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Advances in E-learning-Experiences and Methodologies

E-QUAL provide

E-QUAL provide competent, service-oriented assistance for organisations’ quality development; (f) open quality standards must be further developed and widely implemented; (g) interdisciplinary quality research must become established in future as an independent academic discipline; (h) research and practice must develop new methods of interchange; (i) quality development must be designed jointly by all those involved; (j) appropriate business models must be developed for services in the field of quality. (Ehlers, Goertz et al., 2005, p. 11) Qual-e-Learning is a research project that seeks to identify the “good practices” based on the study of different e-learning courses (Qual e-Learning Project Consortium, 2003). Two of the most important results of this project are a Handbook of Best Practices for the Evaluation of e-Learning Effectiveness (Qual e-Learning Project Consortium, 2004) and an evaluation tool for the evaluation of training effectiveness and impact measures (Qual e-Learning Project Consortium, 2007). SEEL is a project that focuses on the study of e-learning quality and its impact on local and regional development (EIfEL, 2007). It also aims at defining policies for the creation of quality e-learning courses. Through this project were developed guidelines based on a series of indicators that should be used both as success indicators and quality assurance measures for new learning region initiatives (SEEL, 2004). SEEQUEL was designed to create a European forum on evaluation of e-learning quality in order to identify good practices and define guidelines (MENON Network EEIG, 2004). This project created a model for the analysis of e-learning courses that will be analysed later in this chapter. The purpose of EFQUEL: is to involve actors in a European community of users and experts to share experiences on how e-Learning can be used to strengthen individual, organisational, local and regional development, digital and learning literacy, and promote social cohesion (EFQUEL, 2006). One of the projects of EFQUEL is Triangle—a project based on the work of SEEL, EQO and SEEQUEL that seeks: to promote European diversity of quality approaches and services in the field of learning, education and training, to connect results and concepts on European e-Learning quality developed in three successful projects, to broaden the discussion and discourse on e-Learning quality, and to provide a sustainable infrastructure as a single entry point for e-Learning quality. (EFQUEL, 2006) The QUIS project is a transversal project in EU e-Learning Programme. Its activities are all directed towards quality in e-learning, interoperability, and reusability of e-learning materials and development of standards (TISIP, 2007). Among the products developed by this project are several reports and disseminations. SEVAQ operates within the framework of the Leonardo Da Vinci Programme. The project aims at improving the quality of the vocational and educational courses offered via open and distance learning, e-learning and blended learning, providing a number of good practices concerning quality and a multifunctional self-evaluation questionnaire in order to obtain valuable customer feedback (SEVAQ, 2005). The EQUIPE project aims to increase confidence and encourage innovative educational practices in lifelong learning in universities by developing, testing, and promoting quality assurance and enhancement tools (EQUIPE, 2007). This project operates under the Socrates Programme and is coordinated by the University of Porto (Portugal), European Universities Continuing Education Network (EUCEN), University of Genève (Switzerland), University of Limerick (Ireland), University of Valencia (Spain), Uni-

E-QUAL versity of Turku (Filand), University of Bergen (Norway), University of Liverpool (UK), University of Genova (Italy) and Kaunas University of Technology (Lithuania). ELEX main aim was to exploit the practice potential of the communities within the European Vocational Training Association (EVTA) using ICT tools to support team work and by trying to maximize the dissemination and re-use of selected best practices of e-learning and ICT use in the field of vocational training (ELEX, 2005). EQUEL is coordinated by Lancaster University (UK) and involves key researchers and e-learning practitioners from 14 European Higher Education institutions. EQUEL stands for “e-quality” in e-learning and is a virtual centre of excellence for innovation and research in networked learning in higher and post-compulsory education (EQUEL, 2004). Under the framework of Socrates Programme—Minerva Action, the Meca-ODL project was held by a partnership led by the ADEIT. This project produced a methodological guide in order to analyse Internet learning quality developing a support computer application for the purpose (ADEIT, 2002). In England the Institute for IT training (IITT) developed several best practice documents stating that quality of e-learning services should be assured and strengthened such as Code of Practice for e-Learning Providers, Web Site Usability Standards, Competence Framework for e-Learning Designers and Developers, Competence Framework for e-Tutors, and a Charter for Learners to inform learners of what to require from an e-learning course (IITT, 2005). The British Open and Distance Learning Quality Council (ODLQC) developed the Open and Distance Learning Quality Council Standards (ODLQC, 2006). The Quality Assurance Agency for Higher Education (QAA) also developed quality guidelines for quality assurance in distance learning (QAA, 2004). Finally, the Quality E-Learning Assurance Services Ltd. (eQCheck), a British firm, offers assessment and certification of e- Learning products and services (eQCheck, 2006). The quality assessment bases upon the Canadian Recommended e-Learning Guidelines. In France the Association Française de Normalisation (AFNOR), in cooperation with the Forum Français pour la Formation Ouverte et à Distance (FFFOD), developed the French Code of Practice in e-Learning (AFNOR, 2004). In Germany, the Deutsches Institut für Normung e. V. (DIN), which represents the country interests in international standardisation activities, is responsible for the creation of the DIN PAS 1032-1 Reference Model for Quality Management and Quality Assurance (DIN, 2004). In Norway, the Norsk Forbund for Fjernundervisning og Fleksibel Utdanning (NFF), also known as Norwegian Association for Distance and Flexible Education (NADE) created the Guidelines for Quality Standards (NADE, 2001). In Portugal, the Portuguese Society for Innovation (SPI) took charge of the InnoeLearning project, which has been funded by the European Union Programme Information Society Technologies. This project consisted on the evaluation of e-learning sites based on quality standards criteria (SPI, 2003). Among the international organizations that have been promoting the development of quality management approaches, is the European Foundation for Quality Management (EFQM), the International Organisation for Standardisation (ISO), the European Foundation for Management Development (EFMD), the International Network for Quality Assurance Agencies in Higher Education (INQAAHE), the European Association for Distance Learning (EADL), the European Committee for Standardization (CEN), and the European Centre for the Development of Vocational Training (CEDEFOP). We can also find a huge variety of recommendations (e.g., AFT, 2000; Hollands, 2000), guidelines (e.g., EADL, 2003), criteria catalogues (e.g., Wright, 2003), checklists (e.g., Bellinger,

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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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    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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  • Page 378 and 379: Compilation of References Cabero, J
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  • Page 392 and 393: Compilation of References Little, J
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  • Page 404 and 405: 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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