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Advances in E-learning-Experiences and Methodologies

Compilation of

Compilation of References Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347-364. Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? Assessment in Education, 5(1), 103-110. Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham: Open University Press. Biggs, J., & Tang, C. (1997). Assessment by portfolio: Constructing learning and designing teaching. Research and Development in Higher Education, 79-87. Biggs, J.B. (2003). Teaching for quality learning at university (2nd ed.). Buckingham: SRHE & Open University Press. Bishop, J. (2006, February). Training talk newsletter. Retrieved October 16, 2007, from http://www.dest.gov. au/sectors/training_skills/publications_resources/trainingtalk/issue_20/ Black, P., & William, D. (1998). Assessment and classroom learning, Assessment in Education, 5(1), 7-74. Blackboard. (2006). Blackboard unveils blackboard beyond initiative. Four bold inaugural projects will advance e-learning 2.0 vision. Retrieved October 25, 2007, from http://www.blackboard.com/company/press/ release.aspx?id=823603 Blair, A. (2004, May 3). Speech to NAHT conference. Retrieved October 16, 2007, from http://www.number10. gov.uk/output/Page5730.asp Blamire, R. (2006). Insight blog. The online diary of European schoolnet’s insight team. Retrieved October 25, 2007, from http://blog.eun.org/insightblog/2006/06/ elearning_20.html Blinco, K., Mason, J., McLean, N., & Wilson, S. (2004, July 19). Trends and issues in e-learning infrastructure development. A White paper for alt-i-lab 2004, prepared on behalf of DEST (Australia) and JISC-CETIS (UK) (Version 2). Retrieved October 19, 2007, from http://www.jisc.ac.uk/uploaded_documents/Altilab04- infrastructureV2.pdf Blurton, C. (2000). New directions of ICT-use in education. UNESCO World Communication and Information Report. Paris: UNESCO. Boley, H. (2003). RACOFI: A rule-applying collaborative filtering system. In 2003 IEEE/WIC International Conference on Web Intelligence/Intelligent Agent Technology. Bonabeau, E., Dorigo, M., & Theraulaz, G. (1999). Swarm intelligence: From natural to artificial Systems. NY: Oxford University Press 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 Borst, W.N. (1997). Construction of engineering ontologies for knowledge sharing and reuse. University of Twenty, NL-Centre for Telemática and Information Technology. Boud, D., & Falchikov, N. (1989). Quantitative studies of self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529-549. Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment and Evaluation in Higher Education, 24(4), 413-426. Boyd-Barrett, O. (2000). Distance education provision by universities: How institutional context affect choices. Information Communication & Society, 3(4), 474-493. Brahm, C., & Kleiner, B. H. (1996). Advantages and disadvantages of group decision-making approaches. Team Performance Management, 2(1), 30-35. Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience and school. Washington: National Academic Press. Brian, L. (2004) Taking a walk on the wiki side. Campus Technology. Retrieved October 25, 2007, from http:// www.campustechnology.com/article.asp?id=9200 Briggs, J. (2003). Rich pictures of UK education. Retrieved October 16, 2007, from http://www.reengage. org/go/Article_111.html

Compilation of References Brightman, H. J. (2006). GSU master teacher program: On critical thinking. Retrieved October 26, 2007, from http://www2.gsu.edu/~dschjb/wwwcrit.html Britain, S. (2004, May). A review of learning design: Concept, specifications and tools. JISC. Retrieved October 19, 2007, from http://www.jisc.ac.uk/uploaded_documents/ACF1ABB.doc 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. Brousseau, G. (1997). Theory of didactical situations in mathematics. Kluwer Academics Publisher. Brown, E., Cristea, A., Stewart, C., & Brailsford, T. (2005). Patterns in authoring of adaptive educational hypermedia: A taxonomy of learning styles. Educational Technology & Society, 8(3), 77-90. Retrieved October 26, 2007, from http://www.ifets.info/journals/8_3/8.pdf Brown, E., Gibbs, G., & Glover, C. (2003). Evaluation tools for investigating the impact of assessment regimes on student learning. Bioscience Education E-Journal, 2. Retrieved October 28, 2007, from http://bio.ltsn. ac.uk/journal/vol2/beej-2-5.htm Brown, G., Bull, J., & Pendleburg, M. (1997). Assesing student learning in higher education. London: Routledge. Brown, J. S., & Duguid, P. (1998). Universities in the digital age. In B. L. Hawkins & P. Battin (Eds.), The mirage of continuity: Reconfiguring academic information resources for the 21st century (pp. 39-60). Washington, DC: Council on Library and Information Resources. Brown, S., & Glasner, A. (Ed.). (1999). Assessment matters in higher education. UK: Open University Press. Brown, S., & Knight, P. T. (1994). Assessing learners in higher education. London: Kogan Page. Bruner, J. (1997). La educación, puerta de la cultura. Madrid, Spain: Visor. Bruner, J. (1998). Desarrollo cognitivo y educación. Madrid, Spain: Morata. Bryndum, S., & Montes, J. A. (2005). La motivación en los entornos telemáticos. RED Revista de Educación a Distancia, V(13). Retrieved October 26, 2007, from http://www.um.es/ead/red/13/ 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. Bull, J., & Mckenna, C. (2001). Blueprint for CAA. Loughborough: University of Loughborough. Burd, B. A., & Buchanan, L. E. (2004). Teaching the teachers: Teaching and learning online. Reference Services Review, 32(4), 404-412. Burkhalter, B.B. (1996). How can institutions of higher education achieve quality within the new economy? Total Quality Management, 7, 153-160. Burr, J.T. (1993, March). A new name for a not so new concept. Quality Progress, 87-88. Burr, L., & Spennemann, D. H. R. (2004). Patterns of user behaviour in university online forums. International Journal of Instructional Technology and Distance Learning, 1(10), 11-28. Buzzetto-More, N. A., & Pinhey, K. (2006). Guidelines and standards for the development of fully online learning objects. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 95-104. Cabena, P., Hadjnian, P., Stadler, R., Verhees, J., & Zanasi, A. (1997). Discovering data mining: From concept to implementation (IBM Books). Pearson Education. Cabero, J. (2004). Bases pedagógicas del e-Learning. Revista de Universidad y Sociedad del conocimiento, 3. Retreived October 18, 2007, from http://www.uoc. edu/rusc

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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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    Formative Online Assessment in E-Le

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    0 Chapter XVII Designing an Online

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  • Page 370 and 371: E-QUAL SMEs: An analysis of e-learn
  • Page 372 and 373: E-QUAL Meyer, K. A. (2002). Quality
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  • Page 378 and 379: Compilation of References Cabero, J
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  • 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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