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[
1
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Dis
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co
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ev
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m
o
d
alities
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22
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2
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Ma
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2
0
2
1
:
1
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7
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1
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9
5
1088
[
4
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th
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ca
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as o
b
v
io
u
s
l
y
e
m
er
g
ed
as a
s
o
l
u
tio
n
i
n
t
h
e
m
aj
o
r
ity
o
f
s
ec
to
r
s
.
T
h
e
s
it
u
atio
n
cr
ea
ted
b
y
co
n
f
i
n
e
m
e
n
t
is
w
ith
o
u
t
r
ea
l
p
r
ec
ed
en
t,
an
d
ev
er
y
o
n
e
i
s
f
o
r
ce
d
to
ad
ap
t
as
b
est
th
e
y
ca
n
to
th
is
n
e
w
s
it
u
atio
n
,
esp
ec
iall
y
i
n
th
e
f
ield
o
f
ed
u
ca
tio
n
w
h
er
e
f
ac
e
-
to
-
f
ac
e
teac
h
i
n
g
i
s
u
n
d
e
n
iab
l
y
t
h
e
v
er
y
p
r
in
cip
le
o
n
w
h
ic
h
t
h
e
m
aj
o
r
it
y
r
ests
,
if
it
i
s
n
o
t
th
e
w
h
o
le
p
r
o
ce
s
s
o
f
teac
h
i
n
g
in
Mo
r
o
cc
o
,
an
d
w
h
er
e
t
h
e
w
h
o
le
o
f
t
h
e
co
u
r
s
es
cu
r
r
en
t
l
y
di
s
p
en
s
ed
b
y
d
is
ta
n
ce
.
T
ea
ch
in
g
g
o
es
f
r
o
m
f
ac
e
-
to
-
f
ac
e
to
d
is
tan
ce
lear
n
i
n
g
Di
s
ta
n
ce
ed
u
c
atio
n
at
th
e
ti
m
e
o
f
C
OVI
D
-
1
9
(
2
0
2
0
)
.
T
h
e
o
b
j
ec
t
iv
e
o
f
t
h
is
ar
ticle
g
o
es
i
n
t
h
is
d
ir
ec
tio
n
.
T
h
is
is
a
f
ield
s
tu
d
y
to
f
u
ll
y
u
n
d
er
s
ta
n
d
all
asp
ec
ts
o
f
th
is
ed
u
ca
tio
n
al
r
ev
o
lu
tio
n
d
u
r
in
g
th
e
co
r
o
n
a
v
i
r
u
s
p
an
d
e
m
ic.
A
cc
o
r
d
in
g
to
o
u
r
k
n
o
w
led
g
e
th
er
e
is
n
o
t
en
o
u
g
h
w
o
r
k
d
is
s
ec
tin
g
th
ese
ch
a
n
g
e
s
in
p
r
ac
tices,
esp
ec
iall
y
in
th
e
Mo
r
o
cc
an
co
n
t
ex
t
an
d
an
s
w
er
i
n
g
th
e
f
o
llo
w
i
n
g
r
esear
c
h
q
u
esti
o
n
s
,
in
t
h
e
f
o
r
m
o
f
a
q
u
esti
o
n
n
air
e
,
in
o
r
d
er
to
an
s
w
er
:
W
h
at
ar
e
th
e
ch
allen
g
es
o
f
d
is
ta
n
ce
lear
n
i
n
g
?
C
o
u
ld
d
i
s
tan
ce
lear
n
i
n
g
r
ep
lace
f
ac
e
-
to
-
f
ac
e
tr
ai
n
in
g
?
W
h
at
ar
e
t
h
e
o
b
s
tacle
s
p
r
ev
e
n
ti
n
g
th
e
u
s
e
o
f
d
is
ta
n
ce
lear
n
i
n
g
?
T
h
ese
ar
e
th
e
q
u
e
s
tio
n
s
t
h
at
w
il
l f
o
r
m
t
h
e
b
asis
o
f
o
u
r
an
al
y
s
i
s
.
Fro
m
th
e
an
al
y
s
is
o
f
th
e
r
es
u
lts
,
it
h
a
s
b
ee
n
d
ed
u
ce
d
th
at
d
is
tan
ce
lear
n
i
n
g
[
1
]
-
[
6
]
,
s
h
o
w
s
it
s
u
s
e
f
u
ln
e
s
s
i
n
t
h
e
ca
s
e
o
f
C
O
VI
D
-
1
9
[
7
]
.
A
cc
o
r
d
in
g
to
o
u
r
f
i
n
d
i
n
g
s
o
n
d
is
ta
n
ce
lear
n
i
n
g
at
t
h
e
ti
m
e
o
f
t
h
e
co
r
o
n
av
ir
u
s
in
M
o
r
o
cc
o
[
8
]
,
[
9
]
an
d
a
f
ter
co
llecti
n
g
d
ata
f
r
o
m
t
h
e
v
ar
io
u
s
p
ar
ticip
an
ts
w
it
h
w
eb
b
ased
q
u
esti
o
n
n
air
es
[
1
0
]
,
[
1
1
]
,
w
e
u
s
ed
w
eb
tec
h
n
o
lo
g
ies,
to
p
r
o
ce
s
s
,
an
al
y
ze
an
d
r
ep
r
esen
t
q
u
an
titati
v
e
d
ata,
[
1
2
]
,
o
n
t
h
e
u
s
e
o
f
d
is
ta
n
ce
lear
n
i
n
g
.
W
e
d
ed
u
cted
t
h
at
d
i
s
tan
ce
l
ea
r
n
in
g
o
f
f
er
s
d
ef
in
ite
p
o
s
s
ib
i
liti
es
f
o
r
i
m
p
r
o
v
i
ng
teac
h
i
n
g
an
d
d
eser
v
es c
o
n
s
id
e
r
atio
n
f
o
r
t
h
e
d
ef
in
i
tio
n
o
f
alte
r
n
ativ
e
an
d
e
f
f
ec
ti
v
e
s
o
l
u
tio
n
s
m
a
k
i
n
g
it p
o
s
s
ib
le
to
o
v
er
co
m
e
t
h
e
co
n
s
tr
ai
n
ts
o
f
d
is
ta
n
ce
ed
u
ca
tio
n
an
d
s
e
lf
-
tr
ain
i
n
g
,
b
y
s
u
p
p
le
m
en
tin
g
f
a
ce
-
to
-
f
ac
e
tr
ai
n
i
n
g
w
it
h
g
o
o
d
d
is
tan
ce
tr
ain
i
n
g
th
at
ca
n
r
ep
lace
f
ac
e
-
to
-
f
ac
e
t
r
ain
in
g
in
t
h
e
ev
e
n
t
o
f
cr
is
es
.
T
h
is
r
esear
ch
is
d
iv
id
ed
in
to
t
h
r
ee
p
ar
ts
.
First
l
y
,
a
p
o
r
tr
ait
o
f
t
h
e
s
it
u
atio
n
i
n
Mo
r
o
cc
o
is
d
r
aw
n
i
n
o
r
d
er
to
g
r
asp
t
h
e
g
r
o
w
i
n
g
i
m
p
o
r
tan
ce
o
f
th
i
s
t
y
p
e
o
f
lear
n
in
g
in
t
h
e
w
o
r
ld
o
f
ed
u
ca
tio
n
at
th
e
ti
m
e
o
f
t
h
e
cr
is
is
.
T
h
en
th
e
m
e
th
o
d
ad
o
p
ted
to
id
en
tify
t
h
e
r
o
le
o
f
d
is
tan
ce
lear
n
i
n
g
d
u
r
i
n
g
th
e
s
p
r
ea
d
o
f
C
OVI
D
-
1
9
in
Mo
r
o
cc
o
.
