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Science
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3
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Sep
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Ass
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m
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cities,
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Vo
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23
,
No
.
3
,
Sep
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2
0
2
1
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6
8
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8
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it
y
o
f
m
o
d
e
r
n
g
a
d
g
e
t
s
-
A
u
s
t
r
a
l
ia
[
2
]
,
[
3
]
,
t
h
e
US
A
[
4
]
,
a
n
d
t
h
e
U
n
i
te
d
K
i
n
g
d
o
m
[
5
]
.
T
h
es
e
w
o
r
k
s
c
o
n
f
i
r
m
e
d
t
h
e
t
h
es
is
a
b
o
u
t
t
h
e
t
e
c
h
n
i
c
al
a
c
c
ess
i
b
i
li
ty
o
f
o
n
l
i
n
e
e
d
u
c
a
t
i
o
n
.
M
o
s
t
o
f
t
h
e
s
t
u
d
e
n
ts
h
a
d
t
h
ei
r
o
w
n
d
ev
i
c
e
s
wi
t
h
I
n
t
e
r
n
et
a
c
c
e
s
s
,
s
u
c
h
as
p
e
r
s
o
n
a
l
c
o
m
p
u
t
e
r
s
,
t
a
b
l
e
ts
a
n
d
m
o
b
i
l
e
p
h
o
n
e
s
,
w
h
i
c
h
t
h
e
y
u
s
e
d
f
o
r
o
n
l
i
n
e
c
o
m
m
u
n
i
c
a
t
i
o
n
[
6
]
.
T
h
e
d
ev
elo
p
m
en
t
o
f
m
o
d
er
n
i
n
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
i
es
[
7
]
h
as
led
to
an
in
cr
ea
s
e
in
th
e
av
ailab
ilit
y
o
f
o
n
lin
e
ed
u
ca
tio
n
.
T
h
e
is
s
u
e
o
f
th
e
av
ailab
ilit
y
o
f
tech
n
ical
ca
p
a
b
ilit
ies
is
n
o
lo
n
g
e
r
r
elev
an
t,
s
in
ce
th
e
av
ailab
ilit
y
o
f
d
ig
ital
d
ev
ices
with
I
n
ter
n
et
ac
ce
s
s
is
b
ec
o
m
in
g
a
p
r
er
eq
u
is
ite
f
o
r
o
b
tain
in
g
h
ig
h
er
e
d
u
ca
tio
n
.
Stu
d
e
n
ts
u
s
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
ies
in
in
f
o
r
m
al
o
n
lin
e
ed
u
ca
tio
n
,
th
e
y
ar
e
r
ea
d
y
to
ap
p
ly
th
em
in
f
o
r
m
al
ed
u
ca
tio
n
if
teac
h
er
s
o
r
g
an
ize
th
e
ed
u
ca
ti
o
n
al
p
r
o
ce
s
s
[
8
]
.
T
h
e
in
tr
o
d
u
ctio
n
o
f
e
-
lear
n
in
g
ex
p
an
d
s
t
h
e
ac
ce
s
s
o
f
teac
h
er
s
an
d
s
tu
d
e
n
ts
to
i
n
f
o
r
m
atio
n
an
d
p
r
o
v
i
d
es
a
r
ich
e
n
v
ir
o
n
m
en
t
f
o
r
co
llab
o
r
atio
n
b
etwe
en
s
tu
d
en
ts
[
9
]
,
e
-
lear
n
i
n
g
to
o
ls
ar
e
u
s
ed
to
in
ter
ac
t
b
e
twee
n
s
tu
d
en
ts
an
d
teac
h
er
s
[
1
0
]
.
T
h
e
f
o
l
l
o
w
i
n
g
a
r
e
d
is
ti
n
g
u
i
s
h
e
d
a
s
c
o
m
p
o
n
e
n
t
s
o
f
e
-
le
a
r
n
i
n
g
:
t
e
c
h
n
o
l
o
g
y
,
d
e
l
i
v
e
r
y
s
y
s
t
e
m
s
,
c
o
m
m
u
n
i
c
a
t
i
o
n
,
a
n
d
e
d
u
c
a
t
i
o
n
a
l
p
a
r
a
d
i
g
m
s
[
1
1
]
.
T
h
e
r
e
a
r
e
th
r
e
e
c
o
m
p
o
n
e
n
t
s
o
f
e
-
l
e
a
r
n
i
n
g
:
c
u
r
r
i
c
u
l
u
m
,
d
i
g
i
t
al
l
i
b
r
a
r
y
,
w
a
y
s
o
f
p
r
e
s
e
n
t
i
n
g
k
n
o
w
l
e
d
g
e
,
a
n
d
i
t
i
s
n
e
c
es
s
a
r
y
t
o
in
t
e
g
r
a
t
e
s
y
n
c
h
r
o
n
o
u
s
a
n
d
a
s
y
n
c
h
r
o
n
o
u
s
e
-
l
e
a
r
n
i
n
g
t
o
o
l
s
[
1
2
]
.
E
-
le
a
r
n
i
n
g
is
s
e
e
n
as
p
o
t
e
n
ti
a
l
l
y
b
e
t
t
e
r
t
h
a
n
t
r
a
d
i
t
io
n
a
l
b
e
c
a
u
s
e
i
t
is
c
h
e
a
p
e
r
a
n
d
t
a
k
e
s
l
es
s
t
i
m
e
[
1
3
]
.
E
-
l
e
a
r
n
i
n
g
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
s
i
n
t
e
r
p
r
e
t
e
d
as
t
h
e
u
s
e
o
f
i
n
f
o
r
m
a
t
i
o
n
a
n
d
c
o
m
m
u
n
i
c
a
t
i
o
n
t
e
c
h
n
o
l
o
g
i
e
s
(
I
C
T
)
f
o
r
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
[
1
4
]
.
T
h
e
r
e
is
a
w
el
l
-
es
t
a
b
li
s
h
e
d
th
e
s
is
a
b
o
u
t
t
h
e
i
m
p
o
r
t
a
n
ce
o
f
u
s
i
n
g
m
i
x
e
d
h
y
b
r
i
d
f
o
r
m
s
o
f
e
d
u
c
a
t
i
o
n
[
1
5
]
,
a
b
o
u
t
t
h
e
p
o
s
i
t
i
v
e
i
m
p
a
ct
o
f
e
-
l
e
a
r
n
i
n
g
o
n
s
t
u
d
e
n
t
s
'
a
b
i
l
i
ti
es
a
n
d
k
n
o
w
l
e
d
g
e
c
o
n
t
e
n
t
[
1
6
]
.
N
e
w
t
r
e
n
d
s
i
n
e
-
l
e
a
r
n
i
n
g
i
n
c
l
u
d
e
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
,
p
e
r
s
o
n
a
l
i
z
e
d
le
a
r
n
i
n
g
,
m
a
s
s
i
v
e
o
p
e
n
o
n
l
i
n
e
c
o
u
r
s
e
s
[
1
7
]
.
