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Advances in E-learning-Experiences and Methodologies

Compilation of

Compilation of References Metros, S.E., & Bennett, K. (2002). Learning objects in higher education. Educause Research Bulletin, 19, 2. Retrieved October 16, 2007, from www.educause. edu/ir/library/pdf/ERB0219.pdf Meyen, E.L., Aust, R., Gauch, J.M., Hinton, H.S., Isaacson, R.E., Smith, S.J., et al. (2002 ). E-learning: A programmatic research construct for the future. Journal of Special Education Technology, 17(3), 37-46. Michalsky, R.S., & Stepp, R.E. (1983). Automated construction of classifications: Conceptual clustering versus numerical taxonomy. IEEE Transactions on Pattern Analysis and Machine Intelligence, 5(4), 396-410. Mickle, M. H., Shuman, L., & Spring, M. (2004). Active learning courses on the cutting edge of technology. In Proceedings of the 34 th Annual Conference Frontiers in Education (FIE’04) (Vol. 1, pp. T2F/19 – T2F/23). Piscataway, NJ: IEEE. Miller, A. (2004). E-mentoring: An overview. Paper presented at the First Aimhigher Networking Meeting, Aston University. Miller, C.M.I., & Parlett, M. (1974). Up to the mark: A study of the examination game. Guildford: Society for Research into Higher Education. Minaei, B., Kashy, D.A., Kortemeyer, G., & Punch, W. (2003). Predicting student performance: An application of data mining methods with an educational Web-based system. In Proceedings of 33rd Frontiers in Education Conference. Mishra, S. (2002). A design framework for online learning environments. British Journal of Educational Technology, 33(4), 493-496. Mitra, A., & Steffensmeier, T. (2000). Change in student attitudes and student computer use in a computer-enriched environment. Journal of Research on Computing in Education, 32(3), 417-431. Miyahara, K., & Pazzani, M. (2000). Collaborative filtering with the simple Bayesian classifier. In Pacific Rim International Conference on Artificial Intelligence (pp. 679-689). Monk, A., & Howard, S. (1998, March-April). The rich picture: A tool for reasoning about work context. Interactions, 21-30. Moodle. (2006). Retrieved October 21, 2007, from http://moodle.org/doc/ Moodle. (2006). Retrieved October 22, 2007, from http://demo.moodle.com/ Moodle. (2007). Philosophy. Retrieved October 17, 2007, from http://docs.moodle.org/en/Philosophy Moore, G. R. (1991). Computer to computer: Mentoring possibilities. Educational Leardership, 49(3), 40. Mor, E., & Minguillón, J. (2004). E-learning personalization based on itineraries and long-term navigational behavior. In Thirteenth World Web Conference (pp. 264-265). Morley, R. (1996). Painting trucks at general motors: The effectiveness of a complexity-based approach. In Ernst and Young Center for Business Innovation, (Ed.), Embracing Complexity: Exploring the Application of Complex Adaptive Systems to Business (pp. 53-58). Cambridge, MA. Morozov, M., Tanakov, A., Gerasimov, A., Bystrov, D., & Cvirco, E. (2004). Virtual chemistry laboratory for school education. In Proceedings of the IEEE International Conference on Advanced Learning Technologies (ICALT’04) (pp. 605-608). IEEE Computer Society. Mortera-Gutierrez, F. (2006). Faculty best practices using blended learning in e-learning and in face-to-face instruction. International Journal on E-Learning, 5(3), 313-337. Murray, T. (1999). Authoring intelligent tutoring systems: An analysis for the state of the art. International Journal of Artificial Intelligence in Education, 10, 98-129. Muscettola, N., Dorais, G.A., Fry, C., Levinson, R., & Plaunt, C. (2002). IDEA: Planning at the core of autonomous reactive agents. In Proceedings of the Workshop Online Planning and Scheduling, AIPS 2002 (pp. 49-55). Toulouse, France.