Fin
all
y
,
t
h
e
last
p
ar
t
s
p
r
esen
ts
th
e
an
al
y
s
is
,
th
e
r
esu
lts
an
d
d
is
cu
s
s
io
n
ac
co
r
d
in
g
to
th
e
an
al
y
s
i
s
o
f
th
e
d
if
f
er
en
t
s
o
l
u
tio
n
s
o
f
o
n
lin
e
ed
u
ca
tio
n
in
t
h
e
ca
s
e
o
f
C
OVI
D
-
19
,
t
h
at
h
ig
h
li
g
h
ted
th
e
n
e
w
k
n
o
w
led
g
e
g
at
h
er
ed
f
r
o
m
t
h
is
r
esear
ch
,
th
at
o
n
li
n
e
tr
ai
n
in
g
ca
n
n
o
t r
ep
lace
f
ac
e
-
to
-
f
ac
e
tr
ain
i
n
g
b
u
t a
r
e
co
m
p
le
m
en
tar
y
.
2.
D
I
S
T
A
N
C
E
E
D
U
C
A
T
I
O
N
I
N
N
U
M
B
E
R
S
A
T
T
H
E
T
I
M
E
O
F
T
H
E
C
O
R
O
N
A
V
I
R
U
S
I
N
M
O
R
O
C
C
O
Sin
ce
t
h
e
a
n
n
o
u
n
ce
m
e
n
t o
f
t
h
e
s
p
r
ea
d
o
f
th
e
co
r
o
n
av
ir
u
s
i
n
Mo
r
o
cc
o
,
th
e
g
o
v
er
n
m
en
t
h
as
d
ec
id
ed
to
s
to
p
teac
h
in
g
i
n
all
ed
u
ca
t
io
n
al
lev
els
f
r
o
m
Ma
r
c
h
1
6
,
2
0
2
0
.
I
n
o
r
d
er
to
s
h
o
w
t
h
e
d
ev
elo
p
m
e
n
t
o
f
th
e
u
s
e
o
f
d
is
tan
ce
ed
u
ca
tio
n
an
d
its
u
s
e
f
u
ln
e
s
s
d
u
r
in
g
th
i
s
t
i
m
e
o
f
cr
i
s
is
,
w
e
p
r
esen
t
i
n
t
h
i
s
s
ec
tio
n
th
e
r
esu
lts
o
f
t
w
o
w
ee
k
s
a
f
ter
t
h
e
lau
n
c
h
o
f
d
is
ta
n
ce
ed
u
ca
tio
n
.
T
h
e
r
esu
lts
co
n
ce
r
n
in
g
p
r
i
m
ar
y
an
d
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
h
i
g
h
er
ed
u
ca
tio
n
,
ac
co
r
d
in
g
to
a
p
r
o
g
r
ess
r
ep
o
r
t
d
r
a
w
n
u
p
b
y
th
e
Min
i
s
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
[
8
]
an
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
ac
co
r
d
in
g
to
t
h
e
O
FP
PT
in
a
p
r
o
g
r
es
s
r
ep
o
r
t
o
n
it
s
d
is
ta
n
ce
tr
ain
i
n
g
s
y
s
te
m
,
c
ited
b
y
th
e
M
A
P
Ag
e
n
c
y
[
9
]
.
P
r
im
ar
y
a
n
d
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
o
f
f
er
d
ig
ital
r
eso
u
r
ce
s
,
b
r
o
ad
ca
s
tin
g
o
f
th
e
les
s
o
n
s
f
il
m
ed
o
n
th
e
T
V
s
ta
tio
n
s
,
“
T
ea
m
s
”
s
er
v
ice,
e
-
tak
w
i
n
e;
h
ig
h
er
ed
u
ca
tio
n
o
f
f
er
elec
tr
o
n
ic
p
latf
o
r
m
s
th
a
t
allo
w
p
r
o
f
ess
o
r
s
to
m
ak
e
co
u
r
s
es
an
d
les
s
o
n
s
av
ailab
le
to
s
tu
d
en
ts
,
f
il
m
ed
less
o
n
s
h
a
v
e
b
ee
n
b
r
o
ad
ca
s
t
o
n
T
V
s
tatio
n
.
Fo
r
P
r
o
f
ess
io
n
al
tr
ai
n
i
n
g
,
t
h
e
d
is
t
an
ce
tr
ai
n
i
n
g
s
y
s
te
m
la
u
n
ch
e
d
b
y
th
e
o
f
f
ice
o
f
p
r
o
f
es
s
io
n
a
l
tr
ain
i
n
g
a
n
d
lab
o
r
p
r
o
m
o
tio
n
(
O
FP
PT
)
h
as
en
ab
led
th
e
cr
ea
tio
n
o
f
v
ar
io
u
s
v
i
r
tu
al
clas
s
es,
ed
u
ca
tio
n
al
m
at
er
ials
(
d
o
cu
m
e
n
ts
,
v
id
eo
s
,
an
d
s
o
f
t
w
ar
e)
.
2
.
1
.
P
rim
a
ry
a
nd
s
ec
o
nd
a
ry
educa
t
io
n
T
h
e
to
tal
n
u
m
b
er
o
f
d
i
g
ital
r
eso
u
r
ce
s
p
r
o
d
u
ce
d
h
a
s
r
ea
c
h
ed
3
,
0
0
0
in
th
e
1
5
d
a
y
s
s
i
n
ce
t
h
e
lau
n
c
h
o
f
th
e
d
is
ta
n
ce
ed
u
ca
tio
n
o
p
er
atio
n
,
as p
ar
t o
f
th
e
p
r
ev
e
n
tio
n
m
ea
s
u
r
es ta
k
e
n
b
y
Mo
r
o
cc
o
to
d
ea
l
w
i
th
t
h
e
s
p
r
ea
d
o
f
th
e
co
r
o
n
av
ir
u
s
.
Fo
r
s
t
u
d
e
n
ts
w
h
o
d
o
n
'
t
h
a
v
e
i
n
ter
n
et
o
r
s
m
ar
tp
h
o
n
e,
i
t
w
a
s
m
ad
e
av
ailab
le
to
th
e
m
,
t
h
e
b
r
o
ad
ca
s
tin
g
o
f
th
e
le
s
s
o
n
s
f
il
m
ed
o
n
t
h
e
T
V
s
tatio
n
s
“A
t
h
a
q
af
ia”,
”T
am
az
i
g
h
t”
a
n
d
“L
aâ
y
o
u
n
e”
w
h
ich
m
ad
e
it
p
o
s
s
ib
le
to
co
v
er
all
le
v
el
s
o
f
s
t
u
d
y
,
f
r
o
m
t
h
e
f
ir
s
t
y
ea
r
o
f
p
r
i
m
ar
y
to
t
h
e
s
ec
o
n
d
y
ea
r
o
f
t
h
e
b
ac
ca
lau
r
ea
te.
T
h
e
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8
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.
2
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3
.
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ate
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s
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,
c
ited
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M
A
P
Ag
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n
c
y
[
9
]
.
3.
M
E
T
H
O
D
5
6
5
s
tu
d
en
ts
a
n
d
teac
h
er
s
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ar
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in
th
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t
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d
y
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n
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d
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3
2
1
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tu
d
e
n
ts
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n
d
2
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4
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n
g
to
d
if
f
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en
t
lev
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o
f
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ca
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io
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:
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n
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ain
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cf
.
T
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T
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y
in
cl
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es 5
2
.
6
% o
f
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en
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d
4
7
.
4
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f
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n
c
f
.
Fig
u
r
e
1.
5
6
5
s
tu
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ts
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n
d
te
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cf
.
Fig
u
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e
2.
T
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1
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Dis
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Gen
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Fig
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P
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Ag
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ased
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.
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llect
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ased
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1
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[
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,
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n
o
w
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th
at
t
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e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4752
I
n
d
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n
esia
n
J
E
lec
E
n
g
&
C
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m
p
Sci,
Vo
l.
22
,
No
.
2
,
Ma
y
2
0
2
1
:
1
0
8
7
-
1
0
9
5
1090
p
r
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d
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r
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th
at
w
as
f
o
llo
w
ed
i
n
o
r
d
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to
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ly
co
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d
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in
v
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s
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n
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2
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h
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e
C
OVI
D
-
1
9
v
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u
s
s
p
r
ea
d
.
I
t
w
as
s
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t
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n
elec
tr
o
n
ic
v
er
s
io
n
to
teac
h
er
s
an
d
s
t
u
d
en
ts
t
h
r
o
u
g
h
s
o
cial
n
et
w
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r
k
s
an
d
e
-
lear
r
n
i
n
g
p
l
atf
o
r
m
s
.