F
o
r
s
t
u
d
e
n
t
s
,
o
n
l
i
n
e
c
o
u
r
s
e
s
w
e
r
e
l
e
s
s
v
a
l
u
a
b
l
e
t
h
a
n
o
n
-
c
a
m
p
u
s
c
o
u
r
s
e
s
[
1
8
]
,
a
n
d
t
h
e
p
e
r
c
e
p
t
i
o
n
o
f
f
a
c
e
-
to
-
f
a
c
e
l
e
a
r
n
i
n
g
w
as
h
i
g
h
e
r
t
h
a
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
i
n
t
e
r
m
s
o
f
s
o
ci
al
p
r
e
s
e
n
c
e
,
s
o
c
i
al
i
n
t
e
r
a
ct
i
o
n
a
n
d
s
a
t
is
f
a
c
ti
o
n
[
1
9
]
.
I
t
is
n
ec
ess
ar
y
to
h
ig
h
lig
h
t
t
h
e
wo
r
k
s
in
wh
ich
th
e
p
r
o
b
lem
s
an
d
d
if
f
ic
u
lties
o
f
in
t
r
o
d
u
cin
g
elem
en
ts
o
f
o
n
lin
e
e
d
u
ca
tio
n
i
n
to
th
e
p
r
o
ce
s
s
o
f
tr
ad
itio
n
al
e
d
u
ca
ti
o
n
ar
e
s
tu
d
ied
.
T
h
e
b
le
n
d
ed
lear
n
in
g
f
o
r
m
at
is
in
ter
p
r
eted
as
th
e
in
teg
r
atio
n
o
f
in
ter
ac
tiv
e
el
em
en
ts
o
f
o
n
lin
e
lear
n
in
g
in
to
class
es
co
n
d
u
cted
in
th
e
u
n
iv
er
s
ity
class
r
o
o
m
,
co
n
tr
ib
u
tin
g
to
b
o
th
in
d
ep
en
d
en
t
wo
r
k
o
f
s
tu
d
en
ts
an
d
jo
in
t
d
is
cu
s
s
io
n
o
f
th
e
tr
ain
in
g
co
u
r
s
e
m
ater
ials
.
Fro
m
s
u
ch
c
o
u
r
s
es,
wh
ich
ar
e
d
esig
n
e
d
,
p
l
an
n
ed
an
d
im
p
lem
en
te
d
th
r
o
u
g
h
a
co
m
b
in
atio
n
o
f
p
h
y
s
ical
an
d
v
ir
tu
al
lear
n
in
g
ac
tiv
ities
,
s
tu
d
en
ts
g
et
m
o
r
e
s
atis
f
ac
tio
n
[
2
0
]
,
[
2
1
]
,
t
h
ey
h
a
v
e
in
cr
ea
s
ed
m
o
tiv
atio
n
,
e
n
g
ag
em
e
n
t a
n
d
a
ca
d
em
ic
p
er
f
o
r
m
an
c
e.
A
n
u
m
b
er
o
f
p
ap
er
s
h
av
e
s
tu
d
ied
attitu
d
es
to
war
d
s
th
e
Mo
o
d
le
e
-
lear
n
in
g
s
y
s
tem
.
I
t
is
m
ain
l
y
u
s
ed
as
a
r
ep
o
s
ito
r
y
o
f
m
ater
ials
.
Stu
d
en
ts
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
u
s
in
g
t
h
e
f
u
n
ctio
n
s
o
f
th
is
p
latf
o
r
m
to
f
ac
ilit
ate
th
e
s
u
cc
ess
o
f
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
2
1
]
.
Mo
o
d
le,
as
an
e
-
lear
n
i
n
g
to
o
l,
is
u
s
ed
to
m
o
tiv
ate
s
tu
d
en
ts
an
d
en
g
ag
e
th
em
in
in
d
iv
id
u
al
an
d
co
llab
o
r
ativ
e
h
o
m
ewo
r
k
ass
ig
n
m
en
t
s
[
2
2
]
.
Stu
d
en
ts
ar
e
n
o
t
f
u
lly
awa
r
e
o
f
th
e
ca
p
ab
ili
ties
o
f
m
o
o
d
le
,
t
h
ey
ar
e
r
ea
d
y
to
u
s
e
it
in
o
r
d
e
r
to
f
ac
ilit
ate
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
wan
t
th
e
teac
h
in
g
s
taf
f
to
en
co
u
r
ag
e
th
em
to
u
s
e
th
e
s
y
s
tem
[
2
3
]
.
T
h
e
q
u
ality
o
f
in
f
o
r
m
atio
n
is
th
e
m
o
s
t
s
ig
n
if
ican
t p
r
ed
icto
r
o
f
s
tu
d
en
t satis
f
ac
tio
n
wh
en
s
tu
d
y
in
g
t
h
e
Mo
o
d
le
s
y
s
tem
[
2
4
]
.
S
t
u
d
e
n
t
s
r
a
t
e
d
t
h
e
i
r
o
n
l
i
n
e
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
a
s
p
o
s
i
t
i
v
e
.
T
h
e
r
e
f
o
r
e
,
i
n
s
t
i
t
u
t
i
o
n
s
n
e
e
d
t
o
s
a
t
i
s
f
y
t
h
e
i
r
s
t
u
d
e
n
t
s
'
d
e
s
i
r
e
f
o
r
m
o
r
e
f
l
e
x
i
b
l
e
,
t
e
c
h
n
o
l
o
g
y
-
d
r
i
v
e
n
l
e
a
r
n
i
n
g
p
l
a
t
f
o
r
m
s
[
2
5
]
.
S
t
u
d
e
n
t
s
'
h
i
g
h
a
s
s
e
s
s
m
e
n
t
o
f
t
h
e
e
f
f
e
c
t
i
v
e
n
e
s
s
o
f
e
-
l
e
a
r
n
i
n
g
a
s
a
l
e
c
t
u
r
e
p
r
e
p
a
r
a
t
i
o
n
t
o
o
l
s
u
g
g
e
s
t
s
t
h
a
t
t
h
e
c
r
e
a
t
i
o
n
o
f
o
n
l
i
n
e
c
o
m
p
o
n
e
n
t
s
c
o
n
t
r
i
b
u
t
e
s
t
o
t
h
e
c
r
e
a
t
i
o
n
o
f
w
e
l
l
-
s
t
r
u
c
t
u
r
e
d
c
o
u
r
s
e
s
,
w
h
i
c
h
c
a
n
h
e
l
p
t
o
m
i
n
i
m
i
z
e
s
t
u
d
e
n
t
p
a
s
s
i
v
i
t
y
(
l
o
c
h
n
e
r
)
[
2
6
]
.
Stu
d
en
ts
b
eliev
e
th
at
e
-
lear
n
i
n
g
h
as
a
p
o
s
itiv
e
ef
f
ec
t o
n
lear
n
in
g
ef
f
icien
cy
[
2
7
]
,
o
n
s
tu
d
e
n
t
lear
n
in
g
,
m
o
s
t
teac
h
er
s
h
av
e
u
s
ed
e
-
lear
n
in
g
as
a
p
r
esen
tatio
n
a
n
d
p
r
ep
ar
atio
n
to
o
l
f
o
r
class
es
[
2
8
]
,
it
im
p
r
o
v
es
th
e
i
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
2
9
]
.