Compilation of References Myers, I.B., McCaulley, M.H., Quenk, N.I., & Hammer, A.L. (1999). MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator. Paolo Alto, CA: Consulting Psychologist Press. Nachmias, R. (2002). A research framework for the study of a campus-wide Web-based academic instruction project. Internet and Higher Education, 5(3), 213-229. NADE. (2001). Quality standards for distance education. Norwegian Association for Distance and Flexible Education. Retrieved October 30, 2007, from http://www. nade-nff.no/nff2/filer/Kvalitet/Kvalitetsnormer%20for %20fjernundervisning.pdf Ndubisi, N. O. (2006). Factors of online learning adoption: A comparative juxtaposition of the theory of planned behaviour and the technology acceptance model. International Journal on E-Learning, 5(4), 571-591. Neal, L. (2006, January 19). Predictions for 2006: E- learning experts map the road ahead. eLearn Magazine. Retrieved October 19, 2007, from http://www.elearnmag. org/subpage.cfm?section=articles&article=31-1 Ngai, E., & Poon, J. (2007). Empirical examination of the adoption of WebCT using TAM. Computers and Education, 42(2), 250-267. Noe, R. A. (1998). An investigation of the determinants of successful assigned mentoring relationships. Personnel Psychology, 41, 457-479. Nowack, K. (1996). Is the Myers Briggs Type Indicator the right tool to use? Performance in Practice, 6. O’Donovan, B., Price, M., & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standars and criteria. Teaching in Higher Education, 9(3), 325-336. O’Hear, S. (2005). Seconds out, round two. The Guardian. Retrieved October 25, 2007, from http://education.guardian.co.uk/elearning/story/0,10577,1642281,00.html O’Hear, S. (2006). E-learning 2.0 - how Web technologies are shaping education. In R. MacManus (Ed.). Retrieved October 25, 2007, from http://www.readwriteweb.com/ archives/e-learning_20.php O’Neill, K. (2004). Building social capital in a knowledge-building community: Telementoring as a catalyst. Interactive Learning Environments, 12(3), 179-208. O’Neill, K., & Harris, J. (2005). Bridging the perspectives and developmental needs of all participants in curriculum-based telementoring programs. Journal of Research on Technology in Education, 37(2), 111-128. O’Neill, K., Harris, J., Cravens, J., & Neils, D. (2002). Perspectives on e-mentoring: A virtual panel holds an online dialogue. National Mentoring Center Newsletter, 9, 5-12. O’Regan. (2006). MOLIE: Mentoring online in Europe. Salford: University of Salford. O’Reilly, T. (2005). Web 2.0: Compact definition? Retrieved October 18, 2007, from http://radar.oreilly.com/ archives/2005/10/web_20_compact_definition.html O’Reilly, T. (2005). What Is Web 2.0. design patterns and business models for the next generation of software. O’Reilly Web. Retrieved October 25, 2007, from http:// www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/ what-is-web-20.html ODLQC. (2006). Open and distance learning quality council standards. Open and Distance Learning Quality Council. Retrieved October 30, 2007, from http://www. odlqc.org.uk/standard.doc OECD. (2005). Formative assessment: Improving learning in secondary classrooms. Paris: OECD. Oliver, M., & Shaw, G. P. (2003). Asynchronous discussion in support of medical education. Journal of Asynchronous Learning Networks, 7(1), 56-67. Oliver, M., & Trigwell, K. (2005). Can blended learning be redeemed? E-Learning, 2(1). Retrieved October 18, 2007, from http://www.wwwords.co.uk/pdf/viewpdf. asp?j=elea&vol=2&issue=1&year=2005&article=3_Oliver_ELEA_2_1_web&id=83.104.158.140 Omalley, J., & McCraw, H. (1999). Student perceptions of distance learning, online learning and the traditional classroom. Online Journal of Distance Learning Administration, 2(4), 1-16.

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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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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Designing an Online Assessment in E

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    Quality Assessment of E-Facilitator

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  • Page 372 and 373: E-QUAL Meyer, K. A. (2002). Quality
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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
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