1999). Decision theoretic planning. AI Magazine, 20(2), 37-54. Bonet, B., & Geffner, H. (2001). Planning as heuristic search. Artificial Intelligence, 129(1-2), 5-33. Brusilovsky, P. (1999). Adaptive and intelligent technologies for Web-based education (Special Issue on Intelligent Systems and Teleteaching). Künstliche Intelligenz, 4, 19-25. Brusilovsky, P., & Miller, P. (2001). Course delivery systems for the virtual university. In F.T. Tschang & T. Della Senta (Eds.), Access to knowledge: New information technologies and the emergence of the virtual university (pp. 167-206). Amsterdam: Elsevier Science. Burgos, D., Tattersall, C., & Koper, R. (2006). How to represent adaptation in e-larning with IMS learning design. Retrieved October 22, 2007, from http://dspace.ou.nl/bitstream/1820/786/1/BUR- GOSetal_SofiaExtensionToILE_v3_210806.pdf Carbonell, J.R. (1970). AI in CAI: An artificialintelligence approach to computer-assisted instruction. IEEE Transactions on Man-Machine Systems, 11(4), 190-202. Castillo, L., Fdez.-Olivares, J., & Gonzalez, A. (2001). On the adequacy of hierarchical planning characteristics for real-world problem solving. In Proceedings of the Sixth European Conference on Planning (ECP’01). Cesta, A., & Oddi, A. (2002). Algorithms for dynamic management of temporal constraint networks (Tech. Rep.). Italian National Research Council. Chang, W.C., Hsu, H.H., Smith, T.K., & Wang, C.C. (2004). Enhancing SCORM metadata for assessment authoring in e-learning. Journal of Computer Assisted Learning, 20(4), 305-316. Clarke, M., & Wing, J.M. (1996). Formal methods: State of the art and future directions. ACM Computing Surveys, 28(4), 626-643. Como, L., & Snow, E.R. (1986). Adapting teaching to individual differences among learners. In M.C. Wittrock, (Ed.), Handbook of research on teaching. New York: McMillan. Cristea, A. (2005). Authoring of adaptive hypermedia. Educational Technology & Society, 8(3), 6-8. 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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    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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  • 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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  • Page 224 and 225: Swarm-Based Techniques in E-Learnin
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  • Page 236 and 237: Chapter XII E-Learning 2.0: The Lea
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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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