Kn
o
wled
g
e
s
h
ar
in
g
an
d
th
e
q
u
ality
o
f
u
n
iv
er
s
ity
tr
ain
in
g
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
t a
cc
e
p
tan
ce
o
f
e
-
lea
r
n
in
g
[
3
0
]
.
E
-
l
e
a
r
n
i
n
g
is
r
a
te
d
b
y
s
t
u
d
e
n
t
s
as
a
t
o
o
l
t
h
a
t
p
r
o
m
o
t
es
s
e
l
f
-
d
is
c
i
p
li
n
e
,
m
o
t
i
v
at
i
o
n
t
o
l
e
a
r
n
,
a
n
d
i
n
t
e
r
a
c
ti
o
n
w
i
t
h
ea
c
h
o
t
h
e
r
a
n
d
w
i
t
h
te
a
c
h
e
r
s
[
3
1
]
.
T
h
e
e
f
f
ec
t
iv
e
n
e
s
s
o
f
o
n
l
i
n
e
t
e
a
c
h
i
n
g
d
e
p
e
n
d
s
o
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t
h
e
d
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r
e
e
o
f
u
s
e
o
f
a
c
t
i
v
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p
e
d
a
g
o
g
i
c
a
l
m
et
h
o
d
s
:
v
i
d
e
o
c
o
n
f
e
r
e
n
c
i
n
g
,
w
e
e
k
l
y
r
e
f
l
e
c
t
i
v
e
es
s
a
y
s
[
3
2
]
.
I
n
e
-
l
e
a
r
n
i
n
g
,
i
t
i
s
i
m
p
o
r
t
a
n
t
t
o
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s
e
o
n
li
n
e
f
e
e
d
b
ac
k
w
i
t
h
t
h
e
t
e
a
c
h
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r
,
o
n
li
n
e
d
is
c
u
s
s
i
o
n
o
f
t
h
e
c
o
n
te
n
t
o
f
t
r
a
i
n
in
g
s
e
s
s
i
o
n
s
b
e
tw
e
e
n
s
t
u
d
e
n
ts
[
3
3
]
.
S
t
u
d
e
n
ts
w
h
o
ch
o
s
e
a
l
a
r
g
e
n
u
m
b
e
r
o
f
o
n
l
i
n
e
c
o
u
r
s
e
s
i
n
s
t
e
a
d
o
f
t
h
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t
r
a
d
i
t
io
n
a
l
o
n
e
s
w
e
r
e
l
es
s
a
c
t
i
v
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i
n
c
o
e
d
u
c
a
ti
o
n
,
i
n
t
e
r
ac
ti
n
g
w
i
t
h
s
t
u
d
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n
t
s
a
n
d
t
e
a
c
h
e
r
s
,
a
n
d
d
is
c
u
s
s
i
n
g
w
it
h
o
t
h
e
r
p
e
o
p
l
e
.
U
n
i
v
e
r
s
i
ti
e
s
s
h
o
u
l
d
t
a
k
e
i
n
t
o
a
c
c
o
u
n
t
t
h
at
t
h
e
o
n
l
i
n
e
e
n
v
i
r
o
n
m
e
n
t
a
f
f
e
c
t
s
d
if
f
e
r
e
n
t
t
y
p
e
s
o
f
i
n
d
i
v
i
d
u
a
ls
i
n
d
i
f
f
e
r
e
n
t
w
a
y
s
[
3
4
]
.
S
t
u
d
e
n
t
s
h
i
g
h
l
i
g
h
te
d
t
h
e
s
t
r
e
n
g
t
h
s
o
f
o
n
l
i
n
e
e
d
u
c
a
t
i
o
n
-
t
h
e
p
o
s
s
i
b
i
l
i
t
y
o
f
s
e
l
f
-
s
t
u
d
y
a
n
d
o
n
l
i
n
e
i
n
t
e
r
a
c
t
i
o
n
w
it
h
o
t
h
e
r
s
t
u
d
e
n
ts
,
a
n
d
t
h
e
w
e
a
k
n
e
s
s
e
s
-
t
h
e
d
e
l
a
y
i
n
f
ee
d
b
a
c
k
f
r
o
m
t
e
a
c
h
e
r
s
a
n
d
t
h
e
c
o
n
t
e
n
t
r
e
p
o
s
i
t
o
r
y
[
3
5
]
.
T
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
A
s
s
es
s
men
t o
f o
n
lin
e
ed
u
c
a
tio
n
p
r
o
b
lems d
u
r
in
g
t
h
e
C
OV
I
D
-
1
9
p
a
n
d
emic
in
R
u
s
s
ia
(
I
ls
h
a
t
Ga
r
a
fiev
)
1691
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
h
as
c
r
e
ate
d
n
e
w
c
h
a
ll
e
n
g
e
s
f
o
r
t
h
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
s
y
s
te
m
i
n
t
e
r
m
s
o
f
o
r
g
a
n
i
z
i
n
g
o
n
l
i
n
e
l
e
a
r
n
i
n
g
.
A
s
u
r
v
e
y
o
f
u
n
i
v
e
r
s
ity
r
e
c
t
o
r
s
c
o
n
d
u
c
t
e
d
b
y
I
n
s
i
d
e
H
i
g
h
e
r
E
d
[
3
6
]
a
n
a
l
y
s
t
f
i
r
m
s
h
o
w
s
t
h
a
t
m
a
i
n
t
a
i
n
i
n
g
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
i
s
a
m
aj
o
r
c
h
a
l
l
e
n
g
e
f
o
r
u
n
i
v
e
r
s
it
i
es
i
n
o
r
g
a
n
i
z
i
n
g
o
n
l
i
n
e
l
e
a
r
n
i
n
g
.
I
n
ter
n
atio
n
al
Ass
o
ciatio
n
o
f
Un
iv
er
s
ities
i
s
s
u
ed
a
r
ep
o
r
t
o
n
th
e
im
p
ac
t
o
f
C
OVI
D
-
1
9
o
n
Hig
h
e
r
E
d
u
ca
tio
n
a
r
o
u
n
d
th
e
w
o
r
ld
[
3
7
]
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
th
e
r
o
le
o
f
e
-
lear
n
in
g
in
C
o
v
i
d
-
1
9
cr
is
is
is
p
o
s
itiv
e
as
a
p
an
d
em
ic
p
r
ev
en
tio
n
[
3
8
]
.
T
h
e
f
o
r
ce
d
tr
an
s
itio
n
to
o
n
l
in
e
ed
u
ca
tio
n
o
f
u
n
iv
er
s
ities
h
as
b
ec
o
m
e
o
n
e
o
f
th
e
r
ea
s
o
n
s
f
o
r
s
tar
tu
p
s
,
s
u
ch
as
E
d
T
ec
h
[
3
9
]
.
T
h
e
n
o
r
m
aliza
tio
n
o
f
em
e
r
g
en
c
y
e
-
lear
n
in
g
ca
n
in
cr
ea
s
e
ac
ce
s
s
to
h
ig
h
er
e
d
u
ca
tio
n
f
o
r
p
eo
p
le
wh
o
h
av
e
tr
ad
itio
n
ally
b
e
en
u
n
ab
le
to
s
tu
d
y
f
u
ll
-
tim
e
d
u
e
to
p
e
r
s
o
n
al
o
r
f
in
an
cial
cir
c
u
m
s
tan
ce
s
[
4
0
]
.