A
ll
p
ar
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an
ts
w
e
r
e
to
ld
th
e
o
b
j
ec
tiv
es
o
f
t
h
e
s
u
r
v
e
y
a
n
d
t
h
e
q
u
esti
o
n
n
air
e
w
as
w
r
it
ten
i
n
F
r
en
ch
.
4.
ANALY
SI
S
4
.
1
.
Use o
f
dis
t
a
nce
lea
rning
Du
r
in
g
t
h
is
s
u
r
v
e
y
,
p
ar
ticip
an
ts
w
er
e
as
k
ed
ab
o
u
t
th
e
u
s
e
o
f
d
is
tan
ce
ed
u
ca
tio
n
b
e
f
o
r
e
th
e
s
p
r
ea
d
o
f
th
e
co
r
o
n
a
v
ir
u
s
,
t
h
e
r
es
u
lt
s
in
d
icate
th
at
5
5
.
1
%
o
f
tea
ch
er
s
h
a
v
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alr
ea
d
y
u
s
ed
d
is
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ce
ed
u
ca
tio
n
to
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is
s
e
m
in
ate
k
n
o
w
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to
s
tu
d
en
ts
w
h
ile
4
4
.
9
%
o
f
teac
h
er
s
h
av
e
n
ev
er
u
s
ed
d
is
tan
ce
le
ar
n
in
g
cf
.
Fi
g
u
r
e
3.
Fo
r
s
tu
d
en
t
s
,
th
e
r
es
u
lt
s
s
h
o
w
th
at
4
7
.
3
%
o
f
s
t
u
d
en
t
s
h
a
v
e
n
ev
er
tak
e
n
o
n
li
n
e
tr
ai
n
in
g
co
m
p
ar
ed
to
5
2
.
7
%
cf
.
Fig
u
r
e
4.
W
h
e
n
C
OVI
D
-
1
9
s
p
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ea
d
,
1
0
0
%
o
f
p
ar
ticip
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ts
w
h
eth
er
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h
er
s
o
r
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e
n
ts
,
u
s
e
d
d
is
tan
c
e
lear
n
i
n
g
to
co
n
tin
u
e
th
eir
lear
n
in
g
ac
ti
v
ities
.
Fig
u
r
e
3
.
Usi
n
g
o
f
d
is
ta
n
ce
lea
r
n
in
g
b
y
teac
h
er
s
Fig
u
r
e
4
.
Mo
n
ito
r
in
g
o
f
o
n
li
n
e
tr
ain
in
g
b
y
s
tu
d
e
n
ts
4
.
2
.
T
y
pe
o
f
dis
t
a
nce
lea
rning
Ov
er
th
e
p
as
t
f
e
w
y
ea
r
s
,
t
h
e
in
cr
ea
s
i
n
g
u
s
e
o
f
d
ig
ital
t
ec
h
n
o
lo
g
ies
i
n
f
ac
e
-
to
-
f
ac
e
o
r
d
is
tan
ce
lear
n
in
g
h
as led
to
th
e
e
m
er
g
e
n
ce
o
f
v
ar
io
u
s
t
y
p
e
s
o
f
co
u
r
s
e
s
:
a)
As
y
n
c
h
r
o
n
o
u
s
lear
n
i
n
g
[
1
3
]
co
u
r
s
es
i
n
w
h
ich
al
l
th
e
co
n
ten
t
an
d
ac
ti
v
itie
s
ar
e
m
ad
e
av
ailab
le
to
s
tu
d
e
n
ts
w
h
o
c
h
o
o
s
es
w
h
e
n
t
o
ca
r
r
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t
h
e
m
o
u
t
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d
p
o
s
s
ib
l
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m
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icate
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w
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s
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o
f
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e
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u
p
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w
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e
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p
u
b
lis
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ed
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th
e
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eb
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b
y
e
m
a
il.
b)
S
y
n
ch
r
o
n
o
u
s
lear
n
in
g
[
1
3
]
c
o
u
r
s
es
in
w
h
ic
h
all
o
f
th
e
c
o
n
ten
t
a
n
d
ac
tiv
itie
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ar
e
m
ad
e
av
ailab
le
to
s
tu
d
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ts
w
h
o
m
u
s
t
p
ar
ticip
ate
in
ce
r
tai
n
teac
h
i
n
g
o
r
ex
c
h
an
g
es
a
t
r
ea
l
ti
m
e
an
d
ac
c
o
r
d
in
g
to
th
e
tech
n
o
lo
g
ical
m
ea
n
s
p
r
o
v
id
ed
f
o
r
in
th
e
p
late
f
o
r
m
li
k
e
v
id
eo
co
n
f
er
en
ce
a
n
d
au
d
io
co
n
f
er
en
ce
.
c)
B
len
d
ed
lear
n
in
g
[
1
4
]
o
n
lin
e
co
u
r
s
e
co
m
b
in
i
n
g
s
y
n
c
h
r
o
n
o
u
s
an
d
as
y
n
c
h
r
o
n
o
u
s
m
o
d
alities
.
A
cc
o
r
d
in
g
to
o
u
r
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tu
d
y
,
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e
t
y
p
e
o
f
d
is
tan
ce
lear
n
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n
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m
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ed
b
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t
u
d
en
t
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d
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y
b
r
id
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w
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ic
h
co
m
b
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e
s
s
y
n
c
h
r
o
n
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s
an
d
as
y
n
ch
r
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n
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h
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u
tili
za
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n
r
ate
o
f
5
0
.
6
%,
c
o
m
p
ar
ed
to
3
2
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7
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f
o
r
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y
n
c
h
r
o
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o
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s
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n
g
a
n
d
1
6
.
7
%
f
o
r
s
y
n
c
h
r
o
n
o
u
s
lear
n
in
g
cf
.
Fi
g
u
r
e
5
.
T
h
e
r
es
u
lts
s
h
o
w
th
at
6
2
.
6
%
o
f
p
ar
ticip
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ts
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t
u
all
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p
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er
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o
f
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y
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d
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le
ar
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g
,
as
w
e
f
i
n
d
th
at
j
u
s
t
1
4
.
7
%
w
h
o
p
r
ef
er
as
y
n
ch
r
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n
o
u
s
d
is
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ce
tr
ai
n
i
n
g
ag
ai
n
s
t 2
2
.
7
%
w
h
o
p
r
ef
er
s
y
n
ch
r
o
n
o
u
s
tr
ai
n
i
n
g
c
f
.
Fi
g
u
r
e
6.
Fig
u
r
e
5
.
T
y
p
es o
f
tr
ain
i
n
g
u
s
ed
b
y
p
ar
ticip
an
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esia
n
J
E
lec
E
n
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&
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N:
2502
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4752
A
s
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u
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6
.
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y
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tr
ain
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ed
b
y
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ar
ticip
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4
.
3
.
Sa
t
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f
a
ct
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n
w
it
h
dis
t
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nce
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Desp
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th
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m
a
s
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i
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e
o
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lear
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ticip
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ts
ar
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ati
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ied
w
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th
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m
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% o
f
p
ar
ticip
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ts
cf
.
Fig
u
r
e
7.
Fig
u
r
e
7
.
Satis
f
ac
tio
n
o
f
p
ar
tic
ip
an
ts
4
.
4
.
T
he
enco
un
t
er
ed
diff
icu
lt
ies
Du
r
in
g
th
is
s
u
r
v
e
y
,
p
ar
ticip
an
ts
w
er
e
ask
ed
ab
o
u
t
o
b
s
tacle
s
en
co
u
n
ter
ed
w
h
en
u
s
i
n
g
d
is
ta
n
ce
lear
n
in
g
,
w
e
n
o
te
t
h
at
5
1
.
9
%
o
f
t
h
e
p
ar
ticip
an
t
s
f
in
d
te
ch
n
ica
l
d
if
f
ic
u
ltie
s
(
s
lo
w
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tio
n
a
n
d
p
r
o
b
lem
i
n
t
h
e
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p
u
ter
)
[
1
5
]
,
w
h
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1
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.
