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Advances in E-learning-Experiences and Methodologies

E-QUAL 2004; Scalan,

E-QUAL 2004; Scalan, 2003) and quality approaches for quality certification and accreditation (e.g., DECT, 2007; eduQua; 2005; EFMD, 2007). Current developments in standardisation provide an International Standard for harmonizing the various approaches used around the world for assessing the quality of e-learning initiatives. This common approach has been developed by the ISO/IEC Joint Technical Committee JTC 1, Information Technology, Subcommittee SC 36, Information Technology for Learning, Education and Training. This standard, called ISO/IEC 19796, comprises four parts: Part 1- General approach; Part 2: Quality model; Part 3: Reference methods and metrics; and Part 4: Best practice and implementation guide. The first part is already complete and next parts will be complete up to 2007 (ISO, 2005). The ISO/IEC 19796 – Part 1: General approach, “provides an overall framework which can be used for introducing quality approaches in all provider and user organizations of e-Learning” (ISO, 2005). modeLs For the evALuAtIon oF e-LeArnIng QuALIty This section describes some of the main specific evaluation models of process-oriented e-learning courses, namely SEEQUEL, Open eQuality Learning Standards, Meca-ODL, Quality On the Line, and InnoeLearning. Sustainable Environment for the Evaluation of Quality in e-Learning (seeQueL) The SEEQUEL project integrated in the European Commission e-Learning Initiative (MENON Network EEIG, 2004) was conducted by a group of enterprises and institutions called MENON Network. This project created a model for the analysis of e-learning courses based on the idea that learning experience depends on the inherent quality of three factors: the learning sources and resources committed, the process designed and implemented to generate learning results, and the coherence and meaningfulness of the experience with the context in which the learner is working and living. In each of these factors different topics are analyzed (MENON Network EEIG, 2004). The learning sources factor analyses the supporting staff, teaching staff, learning materials, and learning infrastructures (MENON Network EEIG, 2004). The topics for core learning processes are guidance/training needs analysis, recruitment, learning design, learning delivery, course evaluation, and learners’ assessment (MENON Network EEIG, 2004). Finally, the learning context section analyses the institutional setting, the cultural setting (organisational, professional, and general), the learning environment, the legislation, the financial setting, and values systems (MENON Network EEIG, 2004). This project enhances the subjectivity of assessment of e-learning quality resulting from the evaluator’s environment (university, secondary school, and industry), his/her role (teacher, student) and his/her worldview. The model requires that for each topic a great number of aspects have to be classified and it does not give the learning context enough relevance (communication with other students and the staff). open e-Quality Learning standards The Canadian and American LIfIA and European EIfEL have created a joint committee, which recommended “Open eQuality Learning Standards” for the analysis of e-learning courses (LIfIA & EIfEL, 2004). This evaluation grid serves as a model for everyone who wishes to plan, carry out, assess, and take e-learning courses (LIfIA & EIfEL, 2004).

E-QUAL The main distinctive features of this guide are: consumer-oriented (developed with particular attention to return on investment in e-learning for learners), consensus-based (developed through consultation with a balance of provider and consumer groups), comprehensive (inclusive of all elements of the learning system: outcomes and outputs, processes and practices, inputs and resources), futuristic (describing a preferred future rather than the present circumstances for design and delivery), adaptable (with modifications, appropriate to all levels of learning services), and flexible (not all guidelines will apply in all circumstances) (LIfIA & EIfEL, 2004). This guide includes three areas: quality outcomes, quality processes and practices, quality inputs, and resources for e-learning products and services (LIfIA & EIfEL, 2004). Within the outcomes section skills and knowledge, learning skills, and course credits are analyzed (LIfIA & EIfEL, 2004). The quality processes and practices section includes student management, the delivery and management of learning, duly used technologies (computers and other ICT), communications facilities, and the digital archive and e-portfolio service/system (LIfIA & EIfEL, 2004). As to the quality inputs and resources for e- Learning products and services the evaluation includes: intended learning outcomes, curriculum content, teaching/learning materials, product/ service information for potential students, learning technologies and materials, appropriate and necessary staff, the comprehensive course package (all materials and technologies), evidence of program success, program plans and budget and advertising, recruiting and admissions information (LIfIA & EIfEL, 2004). The model under analysis enhances e-learning results which requires a previous deep knowledge of the courses and also does not take enough account of learning context. methodological guide for the Analysis of Quality in open and distance Learning (meca-odL) This reference framework proposal derived from a European Socrates-Minerva project. The project called Meca-ODL has been conducted by a partnership (English, Spanish, and German universities and Italian and Greek training organizations) led by ADEIT (ADEIT, 2002). The reference framework stands out because it involves the entire process from conception to evaluation. The seven stages and respective topics for a distance-learning course included in this evaluation grid are: conception, analysis, design, content, production, delivery and evaluation (ADEIT, 2002). This project has also developed an online evaluation tool with the methodology already described. With this tool, the evaluator’s profile (developer/user/reseller) has to be given in order to select between 140 criteria available. Items have a 1-5 weight and their evaluation can also range from 1 to 5 (ADEIT, 2002). This evaluation tool is quite complete and attempts to ensure quality in every stage of course development (from design to evaluation). This evaluation, therefore, requires complete knowledge of courses under analysis, which is not the case when the evaluator’ analysis is based upon public information. Quality on the Line The grid “Quality On the Line” has been developed by Phipps and Merisotis (2000) and published by the IHEP. It is divided into 7 areas comprising 45 topics. The benchmarks in the category Institutional Support include those activities by the institution that help to ensure an environment conducive to maintaining quality distance education, as well as policies that encourage the development of Internet-based teaching and learning. These

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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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    Formative Online Assessment in E-Le

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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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