C
OVI
D
-
1
9
p
an
d
em
ic
h
as
d
e
m
o
n
s
tr
ated
t
h
e
n
ee
d
f
o
r
in
teg
r
ated
lear
n
in
g
u
s
in
g
I
C
T
s
,
th
e
s
u
cc
ess
o
f
wh
ich
d
e
p
en
d
s
o
n
tech
n
ical
ac
ce
s
s
ib
ilit
y
,
teac
h
er
r
ea
d
in
ess
,
an
d
s
tu
d
e
n
t m
o
tiv
atio
n
[
4
1
]
.
Stu
d
en
ts
s
u
p
p
o
r
t
th
e
im
p
lem
en
tatio
n
o
f
o
n
lin
e
lear
n
in
g
i
n
h
ig
h
e
r
in
s
titu
ti
o
n
s
o
f
e
d
u
c
atio
n
as
a
C
OVI
D
-
1
9
p
r
ev
en
tio
n
m
ea
s
u
r
e,
b
u
t
s
tu
d
en
ts
f
r
o
m
d
ev
el
o
p
in
g
c
o
u
n
tr
ies
h
a
v
e
v
er
y
s
lo
w
an
d
ex
p
en
s
iv
e
in
ter
n
et
[
4
2
]
.
T
h
e
n
eg
ativ
e
c
o
n
s
eq
u
en
ce
s
o
f
th
e
tr
an
s
itio
n
to
o
n
lin
e
lear
n
in
g
in
d
e
v
el
o
p
ed
co
u
n
tr
ies
ar
e
ca
u
s
ed
b
y
th
e
tech
n
ical
d
if
f
ic
u
lties
o
f
s
tu
d
en
ts
'
ac
ce
s
s
to
th
e
I
n
ter
n
et,
wh
ich
lead
s
to
th
e
im
p
o
s
s
ib
ilit
y
o
f
f
u
ll
in
ter
ac
tio
n
with
th
e
teac
h
er
[
4
3
]
.
I
t
is
im
p
o
r
tan
t
to
u
s
e
s
o
cial
n
etwo
r
k
s
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
as
th
e
onl
y
an
d
o
f
f
icial
to
o
ls
f
o
r
ac
ad
em
ic
co
m
m
u
n
icatio
n
i
f
u
n
iv
er
s
ities
f
r
o
m
d
ev
el
o
p
in
g
co
u
n
tr
ies
d
o
n
o
t
h
a
v
e
f
o
r
m
al
o
n
lin
e
lear
n
in
g
m
an
a
g
em
en
t
s
y
s
tem
s
[
4
4
]
.
T
h
e
k
ey
r
o
le
in
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lear
n
in
g
d
u
r
i
n
g
th
e
C
OVI
D
1
9
Pan
d
em
ic
p
er
io
d
is
n
o
t
p
lay
ed
b
y
th
e
av
aila
b
ilit
y
o
f
tr
ain
in
g
m
ater
ials
f
o
r
s
tu
d
en
ts
,
b
u
t
th
eir
m
o
tiv
atio
n
,
th
e
p
o
s
s
ib
ilit
y
o
f
th
eir
in
ter
ac
tio
n
with
th
e
teac
h
er
,
wh
o
,
af
ter
r
ec
eiv
in
g
r
ea
l
-
tim
e
f
ee
d
b
ac
k
,
ca
n
ch
an
g
e
th
eir
tr
ain
in
g
co
u
r
s
es
[
4
5
]
.
As
ed
u
ca
tio
n
al
s
tr
ateg
ie
s
f
o
r
o
n
lin
e
teac
h
in
g
in
h
ig
h
e
r
ed
u
ca
tio
n
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
th
e
n
ee
d
to
d
esig
n
o
n
lin
e
ed
u
ca
tio
n
tak
in
g
in
to
ac
co
u
n
t
t
h
e
r
eq
u
ir
em
en
ts
o
f
tr
ad
itio
n
al
u
n
iv
er
s
ity
e
d
u
ca
ti
o
n
is
h
i
g
h
lig
h
ted
[
4
6
]
,
as
w
ell
as
ad
eq
u
ate
s
u
p
p
o
r
t
p
r
o
v
id
ed
to
s
tu
d
en
ts
b
y
teac
h
er
s
[
4
6
]
an
d
i
n
ter
ac
tiv
e
q
u
esti
o
n
s
ess
io
n
s
to
s
tim
u
late
s
t
u
d
en
t e
n
g
ag
em
e
n
t
[
4
7
]
.
A
s
u
r
v
ey
o
f
th
e
o
p
i
n
io
n
o
f
I
n
d
ian
s
tu
d
en
ts
o
n
o
n
lin
e
e
d
u
ca
tio
n
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
ass
u
m
ed
th
e
r
esp
o
n
d
en
ts
'
ass
es
s
m
en
t
o
f
s
ev
er
al
g
r
o
u
p
s
o
f
in
d
ic
ato
r
s
:
co
n
ten
t
d
e
liv
er
y
,
in
ter
ac
tio
n
,
ass
es
s
m
en
t,
h
ea
lth
is
s
u
es,
s
o
c
ial
is
s
u
es
[
4
8
]
.
C
h
in
ese
s
tu
d
en
ts
h
ig
h
lig
h
ted
s
u
ch
d
if
f
icu
lties
o
f
o
n
lin
e
lear
n
in
g
as
th
e
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r
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f
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eq
u
ip
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en
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h
e
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est
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tio
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th
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o
p
in
i
o
n
is
to
c
o
m
b
in
e
r
ec
o
r
d
ed
v
id
e
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d
liv
e
co
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r
s
es
with
m
o
r
e
ac
ti
v
e
o
n
lin
e
in
ter
ac
tio
n
[
4
7
]
.
Am
o
n
g
t
h
e
d
i
f
f
icu
lties
th
at
U
k
r
ain
ian
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f
ac
ed
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o
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e
d
u
ca
tio
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d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
,
th
er
e
wer
e
t
h
e
lac
k
o
f
tech
n
ical
m
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s
(
m
o
d
e
r
n
g
ad
g
ets
an
d
h
ig
h
-
s
p
ee
d
I
n
ter
n
et
ac
ce
s
s
)
,
s
tu
d
en
t
p
er
s
o
n
al
q
u
alities
(
co
m
p
u
ter
s
k
ills
an
d
m
o
tiv
atio
n
)
,
p
r
o
b
lem
s
o
f
o
r
g
a
n
izin
g
th
e
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d
u
ca
tio
n
al
p
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s
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a
s
ig
n
if
ican
t
am
o
u
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t
o
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task
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,
in
s
u
f
f
icien
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tr
o
l
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ch
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s
,
u
n
clea
r
teac
h
e
r
s
'
in
s
tr
u
ctio
n
s
)
[
4
9
]
.
T
h
e
in
ter
ac
tio
n
an
d
p
r
o
d
u
ctiv
ity
i
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es,
in
f
r
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ctu
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d
tech
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p
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lem
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wer
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h
i
g
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lig
h
t
ed
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ex
am
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ca
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f
icu
lti
es f
ac
ed
b
y
T
u
r
k
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h
s
tu
d
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ts
[
5
0
]
.