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%
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f
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h
e
p
ar
ti
cip
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ts
ar
e
n
o
t
s
a
tis
f
ied
w
i
th
th
e
q
u
alit
y
o
f
t
h
e
ed
u
ca
tio
n
al
m
et
h
o
d
s
(
T
h
e
o
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an
izatio
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o
f
t
h
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co
n
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t,
W
i
k
i
,
th
e
p
r
esen
ce
o
f
t
u
to
r
s
)
[
1
6
]
,
w
h
ile
6
.
8
%
d
o
n
’
t
m
aster
t
h
e
co
m
p
u
ter
to
o
ls
,
an
d
7
.
4
%
en
co
u
n
ter
p
r
o
b
lem
s
t
h
at
co
m
e
f
r
o
m
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h
eir
en
v
ir
o
n
m
e
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t
(
n
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,
9
.
3
%
o
f
d
if
f
ic
u
lt
ies i
n
ter
m
s
o
f
lear
n
er
ev
alu
a
tio
n
.
Am
o
n
g
t
h
e
d
if
f
ic
u
ltie
s
cited
b
y
th
e
lear
n
er
s
cf
Fig
u
r
e
8
:
a)
T
ec
h
n
ical
an
d
ed
u
ca
tio
n
a
l d
if
f
icu
ltie
s
at
th
e
s
a
m
e
t
i
m
e.
b)
Dep
r
ess
io
n
d
u
e
to
co
n
f
i
n
e
m
e
n
t
c)
Stu
d
e
n
ts
d
o
n
o
t h
a
v
e
a
P
C
Fig
u
r
e
8
.
Dif
f
icu
lties
e
n
co
u
n
te
r
ed
b
y
p
ar
ticip
an
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
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2
5
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&
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Sci,
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4
.
5
.
T
he
t
ra
ini
ng
m
o
de
C
o
n
ce
r
n
i
n
g
t
h
e
p
ar
ticip
an
ts
'
o
p
in
io
n
to
w
ar
d
s
th
e
p
r
ef
er
r
ed
tr
ain
i
n
g
m
o
d
e
a
s
b
ei
n
g
t
h
e
ef
f
ec
ti
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e
lear
n
in
g
m
o
d
e
to
ad
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p
t
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ter
co
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f
i
n
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m
e
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t
d
u
e
to
t
h
e
C
o
r
o
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ir
u
s
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m
ic,
w
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ar
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ed
at
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o
llo
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esu
lt
s
,
a
cc
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ap
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w
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at
6
0
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2
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f
t
h
e
p
ar
ticip
an
t
s
b
elie
v
e
t
h
at
m
i
x
ed
tr
ain
i
n
g
w
h
ic
h
co
m
b
i
n
es
d
i
s
tan
ce
lear
n
i
n
g
a
n
d
f
ac
e
-
to
-
f
ac
e
tr
ai
n
i
n
g
[
1
7
]
,
is
tr
ain
i
n
g
t
h
at
r
ea
ll
y
co
r
r
esp
o
n
d
s
to
th
eir
n
ee
d
s
an
d
ex
p
ec
tatio
n
s
.
W
h
ile
2
9
.
8
%
d
is
ag
r
ee
an
d
co
n
f
ir
m
th
at
f
ac
e
-
to
-
f
ac
e
lear
n
i
n
g
is
b
etter
an
d
m
o
r
e
ef
f
ec
ti
v
e
th
an
d
i
s
tan
ce
lear
n
i
n
g
a
n
d
9
.
9
% p
r
ef
er
p
u
r
el
y
d
is
ta
n
ce
lear
n
in
g
c
f
.
Fi
g
u
r
e
9.
Fig
u
r
e
9
.
P
r
ef
er
r
ed
tr
ain
in
g
af
t
er
C
OVI
D
-
19
4
.
6
.
Co
m
m
e
nts a
nd
s
ug
g
estio
ns
Fin
all
y
,
a
m
o
n
g
t
h
e
s
u
g
g
es
tio
n
s
a
n
d
r
e
m
ar
k
s
o
f
f
er
ed
b
y
th
e
d
if
f
er
e
n
t
p
ar
ticip
an
t
s
.
T
h
at
m
aj
o
r
ity
o
f
s
tu
d
e
n
ts
i
n
s
is
t
o
n
u
s
in
g
v
id
eo
s
to
u
n
d
er
s
tan
d
co
n
te
n
t
.
An
o
t
h
er
s
u
g
g
est
io
n
t
h
at
p
r
o
p
o
s
es
to
p
r
o
v
id
e
teac
h
er
s
an
d
s
t
u
d
en
t
s
w
it
h
t
h
e
n
ec
es
s
a
r
y
tech
n
ical
m
ea
n
s
(
P
C
,
in
ter
n
et
co
n
n
ec
tio
n
)
to
en
s
u
r
e
g
o
o
d
d
is
tan
ce
lear
n
in
g
.
T
h
e
last
is
th
at
s
tu
d
e
n
ts
ar
e
n
o
t
s
atis
f
ied
w
it
h
th
e
ed
u
ca
tio
n
al
co
n
te
n
t
(
co
n
te
n
t
is
n
o
t
clea
r
an
d
th
e
o
r
g
an
izatio
n
o
f
th
e
co
n
ten
t is
n
o
t c
o
n
s
i
s
ten
t)
.
5.
RE
SU
L
T
S
A
ND
D
IS
CU
SS
I
O
N
T
h
is
s
tu
d
y
h
as
th
e
g
o
al
o
f
co
llectin
g
d
ata
o
n
th
e
u
s
e
o
f
d
is
tan
ce
lear
n
i
n
g
d
u
r
in
g
th
e
s
p
r
ea
d
o
f
C
OVI
D
-
1
9
an
d
it
s
h
ed
s
li
g
h
t
o
n
th
e
i
m
p
o
r
ta
n
ce
o
f
d
is
ta
n
ce
ed
u
ca
tio
n
t
h
r
o
u
g
h
a
s
u
r
v
e
y
in
ten
d
ed
f
o
r
s
tu
d
en
t
s
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d
teac
h
er
s
b
elo
n
g
in
g
to
d
i
f
f
er
en
t
le
v
els
o
f
ed
u
ca
t
io
n
.
A
cc
o
r
d
in
g
to
t
h
e
r
es
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lts
o
f
t
h
i
s
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ch
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w
e
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n
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t
h
at
4
4
.
9
%
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f
teac
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er
s
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s
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ca
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ef
o
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e
s
p
r
ea
d
o
f
th
e
C
OVI
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-
1
9
v
ir
u
s
[
7
]
,
an
d
4
7
.
3
%
o
f
s
tu
d
e
n
ts
n
e
v
er
to
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k
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li
n
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t
r
ain
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h
o
w
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v
er
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f
o
llo
w
i
n
g
th
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ce
s
s
atio
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o
f
f
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to
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1
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lear
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o
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o
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th
eir
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g
ac
t
iv
itie
s
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W
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ca
n
d
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ce
t
h
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d
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ta
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ce
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g
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t
r
o
le
in
f
illi
n
g
a
n
y
ed
u
ca
tio
n
al
g
ap
[
3
]
an
d
en
s
u
r
i
n
g
ed
u
ca
tio
n
al
co
n
ti
n
u
i
t
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ter
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h
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d
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lt
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o
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h
at
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li
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m
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ct
u
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th
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at
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ld
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r
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lace
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to
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f
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ai
n
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a
n
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ti
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e.
T
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r
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o
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r
s
u
r
v
e
y
also
s
h
o
w
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h
at
t
h
e
m
o
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t
u
s
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d
p
r
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lin
e
tr
ain
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h
y
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id
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tan
ce
lear
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h
ich
co
m
b
in
es
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h
r
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s
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li
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ca
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n
th
e
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n
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h
a
n
d
w
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er
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th
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teac
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s
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n
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ir
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m
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n
tact
a
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d
r
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-
ti
m
e
w
it
h
lear
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er
s
(
au
d
io
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r
ap
h
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a
n
d
v
id
eo
co
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f
er
en
ci
n
g
)
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n
th
e
o
t
h
er
h
a
n
d
,
as
y
n
ch
r
o
n
o
u
s
o
n
li
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e
ed
u
ca
ti
o
n
,
w
h
ic
h
m
a
k
es
it
p
o
s
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ib
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to
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d
ex
an
d
m
a
k
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a
v
ailab
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all
t
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r
eso
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ar
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lear
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in
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o
b
j
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p
s
k
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T
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v
id
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y
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a
co
m
p
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t
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an
d
m
u
l
ti
m
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ac
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s
s
o
r
ies
as
w
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as
a
n
I
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et
co
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n
ec
tio
n
.
