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Advances in E-learning-Experiences and Methodologies

E-QUAL Meyer, K. A.

E-QUAL Meyer, K. A. (2002). Quality in distance education: Focus on online learning. ASHE-ERIC Higher Education Report, 29(4), 1-121. Nicolaou, C. T., Nicolaidou, I. A., & Constantinou, C. P. (2005). The e-learning movement as a process of quality improvement in higher education. Educational Research and Evaluation, 11(6), 605-622. Pawlowski, J. M. (2006). Adopting quality standards for education. CEDEFOP. Pond, W. K. (2002). Twenty-first century education and training: Implications for quality assurance. The Internet and Higher Education, 4, 185-192. Rovai, A. F. (2003). A practical framework for evaluating online distance education programs. The Internet and Higher Education, 6(2), 109- 124. Rumble, G. (2000). The globalisation of open and flexible learning: Considerations for planners and managers. Online Journal of Distance Learning Administration, 3(3). Retrieved October 30, 2007, from http://www.westga.edu/~distance/ojdla/ fall33/rumble33.html Schifter, C., Greenwood, L., & Monolescu, D. (2004). The distance education evolution: Issues and case studies. Information Science Publishing. Shifrin, T. (2006, March 7). International standard aimed at improving quality of e-learning. Computer Weekly, 76. Sonwalkar, N. (2002). A new methodology for evaluation: The pedagogical rating of online courses. Syllabus, 15(6), 18-21. Tulloch, J. B., & Sneed, J. R. (2000). Quality enhancing practices in distance education: Teaching and learning. Washington, DC: Instructional Telecommunications Council. Welber, M. (2002). How AT&T adapted Kirkpatrick’s evaluation tools to e-learning then applied the same rigor to selecting vendors. E- Learning, 3(6), 1-3. Wild, R. H., & Hope, B. (2003). DATQUAL: A prototype e-learning application to support quality management practices in service industries. TQM & Business Excellence, 14(6), 695-713. Willging, P. A. (2004). Factors that influence students’ decision to drop out of online courses. The Journal of Asynchronous Learning Networks, 8(4). Retrieved October 30, 2007, from http://www. sloan-c.org/publications/jaln/v8n4/v8n4_willging_member.asp Wirth, M. A. (2005). Quality management in e- learning: Different paths, similar pursuits. Paper presented at 2 nd International SCIL Congress. Retrieved October 30, 2007, from http://www. scil.ch/congress-2005/programme-10-11/docs/ workshop-1-wirth-text.pdf endnotes 1 A test used to measure performance. 2 Content can be used in different learning contexts with different goals. 3 Data transfer capacity or speed of transmission of a digital communications system.

0 Compilation of References ADEIT. (2002). Meca-ODL -methodological guide for the analysis of quality in open and distance learning delivered via Internet. Project Socrates-Minerva, European Commission. AFNOR. (2004). Code of practice: Information technologies—E-learning guidelines. Retrieved October 30, 2007, from http://www.fffod.org/fr/doc/RBPZ76001-EN.doc AFT. (2000). Distance education: Guidelines for good practice. American Federation of Teachers. Retrieved October 30, 2007, from http://www.aft.org/higher_ed/ pubs-reports/reportslist.htm Agra, M. J., Gewerc, A., & Montero, M. L. (2003). El portafolios como herramienta de análisis en experiencias de formación online y presenciales. Enseñanza, 23, 101-114. Agra, M.J., Gewerc, A., & Montero, M.L. (2002). El portafolios como herramienta de análisis en experiencias de formación online y presenciales II Congreso Europeo de Tecnologías de la Información en la Educación y en la Ciudadanía. Barcelona. Ahmad, A., Basir, O., & Hassanein, K. (2004). Adaptive user interfaces for intelligent e-learning: Issues and trends. In Proceedings of the 4 th International Conference on Electronic Business (ICEB2004) (pp. 925-934). Albano, G. (2005). Mathematics and e-learning: Students’ beliefs and waits. In International Commission for the Study and Improvement of Mathematics Education 57 Congress, Changes in Society: A Challenge for Mathematics Education (pp. 153-157). Piazza Armerina: Università di Palermo Press. Albano, G. (2006). A case study about mathematics and e-learning: First investigations. In International Commission for the Study and Improvement of Mathematics Education 58 Congress, Changes in Society: A Challenge for Mathematics Education (pp. 146-151). Plezeň: University of West Bohemia Press. Albano, G., Bardelle, C., & Ferrari, P. L. (2007). The impact of e-learning on mathematics education: Some experiences at university level. La matematica e la sua didattica, 21(1), 61-66. Albano, G., Gaeta, M., & Salerno, S. (2006). E-learning: A model and process proposal. International Journal of Knowledge and Learning, 2(1/2), 73-88. Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2), 32-44. Allen, I. E., & Seaman, J. (2004). Sizing the opportunity: The quality and extent of online education in the US, 2002 and 2003. Needham, MA: Sloan-C. Allen, T. D., McManus, S. E., & Russell, J. E. A. (1999). Newcomer socialization and stress: Formal peer relationships as a source of support. Journal of Vocational Behaviour, 54(3), 453-470. Anderson, E.M., & Shannon, A.L. (1995). Towards a conceptualization of mentoring. In T. Kerry & A.S. Mayes (Eds.), Issues in mentoring. London: A.S. Routledge. Anderson, G. (2006). E-learning 2.0 is about people. Konferenz Professionelles Wissensmanagement - Erfahrungen und Visionen Live von der ICL 2006». Retrieved October 25, 2007, from http://elearningblog.tugraz. at/archives/130 Copyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.

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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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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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    Formative Online Assessment in E-Le

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  • Page 374 and 375: Compilation of References Argyris,
  • Page 376 and 377: Compilation of References Biggs, J.
  • Page 378 and 379: Compilation of References Cabero, J
  • Page 380 and 381: Compilation of References Comezaña
  • Page 382 and 383: Compilation of References Downes, S
  • Page 384 and 385: Compilation of References Fandos, M
  • Page 386 and 387: Compilation of References national
  • Page 388 and 389: Compilation of References Hudson, B
  • Page 390 and 391: Compilation of References Harbour.
  • Page 392 and 393: Compilation of References Little, J
  • Page 394 and 395: Compilation of References Metros, S
  • Page 396 and 397: Compilation of References ONeill, K
  • Page 398 and 399: Compilation of References Preece, J
  • Page 400 and 401: Compilation of References Sadler, D
  • Page 402 and 403: Compilation of References Shin, N.,
  • Page 404 and 405: Compilation of References tional Co
  • Page 406 and 407: Compilation of References Vermetten
  • Page 408 and 409: Compilation of References Yu, F. Y.
  • Page 410 and 411: About the Contributors Juan Pablo d
  • Page 412 and 413: About the Contributors part: “An
  • Page 414 and 415: About the Contributors María D. R-
  • Page 416 and 417: About the Contributors Applications
  • Page 418 and 419: Index e-learning tools, automated p
  • Page 420: Socrates 55 Sophists 55 student-foc
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