I
n
th
e
R
u
s
s
ian
Fed
er
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,
a
m
ass
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r
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C
OVI
D
-
1
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p
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(
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r
ch
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r
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3
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2
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r
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n
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cted
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t
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lin
k
to
th
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q
u
esti
o
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n
air
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was
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p
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ea
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in
two
way
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elec
tio
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g
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t
h
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VKo
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tak
te
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cial
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d
th
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t
h
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em
en
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ith
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1
3
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tio
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wer
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tifie
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ask
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ag
r
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with
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esen
ce
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o
th
er
p
r
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b
lem
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f
o
n
l
in
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ed
u
ca
tio
n
[
5
1
]
.
T
h
e
s
u
r
v
e
y
r
esu
lts
s
h
o
wed
t
h
at
th
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p
r
o
b
lem
s
r
ea
lly
e
x
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t
am
o
n
g
R
u
s
s
ian
s
tu
d
en
ts
.
T
h
er
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o
r
e,
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u
s
e
th
em
as
a
th
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r
etica
l
b
asis
f
o
r
o
u
r
r
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ch
.
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e
d
id
n
o
t
ch
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g
e
th
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f
o
r
m
u
latio
n
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p
r
o
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le
m
s
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b
u
t
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ch
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n
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to
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ls
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th
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ir
ass
ess
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en
t
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d
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t
L
ik
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le
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1
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o
n
g
ly
d
is
ag
r
ee
,
5
-
s
tr
o
n
g
ly
ag
r
ee
)
.
W
e
co
n
s
id
er
ed
th
at
th
ese
1
3
p
r
o
b
lem
s
r
ef
lect
two
ty
p
es
o
f
p
r
o
b
lem
s
.
T
h
e
f
ir
s
t
ty
p
e
is
th
e
p
r
o
b
lem
s
ass
o
ciate
d
with
th
e
d
if
f
icu
lties
o
f
o
n
lin
e
co
m
m
u
n
i
ca
tio
n
b
etwe
en
th
e
p
ar
ticip
an
ts
o
f
th
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u
ca
tio
n
al
p
r
o
ce
s
s
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th
e
s
ec
o
n
d
ty
p
e
is
th
e
p
r
o
b
lem
s
ass
o
ciate
d
with
th
e
tech
n
ical
d
if
f
icu
lties
o
f
p
ar
ticip
atin
g
in
o
n
lin
e
ed
u
ca
tio
n
.
T
h
e
aim
o
f
th
e
s
tu
d
y
is
to
id
en
tify
th
e
o
p
in
io
n
o
f
m
aster
s
o
f
th
e
f
ir
s
t
y
ea
r
o
f
s
tu
d
y
o
n
th
e
p
r
o
b
lem
s
o
f
o
n
lin
e
ed
u
ca
tio
n
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
p
an
d
e
m
ic.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
in
v
o
lv
es
th
e
f
o
r
m
u
latio
n
o
f
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
1.
W
h
at
is
th
e
ty
p
o
lo
g
y
o
f
th
e
p
r
o
b
lem
s
o
f
o
n
lin
e
ed
u
ca
tio
n
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic?
I
s
o
u
r
h
y
p
o
th
esis
ab
o
u
t
th
e
p
r
esen
c
e
o
f
two
ty
p
es
o
f
p
r
o
b
lem
s
:
tech
n
ical
p
r
o
b
lem
s
an
d
p
r
o
b
l
em
s
o
f
o
n
lin
e
co
m
m
u
n
icatio
n
co
r
r
ec
t?
2.
W
h
at
is
th
e
clo
s
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
ig
n
if
ican
ce
o
f
o
n
lin
e
ed
u
ca
tio
n
p
r
o
b
lem
s
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic?
3.
Do
es
th
e
s
ig
n
if
ica
n
ce
o
f
s
o
m
e
p
r
o
b
lem
o
f
o
n
lin
e
e
d
u
ca
tio
n
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
d
if
f
e
r
am
o
n
g
d
if
f
er
e
n
t g
r
o
u
p
s
o
f
m
a
s
ter
s
,
allo
ca
ted
o
n
th
e
b
asis
o
f
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
in
t
h
e
s
p
ec
ialty
?
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
SN
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci,
Vo
l.
23
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
1
6
8
9
-
1
6
9
8
1692
2.
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9
1
.
1
%
)
g
r
a
d
u
a
t
e
d
f
r
o
m
a
b
a
c
h
e
l
o
r
'
s
d
e
g
r
e
e
o
r
a
s
p
e
c
i
a
l
t
y
i
n
n
a
t
u
r
a
l
a
n
d
t
e
c
h
n
i
c
a
l
s
c
i
e
n
c
e
s
,
6
p
e
o
p
l
e
(
7
.
6
%
)
-
i
n
t
h
e
f
i
e
l
d
o
f
e
c
o
n
o
m
i
c
s
a
n
d
m
a
n
a
g
e
m
e
n
t
,
1
p
e
r
s
o
n
(
1
.
3
%
)
i
n
t
h
e
f
i
e
l
d
o
f
s
o
c
i
a
l
s
c
i
e
n
c
e
s
a
n
d
h
u
m
a
n
i
t
i
e
s
.
T
h
e
s
u
r
v
e
y
w
a
s
c
o
n
d
u
c
t
e
d
i
n
a
n
o
n
y
m
o
u
s
f
o
r
m
,
r
e
s
p
o
n
d
e
n
t
s
w
e
r
e
w
a
r
n
e
d
t
h
a
t
a
l
l
r
e
s
u
l
t
s
w
i
l
l
b
e
u
s
e
d
o
n
l
y
i
n
a
g
e
n
e
r
a
l
i
z
e
d
f
o
r
m
.
T
h
e
o
n
l
i
n
e
s
u
r
v
e
y
w
a
s
c
o
n
d
u
c
t
e
d
o
n
t
h
e
b
a
s
i
s
o
f
t
h
e
h
t
t
p
s
:
/
/
s
o
c
i
o
t
r
i
x
.
c
o
m
/
p
l
a
t
f
o
r
m
.
T
h
e
q
u
e
s
t
i
o
n
n
a
i
r
e
c
o
n
s
i
s
t
e
d
o
f
t
w
o
p
a
r
t
s
:
g
e
n
e
r
a
l
a
n
d
c
o
n
c
e
p
t
u
a
l
.
T
h
e
g
e
n
e
r
a
l
p
a
r
t
o
f
t
h
e
q
u
e
s
t
i
o
n
n
a
i
r
e
c
o
n
s
i
s
t
e
d
o
f
q
u
e
s
t
i
o
n
s
a
b
o
u
t
t
h
e
p
r
e
v
i
o
u
s
e
x
p
e
r
i
e
n
c
e
o
f
s
t
u
d
y
i
n
g
f
o
r
a
b
a
c
h
e
l
o
r
'
s
o
r
s
p
e
c
i
a
l
i
s
t
'
s
d
e
g
r
e
e
,
t
h
e
y
e
a
r
o
f
a
d
m
i
s
s
i
o
n
t
o
t
h
e
m
a
s
t
e
r
'
s
p
r
o
g
r
a
m
,
t
h
e
f
i
e
l
d
o
f
t
h
e
r
e
s
p
o
n
d
e
n
t
,
a
n
d
h
i
s
p
r
o
f
e
s
s
i
o
n
a
l
e
x
p
e
r
i
e
n
c
e
.