Fo
llo
w
in
g
th
ese
r
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lt
s
,
it
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s
i
m
p
o
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tan
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p
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alize
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b
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es
ad
ap
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to
d
if
f
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t
l
ea
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n
er
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ased
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a
m
ix
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ca
tio
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d
as
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n
c
h
r
o
n
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u
s
W
eb
tech
n
o
lo
g
ies
[
1
8
]
.
Ou
r
r
esu
lts
also
in
d
icate
th
at
5
1
.
2
%
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f
th
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p
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tain
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d
etailed
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Dis
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u
ca
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n
at
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ti
m
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f
C
OVI
D
-
1
9
[
7
]
.
T
o
r
em
o
v
e
th
e
o
b
s
tacle
s
o
f
o
n
lin
e
tr
ai
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a
n
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en
s
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r
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a
s
m
o
o
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tr
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s
itio
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to
d
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tan
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c
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,
w
e
o
f
f
er
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f
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n
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g
g
esti
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s
.
Di
s
tan
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u
ca
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r
ev
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v
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ar
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d
th
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co
m
p
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to
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tech
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p
r
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s
r
elate
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s
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y
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co
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ev
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tio
n
o
r
b
y
a
f
au
lt
y
co
n
n
ec
tio
n
[
1
9
]
.
T
h
e
u
s
e
o
f
c
lo
u
d
co
m
p
u
t
in
g
to
in
cr
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t
h
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u
alit
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f
teac
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g
an
d
s
u
p
p
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r
t
th
e
tr
an
s
f
o
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m
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f
ed
u
ca
tio
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estab
li
s
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m
en
ts
b
y
o
f
f
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s
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lab
le
s
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tio
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s
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ile
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u
ar
an
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to
lear
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d
r
eso
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er
s
,
ev
er
y
w
h
er
e,
all
th
e
ti
m
e
[
2
0
]
,
[
2
1
]
.
I
t
is
i
m
p
o
r
tan
t
to
e
m
p
h
a
s
i
ze
p
ed
ag
o
g
ical
co
n
s
tr
ain
ts
as
an
i
m
p
o
r
tan
t
f
ac
to
r
th
at
lead
s
to
ab
an
d
o
n
m
e
n
t
i
n
th
e
co
n
te
x
t
o
f
e
-
lear
n
in
g
[
2
2
]
,
[
2
3
]
,
s
in
ce
w
e
s
ee
t
h
at
1
7
.
9
%
o
f
th
e
p
ar
ticip
an
ts
ar
e
n
o
t
s
atis
f
ied
w
it
h
th
e
q
u
alit
y
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
an
d
m
et
h
o
d
s
.
Se
v
er
al
co
n
d
itio
n
s
ar
e
lik
el
y
to
f
a
v
o
r
th
e
p
er
s
o
n
aliza
tio
n
o
f
lear
n
i
n
g
[
2
4
]
-
[
2
9
]
.
R
en
e
w
m
et
h
o
d
o
lo
g
ie
s
an
d
p
r
o
g
r
am
s
th
at
h
a
v
e
ex
i
s
t
ed
f
o
r
y
ea
r
s
,
s
o
th
at
th
e
y
ca
n
k
ee
p
p
ac
e
w
i
th
t
h
e
ch
an
g
es
t
h
at
ex
i
s
t
at
n
atio
n
al
an
d
in
ter
n
atio
n
a
l
lev
el
an
d
g
et
in
tu
n
e
w
it
h
th
e
d
ig
ital
r
ev
o
lu
tio
n
[
3
0
]
.
C
o
n
s
id
er
th
e
lear
n
er
’
s
p
er
s
o
n
al
ex
p
er
ien
ce
s
b
y
p
r
o
v
id
in
g
tailo
r
ed
tr
ain
in
g
ad
ap
ted
to
th
eir
k
n
o
w
led
g
e
a
n
d
s
k
il
ls
.
I
n
o
th
er
w
o
r
d
s
,
th
e
s
y
s
te
m
m
u
s
t
av
o
id
o
f
f
er
in
g
lear
n
in
g
co
n
te
n
t
th
a
t
h
as
alr
ea
d
y
b
ee
n
lear
n
ed
,
b
u
t r
at
h
er
f
o
s
ter
th
e
d
e
v
elo
p
m
e
n
t o
f
n
e
w
k
n
o
w
led
g
e
a
n
d
s
k
ill
s
b
y
allo
w
i
n
g
t
h
e
lear
n
er
to
d
ef
in
e
th
eir
lear
n
i
n
g
o
u
tco
m
es
i
n
r
elatio
n
to
s
p
e
cif
ic
co
u
r
s
e
co
n
te
n
t
an
d
to
s
elec
t
lear
n
i
n
g
r
eso
u
r
ce
s
n
ec
e
s
s
ar
y
to
ac
h
iev
e
t
h
e
o
b
j
ec
tiv
es
o
f
t
h
e
co
u
r
s
e
o
r
tr
ai
n
i
n
g
.
R
e
s
p
ec
t
ea
ch
lear
n
er
’
s
lear
n
i
n
g
s
t
y
l
e,
th
at
is
,
h
o
w
h
e
p
r
o
ce
s
s
es
in
f
o
r
m
at
io
n
a
n
d
h
i
s
p
r
ef
er
en
ce
s
in
ter
m
s
o
f
lea
r
n
in
g
m
o
d
es
an
d
co
n
d
it
io
n
s
b
y
o
f
f
er
in
g
d
iv
er
s
e
p
ath
w
a
y
s
an
d
lear
n
i
n
g
r
eso
u
r
ce
s
tailo
r
ed
to
h
is
s
t
y
le.
I
n
o
th
er
w
o
r
d
s
,
th
e
s
y
s
te
m
s
h
o
u
ld
o
f
f
er
t
h
e
s
a
m
e
tr
ain
i
n
g
i
n
m
u
lt
ip
le
w
a
y
s
:
tex
t
u
al,
s
o
u
n
d
,
au
d
io
v
i
s
u
al
;
s
y
n
c
h
r
o
n
o
u
s
,
as
y
n
c
h
r
o
n
o
u
s
an
d
m
i
x
ed
;
in
d
i
v
id
u
alize
d
o
r
co
llab
o
r
ativ
e
lear
n
in
g.
E
n
c
o
u
r
ag
e
t
h
e
i
m
m
ed
iate
ap
p
licat
io
n
o
f
n
e
w
co
n
ce
p
ts
lear
n
ed
u
s
in
g
ac
ti
v
e
teac
h
i
n
g
m
et
h
o
d
s
.
I
n
o
th
er
w
o
r
d
s
,
t
h
e
s
y
s
te
m
m
u
s
t
o
f
f
er
lear
n
in
g
co
n
ten
t
t
h
at
i
s
b
u
ilt
u
s
in
g
ca
s
e
s
t
u
d
ies,
g
a
m
es,
s
i
m
u
lat
io
n
s
,
p
r
o
b
le
m
s
o
lv
i
n
g
,
an
d
co
llab
o
r
ativ
e
lear
n
in
g
.
E
q
u
ip
th
e
lear
n
er
to
ap
p
ly
a
p
p
r
o
p
r
iate
lear
n
in
g
s
tr
ateg
ie
s
to
d
i
f
f
er
e
n
t
lear
n
i
n
g
s
itu
at
io
n
s
.
I
n
o
t
h
er
w
o
r
d
s
,
t
h
e
s
y
s
te
m
allo
w
s
th
e
lear
n
er
to
ac
ce
s
s
to
o
ls
th
at
f
ac
ilit
ate
s
o
u
n
d
m
a
n
ag
e
m
e
n
t
f
a
m
i
l
y
–
w
o
r
k
–
s
t
u
d
y
t
i
m
e,
i
n
clu
d
i
n
g
a
w
o
r
k
s
ch
ed
u
le,
an
d
tr
ac
k
in
g
s
h
ee
t.
