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Advances in E-learning-Experiences and Methodologies

Telematic Environments

Telematic Environments and Competition-Based Methodologies only content receivers but also content generators. This is something that has to be promoted more and more. Future reseArch dIrectIons Nowadays, it is not easy to find in the literature cases in which a competitive active learning strategy based on ICT is applied. Actually, we cannot say that the application of active learning strategies is a widely spread practice, as the old model in which teachers give lectures and students have passive roles still predominates. In Europe, universities are immersed in the process of convergence towards the European Higher Education Area (EHEA), and the use of active methodologies is an objective in the short term. Therefore, it is urgent to analyse the strategies that are adequate for different educational situations, according to the cognitive objectives, the individual learning styles and the context, thus providing teachers with some guidelines that allow them to apply these strategies in their classrooms. Although, as it has been shown along this chapter, there are different real cases of application of these methodologies with good results, teachers do not count with clear guidelines to decide which methodology or technology is adequate in each case. Frequently, teachers would like to use a methodology or a tool but they do not feel able to do it efficiently. We can affirm that there is a lot of work left in order to establish a set of clear guidelines to be applied in each academic situation. As it has been commented on in the chapter, there are some authors who think that competition is not a good learning strategy due to the fact that it causes stress in the student and it can even create a bad atmosphere in the classroom. Anyway, although these negative effects exist, it must be taken into account the educational level. In a university education context, the student must not only learn to work in groups (collaborative learning) but also to be competitive offering better results than others (competitive learning), as this is also required in the labour world. ICT may be used in order to reduce negative effects as those related to a possible bad atmosphere. There are not many studies related to this, so it remains to be seen whether the negative effects of competition can be mitigated with the anonymity that networking technologies provide. ICT provide the possibility of simultaneously applying different learning strategies through the use of different telematic tools within the classroom. As students with different learning styles coexist in a classroom and the learning strategies must be in accordance with the learning styles of students, the results of applying different learning strategies within a classroom should be analysed. In this sense, several questions arise such as whether we should use a unique strategy for all the students of a classroom, adapted to the most common learning style of the students, or use different strategies for the different groups of students. Also, it should be analysed how this would affect the results of students as well as the development of course programmes. Besides, there are other ways of active participation of students such as peer review that has advantages in terms of reduction of the workload of the teacher. However, at the same time, teachers partially lose control over the process, and this is the reason why it can not be applied in any educational context. In this sense, it would also be important to analyse these techniques comparatively with competitive strategies. reFerences Brightman, H. J. (2006). GSU master teacher program: On critical thinking. Retrieved October 26, 2007, from http://www2.gsu.edu/~dschjb/wwwcrit.html Brown, E., Cristea, A., Stewart, C., & Brailsford, T. (2005). Patterns in authoring of adaptive educa-

Telematic Environments and Competition-Based Methodologies tional hypermedia: A taxonomy of learning styles. Educational Technology & Society, 8(3), 77-90. Retrieved October 26, 2007, from http://www. ifets.info/journals/8_3/8.pdf Bryndum, S., & Montes, J. A. (2005). La motivación en los entornos telemáticos. RED Revista de Educación a Distancia, V(13). Retrieved October 26, 2007, from http://www.um.es/ead/red/13/ Burd, B. A., & Buchanan, L. E. (2004). Teaching the teachers: Teaching and learning online. Reference Services Review, 32(4), 404-412. Canós, L., & Mauri, J. J. (2005). Metodologías Activas para la Docencia y Aplicación de las Nuevas Tecnologías: una Experiencia. In URSI 2005. Retrieved October 26, 2007, from http:// w3.iec.csic.es/ursi/articulos_gandia_2005/articulos/otros_articulos/462.pdf Chang, L. J., Yang, J. C., Yu, F. Y., & Chan, T. W. (2003). Development and evaluation of multiple competitive activities in a synchronous quiz game system. Journal of Innovations in Education and Training International. 40(1), 16-26. Chang, S. -B., Wang, H. -Y., Liang, J. -K., Liu, T. -C., & Chan, T. W. (2004). A contest event in the connected classroom using wireless handheld devices. In J. Roschelle, T.-W. Chan, Kinshuk, & S. J. H. Yang (Eds.), Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2004) (pp. 207-208). Los Alamitos, CA: IEEE Computer Society. Chickering, A. W., & Ehrmann, S. C. (1996, October). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49(2), 3-6. Chu, K., Chang, M., & Hsia, Y. (2004). Stimulating students to learn with accuracy counter based on competitive learning. In Proceedings of the IEEE International Conference on Advanced Learning Technologies (ICALT’04) (pp. 786-788). IEEE Computer Society. Fandos, M., & González, A. P. (2005). Estrategias de Aprendizaje ante las Nuevas Posibilidades Educativas de las TIC. In A. Méndez-Vilas, B. Gonzalez, J. Mesa, & J. A. Mesa (Eds.), Proceedings of the Third International Conference on Multimedia and Information & Communication Technologies in Education (pp. 7-10). Cáceres, Spain: Formatex. Frees, S., & Kessler, G. D. (2004). Developing collaborative tools to promote communication and active learning in academia. In Proceedings of the 34 th Annual Conference Frontiers in Education (FIE’04) (Vol. 3, pp. S3B/20 - S3B/25). Piscataway, NJ: IEEE. Godoy, L. A. (2005). Learning-by-doing in a Webbased simulated environment. In Proceedings of the 6 th International Conference on Information Technology Based Higher Education and Training (ITHET 2005) (pp. F4C/7 - F4C/10). Piscataway, NJ: IEEE. Hislop, G. W. (1999). Anytime, anyplace learning in an online graduate professional degree program. Group Decision and Negotiation, 8, 385-390. Hyland, B. (2002). Cone of learning. From the course “Train the trainer”. Iowa Center for Public Health Preparedness. Retrieved October 26, 2007, from http://www.public-health.uiowa.edu/icphp/ ed_training/ttt/archive/2002/2002_course_materials/Cone_of_Learning.pdf Johnson, R., & Johnson, D. W. (1998). Cooperative learning. Two heads learn better than one. Transforming Education, 18, 34. Kim, S., & Sonnenwald, D. H. (2002). Investigating the relationship between learning style preferences and teaching collaboration skills and technology: An exploratory study. In E. Toms (Ed.), Proceedings of the American Society of Information Science & Technology Annual Conference (pp. 64-73). Medford, NJ: Information Today.

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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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    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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  • Page 252 and 253: E-Learning 2.0 McPherson, K. (2006)
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  • Page 302 and 303: 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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    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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