T
h
e
co
n
ce
p
tu
al
s
ec
tio
n
o
f
th
e
q
u
esti
o
n
n
air
e
in
clu
d
ed
1
3
clo
s
ed
q
u
esti
o
n
s
r
eg
ar
d
in
g
p
r
o
b
lem
o
n
lin
e
ed
u
ca
tio
n
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
All
q
u
esti
o
n
s
wer
e
f
o
r
m
u
late
d
in
th
e
f
o
r
m
o
f
s
tat
em
en
ts
th
at
th
e
m
aster
s
tu
d
en
t h
ad
to
ev
alu
ate
o
n
th
e
5
-
p
o
in
t L
ik
er
t scale
(
1
-
s
tr
o
n
g
ly
d
is
ag
r
ee
,
5
-
s
tr
o
n
g
ly
a
g
r
ee
)
.
C
o
m
p
ar
is
o
n
o
f
th
e
an
s
wer
s
to
th
ese
q
u
esti
o
n
s
was
ca
r
r
ied
o
u
t
b
o
th
f
o
r
th
e
s
am
p
le
as
a
wh
o
le
an
d
f
o
r
v
ar
io
u
s
d
ich
o
t
o
m
o
u
s
g
r
o
u
p
s
o
f
s
tu
d
en
ts
a
llo
ca
ted
o
n
th
e
b
asis
o
f
th
e
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
.
T
h
e
C
r
o
n
b
ac
h
alf
a
r
eliab
ilit
y
test
was
u
s
ed
to
d
eter
m
in
e
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
q
u
esti
o
n
s
in
th
e
co
n
ce
p
tu
al
s
ec
tio
n
o
f
th
e
q
u
esti
o
n
n
air
e.
T
h
e
d
escr
ip
tiv
e
s
tati
s
tics
was
u
s
ed
in
o
r
d
er
to
an
aly
ze
th
e
m
ea
n
o
f
r
esp
o
n
d
en
ts
’
an
s
wer
(
1
≤
M
≤
5
)
,
s
tan
d
ar
d
d
e
v
iatio
n
,
m
o
d
e
an
d
m
e
d
ian
.
Prin
cip
al
co
m
p
o
n
en
ts
an
aly
s
is
was
u
s
ed
as
a
s
elec
tio
n
m
eth
o
d
.
T
h
e
Var
im
ax
r
o
tatio
n
m
eth
o
d
was
also
u
s
ed
.
Facto
r
an
aly
s
is
was
ca
r
r
ied
o
u
t
to
d
eter
m
in
e
th
e
ty
p
es
o
f
p
r
o
b
lem
s
t
h
at
s
tu
d
e
n
ts
f
ac
ed
d
u
r
in
g
th
eir
o
n
lin
e
e
d
u
ca
tio
n
.
T
o
id
en
tify
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
v
ar
io
u
s
d
if
f
icu
lties
en
co
u
n
ter
ed
in
t
h
e
o
n
lin
e
e
d
u
ca
tio
n
f
o
r
m
at,
a
co
r
r
elatio
n
a
n
aly
s
is
was
ca
r
r
ied
o
u
t
b
ased
o
n
th
e
Sp
ea
r
m
an
'
s
co
r
r
elatio
n
c
o
e
f
f
icien
t.
T
o
c
o
m
p
ar
e
t
h
e
m
e
an
v
alu
es
o
f
two
in
d
ep
en
d
en
t
s
am
p
les,
t
h
e
Ma
n
n
-
W
h
itn
ey
U
-
test
,
J
o
n
c
k
h
ee
r
e
-
T
er
p
s
tr
a
test
,
an
d
Kr
u
s
k
al
-
W
allis
t
est
wer
e
u
s
ed
.
T
h
e
o
b
tain
e
d
d
ata
wer
e
p
r
o
ce
s
s
ed
in
th
e
SP
SS
-
s
tati
s
tics
p
r
o
g
r
am
.
3.
RE
SU
L
T
S
A
ND
D
IS
CU
SS
I
O
N
T
h
e
C
r
o
n
b
ac
h
’
s
alf
a
r
eliab
ilit
y
test
o
f
th
e
q
u
esti
o
n
s
o
f
th
e
co
n
ce
p
tu
al
p
ar
t
o
f
th
e
q
u
e
s
tio
n
n
air
e
s
h
o
wed
th
e
v
alu
e
α
=
0
.
9
1
a
n
d
is
with
in
th
e
h
ig
h
r
eliab
ilit
y
r
an
g
e.
T
h
e
r
esu
lts
o
b
tain
ed
i
n
d
icate
th
e
p
r
esen
ce
o
f
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
q
u
esti
o
n
n
air
e
q
u
esti
o
n
s
.
T
h
er
ef
o
r
e,
th
e
d
ata
o
b
tain
e
d
m
ee
t
th
e
co
n
s
is
ten
cy
cr
iter
ia
an
d
ar
e
a
p
p
licab
le
t
o
d
escr
ib
e
th
e
p
r
o
b
lem
s
th
at
th
e
f
ir
s
t
y
ea
r
m
aster
’
s
s
tu
d
en
ts
f
ac
e
in
o
n
lin
e
ed
u
ca
tio
n
.
T
a
b
le
1
p
r
esen
ts
d
escr
ip
tiv
e
s
tatis
t
ics
o
n
is
s
u
es
o
f
o
n
lin
e
ed
u
ca
tio
n
.
I
n
g
en
e
r
al,
i
t
ca
n
b
e
n
o
te
d
th
a
t
th
e
tr
an
s
iti
o
n
to
an
o
n
lin
e
e
d
u
ca
tio
n
f
o
r
m
at
ca
u
s
ed
s
o
m
e
d
if
f
icu
lties
f
o
r
m
aster
s
.
Ho
wev
er
,
ac
co
r
d
in
g
to
t
h
e
av
er
ag
e
v
alu
e
,
th
ey
d
i
f
f
er
.
C
o
n
v
en
tio
n
ally
,
th
r
ee
g
r
o
u
p
s
ca
n
b
e
d
is
tin
g
u
is
h
ed
.
T
h
e
f
ir
s
t
g
r
o
u
p
(
DP1
,
DP2
,
DP3
,
DP1
0
)
in
clu
d
es
p
r
o
b
lem
s
in
wh
ic
h
th
e
av
e
r
ag
e
v
al
u
e
e
x
ce
ed
s
3
.
5
,
all
o
f
th
e
m
h
av
e
a
m
ed
ia
n
o
f
4
,
t
h
e
m
o
d
e
f
o
r
DP1
0
is
5
,
an
d
f
o
r
th
e
r
est
is
4
.
T
h
e
s
ec
o
n
d
g
r
o
u
p
(
DP4
,
DP6
,
DP7
,
DP1
1
)
in
clu
d
es
p
r
o
b
lem
s
in
wh
ich
th
eir
a
v
er
ag
e
v
alu
e
is
in
th
e
r
an
g
e
f
r
o
m
3
.
1
1
to
3
.