P
r
o
v
i
d
e
an
o
p
p
o
r
tu
n
it
y
f
o
r
t
h
e
lear
n
er
to
in
ter
ac
t
w
it
h
t
h
e
co
n
ten
t
b
y
p
r
o
v
id
in
g
e
x
er
cises
,
p
r
ac
tices,
ex
a
m
p
le
s
an
d
f
ee
d
b
ac
k
.
I
n
o
t
h
er
w
o
r
d
s
,
ea
ch
lear
n
in
g
ac
tiv
it
y
is
d
esi
g
n
ed
to
f
o
s
ter
t
h
is
i
n
ter
ac
tio
n
w
it
h
th
e
co
n
te
n
t;
f
o
r
ex
a
m
p
le,
a
ll
co
n
ce
p
t
s
ar
e
ill
u
s
tr
at
ed
w
it
h
b
o
t
h
te
x
t
u
al
a
n
d
il
lu
s
tr
ated
e
x
a
m
p
les.
P
r
o
v
id
e
r
elev
an
t
i
n
f
o
r
m
atio
n
an
d
u
p
-
to
-
d
ate
d
ata
r
ele
v
a
n
t
to
th
e
lear
n
er
’
s
w
o
r
k
o
r
i
n
ter
ests
.
I
n
o
th
er
w
o
r
d
s
,
t
h
e
s
y
s
t
e
m
m
u
s
t
tak
e
in
to
ac
co
u
n
t
t
h
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t
o
f
th
e
lear
n
er
o
r
h
is
tr
ain
i
n
g
i
n
ter
est
s
in
o
r
d
er
to
p
r
o
v
id
e
ex
a
m
p
les
a
n
d
ac
tiv
itie
s
th
a
t
ap
p
l
y
to
th
e
le
ar
n
er
.
Of
f
er
ea
s
il
y
ac
ce
s
s
ib
le
tr
ain
in
g
,
at
th
e
co
n
v
e
n
ie
n
ce
o
f
th
e
lear
n
er
,
in
s
y
n
ch
r
o
n
o
u
s
a
n
d
as
y
n
ch
r
o
n
o
u
s
m
o
d
e.
Var
y
lear
n
in
g
s
it
u
atio
n
s
an
d
b
u
ild
in
ter
ac
t
iv
e
co
n
te
n
t
to
ar
o
u
s
e
in
ter
est
an
d
m
o
ti
v
ate
lear
n
er
s
[
3
1
]
.
A
cc
o
r
d
in
g
to
o
u
r
s
tu
d
y
,
w
e
f
i
n
d
t
h
at
6
.
8
%
o
f
p
ar
ticip
an
t
s
d
o
n
’
t
m
aster
t
h
e
co
m
p
u
ter
to
o
l,
th
i
s
i
s
a
r
ea
l
p
r
o
b
lem
f
o
r
th
o
s
e
w
h
o
d
o
n
’
t
k
n
o
w
it,
f
o
r
th
at
w
e
p
r
o
p
o
s
e
to
;
P
r
o
v
id
e
co
n
tin
u
o
u
s
t
r
ain
in
g
f
o
r
ac
to
r
s
in
o
n
lin
e
tr
ai
n
in
g
to
r
ais
e
th
e
le
v
el
o
f
teac
h
er
’
s
d
ig
i
tal
cu
lt
u
r
e,
p
ar
ticu
lar
l
y
th
o
s
e
r
elate
d
to
th
e
p
r
o
d
u
ctio
n
o
f
d
ig
ital
co
n
ten
t
(
co
u
r
s
es,
v
i
d
eo
s
,
cr
ea
tio
n
o
f
w
eb
s
ite
s
o
r
d
ig
ital
p
latf
o
r
m
s
,
v
ir
t
u
al
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies)
[
3
2
]
.
Gen
er
al
ize
th
e
teac
h
in
g
o
f
“
i
n
f
o
r
m
atio
n
tec
h
n
o
l
ogy
”
[
3
3
]
to
all
ed
u
ca
tio
n
al
estab
lis
h
m
e
n
t
s
an
d
en
co
u
r
a
g
i
n
g
teac
h
er
s
to
p
r
o
d
u
ce
an
d
p
u
t
d
ig
ital
les
s
o
n
s
o
n
li
n
e.
A
l
lo
ca
tin
g
d
ed
icate
d
r
o
o
m
s
an
d
h
a
v
in
g
th
e
n
ec
e
s
s
ar
y
d
ig
i
tal
d
ev
ice
s
(
co
m
p
u
ter
s
,
p
r
o
j
ec
to
r
s
,
ca
m
er
as),
ta
k
in
g
ca
r
e
to
eq
u
ip
all
d
ep
ar
tm
e
n
ts
w
it
h
p
r
o
j
ec
to
r
s
[
3
4
]
.
Fin
all
y
,
w
e
n
o
te
th
at
6
0
.
2
%
o
f
p
ar
ticip
an
ts
b
eliev
e
th
at
b
len
d
ed
tr
ain
in
g
th
at
co
m
b
in
e
s
d
is
ta
n
ce
lear
n
i
n
g
(
co
u
r
s
e
s
in
w
h
ic
h
a
s
ig
n
i
f
i
ca
n
t
n
u
m
b
er
o
f
f
ac
e
-
to
-
f
ac
e
s
ess
io
n
s
ar
e
r
ep
lace
d
b
y
o
n
lin
e
lear
n
i
n
g
s
ess
io
n
s
o
r
ac
tiv
itie
s
,
eith
er
s
y
n
ch
r
o
n
o
u
s
l
y
o
r
as
y
n
ch
r
o
n
o
u
s
l
y
)
an
d
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
(
w
h
ich
r
ef
er
s
to
th
e
ti
m
e
w
h
e
n
th
e
p
er
s
o
n
s
ta
k
in
g
tr
ain
i
n
g
ar
e
g
ath
er
ed
in
th
e
s
a
m
e
p
lace
w
it
h
a
tr
ain
er
.
T
h
e
f
ac
e
-
to
-
f
ac
e
tr
ai
n
i
n
g
co
r
r
esp
o
n
d
s
to
t
h
e
tr
ad
itio
n
al
tr
ai
n
i
n
g
m
o
d
e)
i
s
tr
ai
n
i
n
g
th
a
t
r
ea
ll
y
m
ee
ts
t
h
eir
n
ee
d
s
a
n
d
ex
p
ec
tatio
n
s
[
1
7
]
.
T
h
is
an
s
w
e
r
s
o
u
r
in
itial
h
y
p
o
t
h
esi
s
,
an
d
h
ig
h
lig
h
ted
t
h
e
n
e
w
k
n
o
w
led
g
e
g
at
h
er
ed
f
r
o
m
th
i
s
r
esear
ch
,
th
at
o
n
lin
e
tr
ai
n
i
n
g
c
an
n
o
t r
ep
lace
f
ac
e
-
to
-
f
ac
e
tr
ai
n
in
g
b
u
t a
r
e
co
m
p
le
m
e
n
tar
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
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4752
I
n
d
o
n
esia
n
J
E
lec
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n
g
&
C
o
m
p
Sci,
Vo
l.
22
,
No
.
2
,
Ma
y
2
0
2
1
:
1
0
8
7
-
1
0
9
5
1094
C
o
m
p
ar
ed
to
th
e
li
ter
atu
r
e,
o
u
r
ar
t
icle
s
tan
d
s
o
u
t
f
o
r
its
co
n
c
lu
s
io
n
ap
p
r
o
v
ed
b
y
th
e
p
ar
tici
p
an
ts
t
h
at
d
is
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ca
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r
ep
lace
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ac
e
-
to
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f
ac
e
tr
ain
i
n
g
i
n
t
h
e
ev
e
n
t
o
f
cr
is
e
s
.
