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Advances in E-learning-Experiences and Methodologies

Formative

Formative Online Assessment in E-Learning J. Jauregizar (Eds.), Cómo crear una web docente de calidad (pp. 65-100). A Coruña, Spain: Netbiblo. ITC. (2003). Online assessment techniques. Retrieved October 29, 2007, from http://web.utk. edu/~dsuppach/indep/assessment2.htm. James, R., McInnis, C., & Devlin, M. (2002). Assessing learning in Australian universities. Canberra, Australia: Center for the Study of Higher Education, The University of Melbourne & The Australian Universities Teaching Committee. Kendle, A., & Northcote, M. (2000). The struggle for balance in the use of quantitative and qualitative online assessment tasks. In Proceedings ASCILITE 2000, Coffs Harbour. Retrieved October 29, 2007, from http://www.ascilite.org. au/conferences/coffs00/papers/amanda_kendle. pdf Kennedy, J. K., Sang, J. C. K, Wai-ming, F. Y., & Fok, P. K. (2006, May). Assessment for productive learning: Forms of assessment and their potential for enhancing learning. Paper presented at the 32 nd Annual Conference of the International Association for Educational Assessment, Singapore. Knight, M. E. (1994). Portfolio assessment: Application of portfolio analysis. Lanham, MD: University Press of America. Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279-308. Lee, G., & Weerakoon, P. (2001). The role of computer-aided assessment in health professional education: A comparison of student performance in computer-based and paper-and-pen tests. Medical Teacher, 23, 152-157. Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 20(8), 15-21. Love, T., & Cooper, T. (2004). Designing online information systems for portfolio-based assessment: Design criteria and heuristics. Journal of Information Technology Education, 3, 65-81. Lowry, R. (2005). Computer-aided self-assessment. An effective tool. Chemistry Education Research and Practice, 6(4), 198-203. Macdonald, J. (2004). Developing competent e-learners: The role of assessment. Assessment & Evaluation in Higher Education, 29(2), 215- 226. Mason, B. J., & Bruning, R. (2000). Providing feedback in computer-based instruction: What the research tells us. Retrieved October 29, 2007, from http://dwb.unl.edu/Edit/MB/MasonBruning.html McConnell, D. (2002). The experience of collaborative assessment in e-learning. Studies in Continuing Education, 24(1), 73-92. OECD. (2005). Formative assessment: Improving learning in secondary classrooms. Paris: OECD. Parshall, C. G., Davey, T., & Pashley, P. J. (2000). Innovative item types for computerized testing. In W. Van der Linden & C. A. W. Glas (Eds.), Computerized adaptive testing: Theory and practice (pp. 129-148). Norwell, MA: Kluwer Academic Publisher. Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom. Hillslade, NJ: Lawrence Erlbaum. Plous, S. (2000). Tips on creating and maintaining an educational World Wide Web site. Teaching of Psychology, 27, 63-70. Poole, D. M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-177.

Formative Online Assessment in E-Learning Quinn, D., & Reid, I. (2003). Using innovative online quizzes to assist learning. Retrieved October 29, 2007, from http://ausweb.scu.edu. au/aw03/papers/quinn/paper.html Reeves, T. C. (2000). Alternative assessment approaches for online learning environments in higher education. Journal of Educational Computing Research, 23(1), 101-111. Rowntree, D. (1982). Educational technology in curriculum development. Newcastle upon Tyne, UK: Athenaeum Press Ltd. Rudner, L. M. (1998). An online, interactive, computer adaptive testing tutorial. Retrieved October 29, 2007, from http://edres.org/scripts/cat Ryan, Y. (2000). Assessment in online teaching. Paper presented at the Australian Universities Teaching Committee Forum 2000, Canberra, Australia. Retrieved October 29, 2007, from http://www.autc.gov.au/forum/papers/onlineteaching1.rtf Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144. Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77-84. Scalise, K., & Gifford, B. (2006). Computerbased assessment in e-learning: A framework for constructing “Intermediate Constraint” questions and tasks for technology platforms. The Journal of Technology, Learning, and Assessment, 4(6), 1-44. Schulze, A., & O’Keefe, A. (2002, August). Effectively using self-assessment in online learning. Paper presented at the 18 th Annual Conference on Distance Teaching Learning, Madison, Wisconsin. Scriven, M. (1967). The methodology of evaluation. In R. Tyler, R. Gagne & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp. 39-83). Chicago: Rand McNally. Sherman, R. C. (1998). Using the World Wide Web to teach everyday applications of social psychology. Teaching of Psychology, 25, 212-216. Sluijsmans, D. M. A., Prins, F. J., & Martens, R. L. (2006). The design of competency-based performance assessment in e-learning. Learning Environments Research, 9, 45-66. Stephens, D. (2001). Use of computer assisted assessment: Benefits to students and staff. Education for Information, 19, 265-275. Stiggins, R. J. (1987). Design and development of performance assessment. Educational Measurement: Issues and Practice, 4, 263-273. Taras, M. (2001). The use of tutor feedback and student self-assessment in summative assessment tasks: Towards transparency for students and for tutors. Assessment and Evaluation in Higher Education, 26(6), 606-614. Taras, M. (2003). To feedback or not to feedback in student self-assessment. Assessment and Evaluation in Higher Education, 25(5), 549-565. Van Merriëboer, J. J. G. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. Velan, G. M., Killen, M. T., Dziegielewski, M., & Kumar, R. K. (2002). Development and evaluation of a computer-assisted learning module on glomerulonephritis for medical students. Medical Teacher, 24(4), 412-416. Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategies: Enhancing student achievement in Web-based learning. Journal of Computer Assisted Learning, 22(3), 207. Ward, M., & Newlands, D. (1998). Use of the Web in undergraduate teaching. Computers and Education, 31, 171-184.

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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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    Telematic Environments and Competit

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  • Page 302 and 303: Chapter XVI Formative Online Assess
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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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