2
9
,
an
d
th
e
m
o
d
e
is
4
f
o
r
all,
th
e
m
ed
ian
f
o
r
DP9
is
3
,
a
n
d
f
o
r
th
e
r
est
is
4
.
T
h
e
th
ir
d
g
r
o
u
p
(
DP5
,
DP8
,
DP9
,
DP1
2
,
DP1
3
)
in
clu
d
es
p
r
o
b
lem
s
in
w
h
ich
th
eir
av
e
r
ag
e
v
al
u
e
is
less
th
an
2
,
wh
ile
th
e
m
o
d
e
f
o
r
DP5
is
4
,
an
d
f
o
r
th
e
r
est
is
1
,
a
n
d
th
e
m
ed
ian
f
o
r
DP5
,
DP9
,
DP1
2
is
3
,
an
d
f
o
r
DP8
an
d
DP1
3
is
2
.
Facto
r
a
n
aly
s
is
was
ca
r
r
ie
d
o
u
t to
d
eter
m
in
e
th
e
t
y
p
es o
f
o
n
lin
e
ed
u
ca
tio
n
p
r
o
b
lem
s
.
T
o
t
al
v
ar
ian
ce
ex
p
lain
ed
is
p
r
esen
ted
in
T
ab
le
2
.
Fro
m
th
e
to
tal
v
ar
ian
ce
e
x
p
lai
n
ed
tab
le,
we
ca
n
s
ee
th
at
two
eig
en
f
u
n
ctio
n
s
h
a
v
e
v
alu
es
g
r
ea
ter
th
an
o
n
e.
T
h
er
ef
o
r
e,
o
n
ly
two
f
ac
t
o
r
s
wer
e
s
elec
ted
f
o
r
an
aly
s
is
.
T
h
e
f
ir
s
t
f
ac
to
r
e
x
p
lain
s
4
8
.
5
0
6
%
o
f
th
e
to
t
a
l
v
ar
ian
ce
,
th
e
s
ec
o
n
d
f
ac
t
o
r
-
1
0
.
9
7
8
%.
T
h
e
o
b
tain
ed
r
esu
lts
as
s
h
o
wn
in
T
ab
le
3
allo
w
u
s
to
s
ay
th
at
th
e
f
ir
s
t
f
ac
to
r
in
clu
d
es
th
e
f
o
llo
win
g
d
if
f
icu
lties
in
o
n
lin
e
ed
u
ca
tio
n
:
DP1
(
0
.
6
5
4
)
,
DP2
(
0
.
8
7
7
)
,
DP3
(
0
.
7
2
5
)
,
DP4
(
0
.
6
8
4
)
,
DP5
(
0
.
7
1
7
)
,
DP6
(
0
.
6
5
4
)
,
DP7
(
0
.
7
8
1
)
,
DP8
(
0
.
6
3
8
)
.
T
h
e
s
ec
o
n
d
f
ac
t
o
r
in
clu
d
es
th
e
f
o
llo
win
g
d
if
f
ic
u
lties
i
n
o
n
lin
e
ed
u
ca
ti
o
n
:
DP9
(
0
.
7
5
3
)
,
DP1
0
(
0
.
5
1
9
)
,
D
P1
1
(
0
.
8
1
2
)
,
DP
1
2
(
0
.
6
6
1
)
,
D
P1
3
(
0
.
6
9
7
)
.
T
w
o
i
n
d
i
c
a
t
o
r
s
w
e
r
e
c
h
o
s
e
n
a
s
t
h
e
c
r
i
t
e
r
i
a
o
n
t
h
e
b
a
s
is
o
f
w
h
i
c
h
t
h
e
t
o
t
a
l
s
a
m
p
l
e
wa
s
d
i
v
i
d
ed
i
n
t
o
t
w
o
i
n
d
e
p
e
n
d
e
n
t
s
a
m
p
l
es
.
T
h
e
f
i
r
s
t
i
n
d
i
c
a
t
o
r
is
t
h
e
c
o
m
b
i
n
a
ti
o
n
o
f
m
a
s
t
e
r
'
s
d
e
g
r
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Evaluation Warning : The document was created with Spire.PDF for Python.
IS
SN
:
2
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23
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
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n
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J
E
lec
E
n
g
&
C
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m
p
Sci
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ca
tio
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2
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d
3
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ty
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e
d
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ib
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as t
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f
ee
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g
o
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elin
ess
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at
ar
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es wh
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in
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ep
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d
e
n
tly
at
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o
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e,
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th
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ity
to
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c
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th
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m
ater
ial
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n
d
er
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ates.
A
ls
o
,
th
e
p
r
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b
lem
“h
ar
d
t
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s
tu
d
y
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n
y
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u
r
o
wn
”
is
s
till
in
ter
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n
n
ec
ted
with
s
u
ch
p
r
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lem
s
as
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o
m
m
u
n
icatio
n
with
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tu
d
en
t
s
”
an
d
“h
ar
d
to
as
k
th
e
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h
er
”,
wh
ich
in
f
ac
t
ar
e
th
e
r
esu
lt
o
f
th
e
n
ee
d
to
s
tu
d
y
th
e
m
ater
ial
in
d
ep
en
d
en
tly
,
with
o
u
t
th
e
o
p
p
o
r
tu
n
ity
to
d
is
cu
s
s
it
wit
h
th
e
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h
er
a
n
d
ask
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im
clar
if
y
in
g
q
u
esti
o
n
s
.
Su
ch
a
p
r
o
b
lem
o
f
o
n
lin
e
ed
u
ca
tio
n
as
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e
im
p
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s
s
ib
ilit
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o
f
d
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cu
s
s
in
g
with
s
tu
d
en
t
s
o
f
th
e
s
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ied
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u
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ject”
is
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ter
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te
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at
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ig
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n
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g
e
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u
ch
a
p
r
o
b
lem
as
“d
i
f
f
icu
lt
to
an
s
wer
teac
h
er
”.
I
t
ca
n
b
e
ass
u
m
ed
th
at
s
o
m
e
s
tu
d
en
ts
,
n
o
t
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ity
to
clar
if
y
th
e
m
ater
ial
u
n
d
er
s
tu
d
y
with
class
m
ates,
ca
n
n
o
t
an
s
wer
th
e
teac
h
er
'
s
q
u
esti
o
n
s
.
I
n
th
e
ev
e
n
t
th
at
th
e
tr
ain
in
g
to
o
k
p
lace
in
t
h
e
u
s
u
al
f
o
r
m
at,
s
u
ch
s
tu
d
en
ts
co
u
ld
f
in
d
o
u
t
f
r
o
m
th
eir
class
m
ates
th
e
an
s
wer
s
to
th
e
ex
p
ec
ted
q
u
esti
o
n
s
o
f
th
e
teac
h
er
b
ef
o
r
e
h
e
ask
s
th
em
,
f
o
r
ex
am
p
le
,
at
th
e
b
r
ea
k
.
I
n
o
n
lin
e
e
d
u
ca
ti
o
n
,
th
er
e
is
n
o
co
llectiv
e
c
o
m
m
u
n
icatio
n
b
etwe
en
class
es.