In
[
3
5
]
f
o
cu
s
e
s
m
o
r
e
o
n
t
h
e
ch
alle
n
g
e
s
o
n
t
h
e
o
th
er
h
a
n
d
in
[
3
6
]
ev
o
k
es t
h
e
tec
h
n
ical,
p
s
y
ch
ic
an
d
ed
u
ca
t
io
n
al
co
n
ce
r
n
s
o
f
t
h
e
i
n
ter
v
e
n
er
s
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
p
er
io
d
.
Ou
r
ar
ticle
d
ea
lt
w
it
h
s
ev
er
al
asp
ec
ts
at
th
e
s
a
m
e
ti
m
e
an
d
d
ed
u
ce
d
th
at
m
i
x
ed
tr
ain
i
n
g
w
h
ich
co
m
b
i
n
es
d
is
ta
n
ce
lear
n
i
n
g
an
d
f
ac
e
-
to
-
f
ac
e
tr
ain
i
n
g
is
tr
ai
n
in
g
th
a
t
r
ea
ll
y
co
r
r
esp
o
n
d
s
to
th
e
n
ee
d
s
o
f
p
ar
ticip
an
t
s
w
i
th
r
esp
ec
t
f
o
r
t
h
e
w
is
h
es
o
f
t
h
e
ac
to
r
s
in
ter
m
s
o
f
p
r
ef
er
en
ce
s
ac
co
r
d
in
g
to
t
h
e
d
if
f
er
e
n
t a
n
a
l
y
ze
s
o
f
t
h
is
p
ap
er
w
it
h
o
u
t
f
o
r
g
etti
n
g
th
e
a
v
o
id
an
ce
o
f
o
b
s
tacle
s
.
6.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
ca
r
r
ied
o
u
t,
lar
g
el
y
a
n
s
w
er
ed
t
h
e
v
ar
io
u
s
r
esea
r
ch
q
u
e
s
tio
n
s
es
tab
lis
h
ed
,
v
ia
a
s
u
r
v
e
y
in
v
o
k
i
n
g
t
h
e
d
if
f
er
en
t
co
llab
o
r
ato
r
s
o
f
th
e
teac
h
i
n
g
a
n
d
r
esear
ch
f
ield
in
Mo
r
o
cc
o
.
T
h
ese
q
u
esti
o
n
s
co
n
f
ir
m
th
at
e
f
f
ec
ti
v
e
a
n
d
q
u
alit
y
d
is
tan
ce
tr
ai
n
i
n
g
m
u
s
t
co
m
p
le
m
en
t
f
ac
e
-
to
-
f
ac
e
tr
ain
i
n
g
i
n
o
r
d
er
to
r
ep
lace
th
e
latte
r
in
t
h
e
e
v
en
t
o
f
a
cr
is
i
s
.
C
o
m
p
ar
ed
to
ea
r
lier
r
esear
ch
,
m
o
s
t
f
o
c
u
s
o
n
th
e
e
f
f
ec
ti
v
en
e
s
s
o
f
d
is
ta
n
ce
lear
n
in
g
i
n
n
o
r
m
al
ca
s
e
s
,
o
u
r
ar
ticle
is
ch
ar
ac
ter
ized
b
y
i
ts
co
n
cl
u
s
io
n
ap
p
r
o
v
ed
b
y
t
h
e
p
ar
ticip
an
ts
t
h
at
d
is
tan
ce
lear
n
in
g
ca
n
r
ep
lace
f
ac
e
-
to
-
f
ac
e
tr
ai
n
i
n
g
d
u
r
i
n
g
cr
i
s
es.
T
h
e
g
lo
b
al
cr
is
is
tr
ig
g
er
ed
b
y
t
h
e
co
r
o
n
av
ir
u
s
p
an
d
e
m
ic
h
as
v
e
r
y
n
eg
at
iv
e
co
n
s
eq
u
en
ce
s
af
f
ec
tin
g
d
if
f
er
e
n
t
ec
o
n
o
m
ic,
ed
u
ca
tio
n
,
s
o
cial
an
d
h
ea
lt
h
f
ield
s
,
b
u
t
li
k
e
a
n
y
cr
i
s
is
it
al
s
o
h
a
s
a
p
o
s
itiv
e
i
m
p
ac
t
w
h
ic
h
p
u
s
h
e
s
d
ec
is
io
n
-
m
ak
er
s
,
to
lear
n
g
o
o
d
less
o
n
s
,
f
i
n
d
i
n
g
s
o
lu
tio
n
s
a
n
d
alter
n
ati
v
es,
allo
w
n
o
t
o
n
l
y
to
ad
ap
t
to
th
e
cu
r
r
en
t
s
i
tu
at
io
n
,
b
u
t
also
to
m
a
n
a
g
e
p
r
io
r
ities
an
d
m
o
v
e
f
o
r
w
ar
d
w
it
h
p
r
u
d
en
ce
a
n
d
co
n
f
id
en
c
e.
O
u
r
ar
ticle
s
h
ed
li
g
h
t
o
n
s
ev
er
al
p
o
in
ts
a
n
d
an
s
w
er
ed
s
e
v
er
al
s
cien
ti
f
ic
q
u
esti
o
n
s
t
h
at
co
u
ld
u
p
s
e
t
an
d
h
elp
th
e
s
cie
n
ti
f
ic
co
m
m
u
n
it
y
to
f
i
n
d
i
m
p
o
r
tan
t
s
o
lu
tio
n
s
t
h
at
ar
e
v
er
y
u
s
e
f
u
l
d
u
r
in
g
cr
is
es o
r
n
o
t.
RE
F
E
R
E
NC
E
S
[1
]
D.
J.
Ke
e
g
a
n
,
“
On
De
f
in
in
g
Dista
n
c
e
Ed
u
c
a
ti
o
n
,
”
Dist
a
n
c
e
E
d
u
c
a
t
io
n
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
13
-
3
6
,
1
9
8
0
,
d
o
i
:
1
0
.
1
0
8
0
/
0
1
5
8
7
9
1
8
0
0
0
1
0
1
0
2
.
[2
]
L
.
Ly
se
n
k
o
,
P
.
C.
A
b
ra
m
i,
C.
A.
W
a
d
e
,
J.
P
.
M
a
rsh
,
M
.
W
a
G
io
k
o
,
a
n
d
E.
Kif
o
ro
,
“
Yo
u
n
g
Ke
n
y
a
n
s’
G
ro
w
th
in
L
it
e
ra
c
y
w
it
h
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
:
A
T
a
l
e
o
f
Tw
o
Ye
a
rs
o
f
I
m
p
le
m
e
n
tatio
n
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l
.
9
5
,
p
p
.
1
7
6
-
1
8
9
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
1
6
/
j.
ij
e
r.
2
0
1
9
.
0
2
.
0
1
3
.
[3
]
Y.T
sa
i
,
e
t
a
l
.
,
“
Lea
rn
in
g
A
n
a
l
y
t
ics
in
Eu
ro
p
e
a
n
Hig
h
e
r
Ed
u
c
a
ti
o
n
-
T
re
n
d
s
a
n
d
Ba
r
riers
,”
Co
mp
u
ter
s
&
Ed
u
c
a
ti
o
n
,
v
o
l.
1
5
5
,
2
0
2
0
,
d
o
i:
0
.
1
0
1
6
/j
.
c
o
m
p
e
d
u
.
2
0
2
0
.
1
0
3
9
3
3
.
[4
]
P
.
M
a
g
a
lh
ã
e
s,
D.
F
e
rre
ira,
J.
Cu
n
h
a
,
a
n
d
P
.
Ro
sá
ri
o
,
“
On
li
n
e
v
s
T
ra
d
it
io
n
a
l
Ho
m
e
w
o
rk
:
A
S
y
ste
m
a
ti
c
Re
v
i
e
w
on
th
e
Be
n
e
f
it
s
to
S
t
u
d
e
n
ts’
P
e
rf
o
rm
a
n
c
e
,”
Co
mp
u
ter
s
&
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
5
2
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j.
c
o
m
p
e
d
u
.
2
0
2
0
.
1
0
3
8
6
9
.
[5
]
N.
M
e
rc
e
r,
S
.
He
n
n
e
ss
y
,
a
n
d
P
.
