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Advances in E-learning-Experiences and Methodologies

Formative

Formative Online Assessment in E-Learning Bastiaens, T., & Martens, R. (2000). Conditions for Web-based learning with real events. In B. Abbey (Ed.), Instructional and cognitive impacts of web-based education (pp. 1-32). London: Idea Group Publishing. BECTA. (2006). Retrieved October 29, 2007, from www.becta.org.uk Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education, 5(1), 103-110. Biggs, J., & Tang, C. (1997). Assessment by portfolio: Constructing learning and designing teaching. Research and Development in Higher Education, 79-87. Black, P., & William, D. (1998). Assessment and classroom learning, Assessment in Education, 5(1), 7-74. Booth, R., & Berwyn, C. (2003). The development of quality online assessment in vocational education and training. Leabrook, Australia: Australian Flexible Learning Framework. Retrieved October 29, 2007, from www.ncver.edu. au/research/proj/nr1F02_1.pdf Boud, D., & Falchikov, N. (1989). Quantitative studies of self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529-549. Brookhart, S. M. (2001). Successful students’ formative and summative use of assessment information. Assessment in Education, 8(2), 153-169. Brooks, B. A., & Madda, M. (1999). How to organize a professional portfolio for staff and career development. Journal for Nurses in Staff Development, 15(1), 5-10. Brown, S., & Knight, P. T. (1994). Assessing learners in higher education. London: Kogan Page. Buchanan, T. (2000). The efficacy of a world-wide Web mediated formative assessment. Journal of Computer Assisted Learning, 16, 193-200. Bull, J. (1999). Computer-assisted assessment: Impact on higher-education institutions. Educational Technology & Society, 2(3), 123-126. Challis, D. (2005). Committing to quality learning through adaptive online assessment. Assessment & Evaluation in Higher Education, 30(5), 519-527. Chang, C. C. (2002, March). Building a Web-based learning portfolio for authentic assessment. Paper presented at Proceedings International Conference on Computers in Education (ICCE’02), Melbourne, Australia. Clariana, R. B. (1997). Considering learning style in computer-assisted learning. British Journal of Educational Technology, 28(1), 66-68. Collis, B., De-Boer, W., & Slotman, K. (2001). Feedback for Web-based assignments. Journal of Computer Assisted Learning, 17, 306-313. Comeaux, P. (Ed). (2002). Communication and collaboration in the online classroom: Examples and applications. Bolton, MA: Anker. Computer Adaptive Assessment Project. (2005). What is CAA? Retrieved October 29, 2007, from http://www.castlerockresearch.com/caa/Whatis- CAA.aspx Cooper, T. (1997). Portfolio assessment: A guide for students. Perth, WA: Praxis Education. Cooper, T. (1999). Portfolio assessment: A guide for lecturers teachers and course designers. Perth, WA: Praxis Education. Cooper, T., & Emden, C. (2000). Portfolio assessment: A guide for nurses and midwives. Perth, WA: Praxis Education. Cooper, T., Hutchins, T., & Sims, M. (1999). Developing a portfolio which demonstrates competencies. In M. Sims and T. Hutchins (Eds.), Learning materials: Certificate in children’s Services; 0-6 years (bilingual support) (pp. 3- 29). Perth, WA: Ethnic Childcare Resource Inc. Western Australia.

Formative Online Assessment in E-Learning Cooper, T., & Love, T. (2000). Portfolios in university-based design education. In C. Swann & E. Young (Eds.), Re-inventing design education in the university (pp. 159-166). Perth, WA: School of Design, Curtin University. Cooper, T., & Love, T. (2001a). Online portfolio assessment in information systems. In S. Stoney & J. Burn (Eds.), Working for excellence in the e- conomy (pp. 417-426). Perth, WA: We-B Research Centre, Edith Cowan University. Cooper, T., & Love, T. (2001b). Online portfolios: Issues of assessment and pedagogy. In International Education Research Conference, Melbourne. Retrieved October 29, 2007, from http://www.aare.edu.au/01pap/coo01346.htm Cooper, T., & Love, T. (2002). Online portfolios: Issues of assessment and pedagogy. In P. Jeffrey (Ed.), AARE 2001: Crossing borders: New frontiers of educational research. Coldstream, Victoria: AARE Inc. Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge, UK: Cambridge University Press. Crompton, P. (1999). Evaluation: A practical guide to methods. Retrieved October 29, 2007, from http://www.icbl.hw.ac.uk/ltdi/implementing-it/eval.pdf Curtis, J. B. (2002). Collaborative tools for e- learning. Chief Learning Office. Solutions for Enterprise Productivity. Retrieved October 29, 2007, from http://www.clomedia.com/content/templates/clo_feature.asp?articleid=41&zoneid=30 Davis, S. L., & Morrow, A. K. (2004). Creating usable assessment tools: A step-by-step guide to instrument design. Retrieved October 29, 2007, from http://www.jmu.edu/assessment/wm_library/ID_Davis_Morrow_AAHE2004.pdf Dearing, R. (1997). Higher education in the learning society. London: HMSO. Garrison, D. R. (2003). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. In J. Bourne & J.C. Moore (Eds.), Elements of quality online education: Practice and direction (pp. 47-58). Needham, MA: Sloan-C. Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. London: Falmer Press. Haladyna, T. (1997). Writing test items to evaluate higher order thinking. Needham Heights, MA: Allyn & Bacon. Henly, D. C. (2003). Use of Web-based formative assessment to support student learning in a metabolism/nutrition unit. Journal of Dental Education, 7(3), 116-122. Hiltz, S. R. (1994). The virtual classroom: Learning without limits via computer networks. Worwood, NJ: Ablex. Hutchins, T., Sims, M., & Cooper, T. (1999). Developing a portfolio which demonstrates competencies. In M. Sims & T. Hutchins (Eds.), Learning materials: Certificate in children’s services; 0-6 years (bilingual support) (pp. 3- 29). Perth, WA: Ethnic Childcare Resource Inc. Western Australia. Hyde, P., Booth R., & Wilson, P. (2003). The development of quality online assessment in VET. In H. Guthrie (Ed.), Online learning: Research readings (pp. 87-106). Leabrook, South Australia: NCVER. Ibabe, I., Gómez J., & Jauregizar, J. (2006). Aplicación de pruebas de auto-evaluación interactivas para potenciar el trabajo autónomo de los estudiantes conforme al sistema ECTS. In J. Guisasola & T. Nuño (Eds.), La educación universitaria en tiempos de cambio (pp. 63-74). San Sebastián, Spain: Universidad del País Vasco. Ibabe, I., & Jauregizar, J. (2005). Ejercicios de autoevaluación con Hot Potatoes. In I. Ibabe &

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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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    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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    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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