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Advances in E-learning-Experiences and Methodologies

About the Contributors

About the Contributors María D. R-Moreno earned a PhD (2004) in Computer Sciences by the Universidad de Alcalá (Spain) with the distinction of the European Doctorate. During her PhD she performed several visits to different international centers such as British Telecom Adastral Park in UK and the CNR in Rome. In 2006, she was at NASA Ames Research Center as a Postdoc, working at the Autonomous Systems and Robotics group. During the summer of 2007, she was a Visiting Researcher at ESA in the ExoMars mission. Her research interests are in the area of planning, scheduling, monitoring, and execution applied to real domains as satellites, workflow, and e-learning. María José Rodríguez-Conde earned her PhD in Education (University of Salamanca, Spain, 1994). She has been an associate professor of Research Methods in Education at the Faculty of Education of the University of Salamanca since 1999, an expert in evaluation methodology and statistical analysis of data in social sciences. She leads the Research Group in Educational Evaluation and Guidance (GE2O), is a collaborator in the Group of Research in Interaction and E-learning (GRIAL) of the University of Salamanca, and is the director of several projects on evaluation in education. GRIAL’S last published work dealt with the evaluation processes in e-learning and it has directed several doctoral dissertations centered in the processes of evaluation of programmes in education. Addisson Salazar is working towards a doctorate degree in Telecommunications at Universidad Politécnica de Valencia (UPV). He has received the BSc and MSc in Informatics from the Universidad Industrial de Santander and a D.E.A. in Telecommunications from UPV in 2003. He is a researcher of the Signal Processing Group of the Institute of Telecommunication and Multimedia Applications at UPV. His research interest is focused on statistical signal processing, pattern recognition, and data mining and knowledge discovery, where he has worked in different theoretical an applied problems, many of them under contract with the industry. His theoretical aspects of interest are signal classification, time-frequency analysis, independent component analysis, and algorithms for data mining. He has participated in different Programmes of the European Community. He has published more than 70 papers including journals and conference contributions. Antonio Seoane (1971) holds a 5-year degree in Philosophy from the University of Salamanca (Spain) and has worked as high-school professor at the Department of Philosophy since 1998; he also teaches for E-Learning masters degrees at both the University of Alcalá de Henares and the University of Salamanca (Spain). Currently, he is finishing two doctoral theses on ancient greek rhetoric and online training methodology, respectively. His researching interest fields are the ancient rhetoric, the modern communication theory, e-learning, and online training methodology. He is an active member of the Researching GRoup on InterAction & eLearning (GRIAL) at the University of Salamanca, where he acts as Academic Coordinator of Training Activities, standing out the E-Learning Master and the Online Tutor Lifelong Learning Diploma, both from the University of Salamanca. He is author of several articles and chapters regarding his researching fields and published in recognized reviews and volumes. Rowena Sinclair is a senior lecturer in the Accounting Department of the School of Business at Auckland University of Technology, Auckland, New Zealand. As a chartered accountant, Rowena has over 10 years of extensive accounting and auditing experience in both the private and public sector working with both small enterprises through to large multinational corporations. Her teaching areas currently focus on auditing and contextualizing accounting within the workplace. Her research is cur-

About the Contributors rently focusing on the transparency of the financial reports of charities for which she is completing a PhD. Previously, Rowena was involved in teaching in the banking field reflecting her years of service in the banking industry for which she was recognized by being given the award of senior associate of the Financial Services Institute of Australasia. Further recognition of this expertise was reflected by being asked to appear on television where she was interviewed on various banking issues. Sergio Vásquez Bronfman is professor of Information Systems at ESCP-EAP (European School of Management), in Paris. Since 1983, he has been involved in research and practice of ICT-based learning. In the 1990s, he worked mainly in university settings in France developing Internet-based educational innovations, while, since 2000, he has been doing e-learning projects in Spain, in corporate settings. His work focus is on (a) on the design of learning systems aimed at bridging the gap between “knowing” and “doing,” hence increasing the return on investment of professional and corporate education, and (b) on the political questions and power games that exist in e-learning and knowledge management projects and which are key in order to ensure implementation success. Alberto Velasco Florines was born in Salamanca (Spain) in 1981. He studied computer science engineering in the University of Salamanca (Spain) from 1999 to 2007. He worked as a system administrator and Web developer in 2006. He has been working as a developer for the R&D department of Clay Formación Internacional since November 2006. He has been developing a mobility system for an own e-learning platform and has collaborated in the development of an application for statistic control in Moodle. Elena Verdú, telecommunications engineer, has been project manager at CEDETEL (Centre for the Development of Telecommunications of “Castilla y León”) since December 2000, coordinating research projects in the fields of new telematic applications for the Information Society, communication networks and software engineering, at different scopes (regional, national, and international). She has published papers in international journals and participated in international conferences and congresses. She is also an associate lecturer at the “Escuela Técnica Superior de Ingenieros de Telecomunicación” (the School of Telecommunications Engineering), at the University of Valladolid, Spain. María Jesús Verdú received both an MS and PhD in Telecommunications Engineering from the University of Valladolid, Spain, in 1996 and 1999, respectively. She has been working as a lecturer at the University of Valladolid since November 1996. She has experience in coordinating projects in the fields of new telematic applications for the Information Society and telecommunications networks, especially related to e-learning. She has published papers in international journals and in relevant conference proceedings related to these fields. Luis Vergara was born in Madrid (Spain) in 1956. He received the Ingeniero de Telecomunicación and the Doctor Ingeniero de Telecomunicación degrees from the Universidad Politécnica de Madrid (UPM), in 1980 and 1983, respectively. Until 1992 he worked at the Departamento de Señales, Sistemas y Radiocomunicaciones (UPM) as an associate professor. In 1992, he joined the Departamento de Comunicaciones (Universidad Politécnica de Valencia (UPV) as Department Head until April 2004. From April 2004 to April 2005 he was vice-director of New Technologies at the UPV. Currently he is responsible of the Signal Processing Group of the Institute of Telecommunication and Multimedia

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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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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Quality Assessment of E-Facilitator

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    Chapter XIX E-QUAL: A Proposal to M

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    E-QUAL is proposed to evaluate the

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    E-QUAL provide competent, service-o

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    E-QUAL 2004; Scalan, 2003) and qual

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    E-QUAL benchmarks address technolog

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    E-QUAL E-learning added two differe

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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
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  • Page 384 and 385: Compilation of References Fandos, M
  • Page 386 and 387: Compilation of References national
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  • 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 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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