W
a
r
w
ic
k
“
Dia
lo
g
u
e
,
T
h
in
k
in
g
T
o
g
e
th
e
r
a
n
d
Dig
it
a
l
T
e
c
h
n
o
l
o
g
y
i
n
t
h
e
Cla
ss
ro
o
m
:
S
o
m
e
Ed
u
c
a
ti
o
n
a
l
Im
p
li
c
a
ti
o
n
s
o
f
a
Co
n
ti
n
u
in
g
L
in
e
o
f
In
q
u
iry
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
9
7
,
p
p
.
1
8
7
-
1
9
9
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
1
6
/j
.
i
jer.2
0
1
7
.
0
8
.
0
0
7
.
[6
]
M
.
M
isf
e
ld
t,
A
.
L
.
T
a
m
b
o
rg
,
J.
Dre
y
ø
e
,
a
n
d
B.
B.
A
ll
so
p
p
,
“
T
o
o
ls,
Ru
le
s
a
n
d
T
e
a
c
h
e
rs:
T
h
e
Re
latio
n
s
h
ip
Be
tw
e
e
n
Cu
rricu
l
u
m
S
tan
d
a
rd
s
a
n
d
Re
so
u
rc
e
S
y
ste
m
s
w
h
e
n
T
e
a
c
h
in
g
M
a
th
e
m
a
ti
c
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
9
4
,
p
p
.
1
2
2
-
1
3
3
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
1
6
/j
.
ij
e
r.
2
0
1
8
.
1
2
.
0
0
1
.
[7
]
Co
ro
n
a
v
iru
s
d
ise
a
se
2
0
1
9
(
CO
VID
-
1
9
):
S
it
u
a
ti
o
n
Rep
o
rt
73
,
W
o
rld
He
a
lt
h
Org
a
n
iza
ti
o
n
,
2
0
2
0
,
[
On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s://
a
p
p
s.w
h
o
.
i
n
t/
ir
i
s/h
a
n
d
le/
1
0
6
6
5
/3
3
1
6
8
6
.
[8
]
Pro
g
re
ss
re
p
o
rt
o
n
t
h
e
d
i
sta
n
c
e
lea
rn
i
n
g
sy
ste
m
,
M
é
d
ias
2
4
,
A
p
ril
2
0
2
0
,
[
On
l
in
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
/www
.
m
e
d
ias
2
4
.
c
o
m
/b
il
a
n
-
d
-
e
tap
e
-
du
-
d
isp
o
siti
f
-
d
-
e
n
se
ig
n
e
m
e
n
t
-
a
-
d
istan
c
e
-
9
1
0
5
.
h
tm
l/
.
(
Ac
c
e
ss
e
d
3
0
m
a
y
2
0
2
0
)
.
[9
]
Vo
c
a
ti
o
n
a
l
T
r
a
in
in
g
:
th
e
OF
PP
T
Dr
a
ws
Up
a
n
In
it
ia
l
Asse
ss
m
e
n
t
,
Eco
A
c
tu
,
A
p
ril
2
0
2
0
,
[
O
n
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:/
/www
.
e
c
o
a
c
tu
.
m
a
/
f
o
r
m
a
ti
o
n
-
p
r
o
f
e
ss
io
n
n
ll
e
-
o
f
p
p
t/
.
(
A
c
c
e
ss
e
d
3
0
m
a
y
2
0
2
0
)
.
[1
0
]
J.
E.
P
it
k
o
w
a
n
d
M
.
M
.
Re
c
k
e
r,
“
Us
in
g
th
e
W
e
b
a
s
a
S
u
rv
e
y
T
o
o
l
:
Re
su
lt
s
f
ro
m
th
e
S
e
c
o
n
d
W
WW
Us
e
r
S
u
rv
e
y
,
”
Co
mp
u
ter
Ne
tw
o
rk
s a
n
d
IS
DN
S
y
ste
ms
,
v
o
l
27
,
n
o
.
6
,
p
p
.
8
0
9
-
8
2
2
,
1
9
9
5
,
d
o
i:
1
0
.
1
0
1
6
/
0
1
6
9
-
7
5
5
2
(
9
5
)0
0
0
1
8
-
3
.
[1
1
]
B.
K.
Ka
y
e
a
n
d
T
.
J.
Jo
h
n
so
n
,
“
Re
se
a
r
c
h
M
e
th
o
d
o
l
o
g
y
:
T
a
m
in
g
th
e
Cy
b
e
r
F
ro
n
ti
e
r
.
T
e
c
h
n
iq
u
e
s
f
o
r
I
m
p
ro
v
in
g
O
n
li
n
e
S
u
r
v
e
y
s
,”
S
o
c
ia
l
S
c
i
e
n
c
e
Co
mp
u
ter
Rev
iew
,
v
o
l.
17
,
n
o
.
3
,
p
p
.
3
2
3
–
3
3
7
,
1
9
9
9
,
d
o
i
:
1
0
.
1
1
7
7
/
0
8
9
4
4
3
9
3
9
9
0
1
7
0
0
3
0
7
.
[1
2
]
G
.
Ha
u
g
h
to
n
a
n
d
A
.
S
tev
e
n
s,
“
Qu
a
n
ti
tativ
e
Da
ta
P
r
o
c
e
ss
in
g
a
n
d
A
n
a
l
y
si
s
,
”
in
Pra
c
ti
c
a
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.
,
&
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o
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.
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4
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a
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.
“
On
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[1
5
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H.
Ka
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Çe
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Evaluation Warning : The document was created with Spire.PDF for Python.
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H.
Ka
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,
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In
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d
th
e
On
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Dista
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Clas
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2
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M
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R
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iss,
“
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Dig
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to
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m
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s
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.
[2
3
]
H.
F
jø
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t,
“
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.
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4
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Ce
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ti
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l
Re
se
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rc
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n
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[
CERI
]
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f
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Org
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F
ra
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.
[2
5
]
P
e
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n
in
,
J.
-
P
.
a
n
d
L
e
jeu
n
e
,
A
.
T
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c
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n
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P
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d
L
e
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rn
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g
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s:
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o
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rd
s
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c
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n
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Ba
se
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En
g
in
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g
[
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tro
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ic
v
e
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n
]
.
I
n
P
ro
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e
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d
in
g
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th
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o
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f
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ICE
2
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(p
.
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07
-
4
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4
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.
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m
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,
F
ra
n
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e
:
Un
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e
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y
o
f
T
e
c
h
n
o
lo
g
y
o
f
Co
m
p
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n
e
.
Re
tr
iev
e
d
f
ro
m
th
e
p
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rso
n
a
l
w
e
b
site
o
f
th
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f
irst
a
u
th
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G
re
n
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b
le
In
stit
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te
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ter S
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p
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ti
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n
,
2
0
0
4
.
[2
6
]
S
a
u
v
é
,
L
.
“
T
ra
in
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g
a
n
d
a
d
a
p
tatio
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,
”
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Co
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2
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0
1
.
[2
7
]
S
a
u
v
é
,
L
.
“
On
li
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e
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istan
c
e
lea
rn
in
g
:
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d
a
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ica
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tec
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n
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ly
sis,
”
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mm
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n
ica
ti
o
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p
re
se
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ted
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o
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ss
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m
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d
u
c
a
ti
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to
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li
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to
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e
.
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n
terre
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F
ra
n
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e
,
2
0
0
4
.
[2
8
]
S
a
u
v
é
,
L
.
,
&
W
rig
h
t,
A
.
“
P
e
rso
n
a
li
z
e
d
lea
rn
in
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f
o
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li
n
e
train
in
g
:
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d
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c
a
d
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f
f
ra
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c
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p
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e
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se
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rc
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,
”
L
e
a
r
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e
rs
i
n
mid
li
fe: Gra
d
u
a
te ed
u
c
a
ti
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a
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d
wo
rk
p
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c
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s in
Ca
n
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d
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,
p
p
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1
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1
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7
,
2
0
0
8
.
[2
9
]
V
a
n
d
e
rsp
e
ld
e
n
,
J
.
A
P
P
:
t
o
i
n
d
iv
i
d
u
a
li
z
e
is
n
o
t
to
p
e
rso
n
a
li
z
e
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r
le
a
rn
to
trai
n
y
o
u
rse
lf!
Re
tri
e
v
e
d
f
ro
m
th
e
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