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Advances in E-learning-Experiences and Methodologies

Telematic Environments

Telematic Environments and Competition-Based Methodologies Marqués, P. (2001). Didáctica. Los Procesos de Enseñanza y Aprendizaje. La motivación. Retrieved October 26, 2007, from http://dewey.uab. es/pmarques/actodid.htm Martínez, A., Gómez, E., Dimitriadis, Y., Jorrín, I. M., Rubia, B., & Vega, G. (2005). Multiple case studies to enhance project-based learning in a computer architecture course. IEEE Transactions on Education, 48(3), 482-489. McCarthy, J. P., & Anderson, L. (2000). Active learning techniques vs. traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279-294. Mehlenbacher, B., Miller, C. R., Covington, D., & Larsen, J. S. (2000). Active and interactive learning online: A comparison of Web-based and conventional writing classes. IEEE Transactions on Professional Communication, 43(2), 166-184. Mickle, M. H., Shuman, L., & Spring, M. (2004). Active learning courses on the cutting edge of technology. In Proceedings of the 34 th Annual Conference Frontiers in Education (FIE’04) (Vol. 1, pp. T2F/19 – T2F/23). Piscataway, NJ: IEEE. Morozov, M., Tanakov, A., Gerasimov, A., Bystrov, D., & Cvirco, E. (2004). Virtual chemistry laboratory for school education. In Proceedings of the IEEE International Conference on Advanced Learning Technologies (ICALT’04) (pp. 605-608). IEEE Computer Society. Philpot, T. A., Hall, R. H., Hubing, N., & Flori, R. E. (2005). Using games to teach statics calculation procedures: Application and assessment. Computer Applications in Engineering Education, 13(3), 222-232. Reichlmayr, T. (2005). Enhancing the student project team experience with blended learning techniques. In Proceedings of the 35 th Annual Conference Frontiers in Education (FIE’05) (pp. T4F/6- T4F/11). Piscataway, NJ: IEEE. Symons, S., & Symons, D. (2002). Using the Inter- and Intranet in a university introductory psychology course to promote active learning. In Proceedings of the International Conference on Computers in Education (ICCE’02) (Vol. 2, pp. 844- 845). IEEE Computer Society. Timmerman, B., & Lingard, R. (2003). Assessment of active learning with upper division computer science students. In Proceedings of the 33 rd Annual Conference Frontiers in Education (FIE’03) (Vol. 3, pp. S1D/7 - S1D/12). Piscataway, NJ: IEEE. Titcomb, S. L., Foote, R. M., & Carpenter, H. J. (2004). A model for a successful high school engineering design competition. In Proceedings of the 34 th Annual Conference Frontiers in Education (FIE’04) (Vol. 1, pp. 138-141). Piscataway, NJ: IEEE. Van der Linde, G. (2005). The perception of business students at PUCMM of the use of collaborative learning using the BSCW as a tool. In Proceedings of the 6 th International Conference on Information Technology Based Higher Education and Training (ITHET 2005) (pp. F2D/10- F2D/15). Piscataway, NJ: IEEE. Verdú, M. J., de Castro, J. P., Pérez, M. A., Verdú, E., & Regueras, L. M. (2006). Application of TIC-based active methodologies in the framework of the new model of university education: The educational interaction system QUEST. In F. J. García, J. Lozano & F. Lamamie de Clairac (Eds.), CEUR Workshop Proceedings, Virtual Campus 2006 Postproceedings. Selected and Extended Papers (Vol. 186, pp. 33-40). CEUR-WS.org. Retrieved October 26, 2007, from http://CEUR- WS.org/Vol-186/ Verdú, E., Regueras, L. M., Verdú, M. J., Pérez, M. A., & de Castro, J. P. (2006a). Improving the higher education through technology-based active methodologies: A case study. WSEAS Transactions on Advances in Engineering Education, 3(7), 649-656.

Telematic Environments and Competition-Based Methodologies Verdú, E., Regueras, L. M., Verdú, M. J., Pérez, M. A., & de Castro, J. P. (2006b). QUEST: A contestbased approach to technology-enhanced active learning in higher education. In S. Impedovo, D. Kalpic & Z. Stjepanovic (Eds.), Proceedings of 6th WSEAS International Conference on Distance Learning and Wb Engineering (DIWEB ‘06) (pp. 10-15). Wisconsin: WSEAS. Verdú, E., Verdú, M. J., Regueras, L. M., & de Castro, J. P. (2005). Intercultural and multilingual e-learning to bridge the digital divide. Lecture Notes in Computer Sciences, 3597, 260-269. Wirsig, S. (2002). ¿Cuál es el lugar de la tecnología en la educación? Retrieved October 26, 2007, from http://www.educoas.com/Portal/xbak2/temporario1/latitud/Wirsig_Tic_en_Educacion.doc Yu, F. Y., Chang L. J., Liu, Y. H., & Chan, T. W. (2002). Learning preferences towards computerised competitive modes. Journal of Computer- Assisted Learning, 18(3), 341-350. Zywno, M. S., & Waalen, J. K. (2002). The effect of individual learning styles on student outcomes in technology-enabled education. Global Journal of Engineering Education, 6(1), 35-44. AddItIonAL reAdIngs Brown, E., Cristea, A., Stewart, C., & Brailsford, T. (2005). Patterns in authoring of adaptive educational 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 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 2 nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2004) (pp. 207-208). Los Alamitos, CA: IEEE Computer Society. 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. 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. Covington, M. V. (1998). The will to learn: A guide for motivating young people. New York: Cambridge University Press. 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 6th 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. 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

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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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    Knowledge Discovery from E-Learning

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  • Page 252 and 253: E-Learning 2.0 McPherson, K. (2006)
  • Page 254 and 255: E-Learning 2.0 Rosen, A. (2006). Te
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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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    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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