T
h
er
e
is
an
ab
o
v
e
-
av
e
r
ag
e
r
elatio
n
s
h
ip
b
etwe
en
“d
if
f
ic
u
lt
to
f
in
d
a
co
m
f
o
r
tab
le
p
lace
”
an
d
“e
m
b
ar
r
ass
ed
to
tu
r
n
o
n
th
e
web
ca
m
”,
wh
ich
is
q
u
ite
lo
g
i
ca
l.
A
s
tu
d
en
t
wh
o
ca
n
n
o
t
f
i
n
d
a
co
n
v
en
ien
t
p
lace
f
o
r
o
n
lin
e
lear
n
i
n
g
is
lik
ely
to
b
e
em
b
ar
r
ass
ed
to
s
h
o
w
it.
Oth
er
p
r
o
b
l
em
s
th
at
f
ell
in
to
th
e
s
ec
o
n
d
f
ac
to
r
d
u
r
in
g
f
ac
to
r
a
n
aly
s
is
,
wh
ich
we
in
ter
p
r
et
as
f
o
r
m
al,
tech
n
ical
p
r
o
b
lem
s
o
f
o
n
lin
e
ed
u
ca
tio
n
h
a
v
e
f
ewe
r
r
elatio
n
s
h
ip
s
.
So
,
th
e
p
r
o
b
lem
o
f
I
n
ter
n
et
f
ailu
r
es
an
d
tech
n
ical
p
r
o
b
lem
s
is
in
ter
co
n
n
ec
te
d
with
th
e
p
r
o
b
le
m
o
f
f
e
elin
g
l
o
n
ely
,
a
n
d
th
e
p
r
o
b
lem
s
“h
ar
d
t
o
f
ig
u
r
e
o
u
t
t
h
e
in
ter
f
ac
e”
an
d
“n
o
s
u
itab
le
g
ad
g
ets”
with
th
e
p
r
o
b
lem
“d
is
cu
s
s
io
n
with
s
tu
d
en
ts
o
f
th
e
s
tu
d
ied
s
u
b
ject”
.
T
h
is
co
n
f
ig
u
r
atio
n
s
h
o
ws
u
s
th
at
in
th
e
u
s
u
al
f
o
r
m
at,
th
ese
tech
n
ical
p
r
o
b
le
m
s
co
u
ld
b
e
s
o
lv
ed
w
ith
th
e
h
elp
o
f
class
m
ates.
4.
CO
NCLU
SI
O
N
On
lin
e
ed
u
ca
tio
n
d
u
r
in
g
t
h
e
q
u
ar
an
tin
e
p
er
io
d
ca
u
s
ed
b
y
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
ca
u
s
ed
b
o
t
h
co
n
ten
t
-
r
elate
d
an
d
f
o
r
m
al
d
if
f
icu
lties
f
o
r
m
aster
s
.
Mo
s
t
o
f
t
h
e
p
r
o
b
lem
s
we
h
a
v
e
id
e
n
tifie
d
ar
e
p
er
ce
iv
ed
b
y
s
tu
d
en
ts
as
r
e
al
d
if
f
ic
u
lties
in
th
e
im
p
lem
en
tatio
n
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
wh
ile
s
tu
d
y
in
g
at
th
e
u
n
iv
e
r
s
ity
.
I
n
th
e
f
u
tu
r
e,
th
e
s
tu
d
y
ca
n
b
e
co
n
tin
u
e
d
b
y
in
c
r
ea
s
in
g
th
e
tar
g
et
au
d
ien
ce
,
f
o
r
m
u
latin
g
th
e
co
n
ten
t
o
f
n
e
w
p
r
o
b
lem
s
o
f
o
n
lin
e
ed
u
ca
tio
n
.
T
h
is
is
p
r
im
a
r
ily
n
ec
ess
ar
y
t
o
u
n
d
er
s
tan
d
th
e
ess
en
ce
o
f
th
e
s
ec
o
n
d
f
ac
to
r
.
I
t
m
ay
b
e
n
ec
ess
ar
y
to
s
ep
ar
ately
f
o
r
m
u
late
th
e
p
r
o
b
lem
s
o
f
I
n
ter
n
et
f
ailu
r
e
an
d
tech
n
ical
p
r
o
b
lem
s
.
I
t
is
als
o
p
o
s
s
ib
le
to
ask
a
q
u
esti
o
n
ab
o
u
t
tech
n
ical
p
r
o
b
lem
s
th
at
teac
h
er
s
h
av
e,
h
o
w
o
f
te
n
it
in
ter
f
er
ed
with
o
n
lin
e
ed
u
ca
tio
n
,
a
b
o
u
t
p
r
o
b
lem
s
w
ith
ac
ce
s
s
to
th
e
u
n
iv
er
s
ity
web
s
ite
an
d
th
e
s
tu
d
en
t'
s
p
er
s
o
n
al
ac
co
u
n
t.
T
h
is
s
tu
d
y
ex
p
lain
s
an
d
s
tu
d
ies
s
t
u
d
en
t
p
er
ce
p
tio
n
s
o
f
th
e
ch
all
en
g
es
o
f
o
n
lin
e
e
d
u
ca
tio
n
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
.
T
h
e
id
en
tifie
d
in
t
er
r
elatio
n
s
h
ip
s
o
f
o
n
lin
e
ed
u
ca
tio
n
p
r
o
b
lem
s
m
ak
e
it
p
o
s
s
ib
le
to
f
o
r
m
u
lat
e
co
m
p
lex
m
an
ag
em
e
n
t
d
ec
is
io
n
s
to
r
ed
u
ce
th
ei
r
im
p
o
r
tan
ce
,
wh
ich
will
b
e
im
p
lem
e
n
ted
in
th
e
f
u
tu
r
e
wh
e
n
o
r
g
an
izin
g
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
s
tu
d
y
em
p
h
asizes
th
at
is
o
latio
n
f
o
r
c
ed
u
n
iv
er
s
ities
to
u
r
g
en
tly
s
witch
to
o
n
lin
e
ed
u
ca
tio
n
f
o
r
s
tu
d
en
ts
.
T
h
er
e
ca
n
b
e
n
o
r
etu
r
n
to
th
e
p
r
ev
io
u
s
ed
u
ca
tio
n
s
y
s
tem
,
e
-
lear
n
in
g
will
b
e
u
s
ed
in
all
tr
ain
i
n
g
c
o
u
r
s
es
.
T
h
e
s
tu
d
y
o
f
f
er
s
s
u
g
g
esti
o
n
s
f
o
r
f
u
t
u
r
e
r
esear
ch
o
n
th
e
p
r
o
b
l
em
s
o
f
u
s
in
g
o
n
lin
e
tech
n
o
lo
g
ies in
th
e
h
ig
h
e
r
ed
u
ca
tio
n
s
y
s
tem
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
s
in
ce
r
ely
th
an
k
th
e
p
ar
ticip
an
t
s
wh
o
to
o
k
p
ar
t
in
th
is
s
tu
d
y
f
o
r
th
ei
r
en
th
u
s
iast
ic
ef
f
o
r
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
A
s
s
es
s
men
t o
f o
n
lin
e
ed
u
c
a
tio
n
p
r
o
b
lems d
u
r
in
g
t
h
e
C
OV
I
D
-
1
9
p
a
n
d
emic
in
R
u
s
s
ia
(
I
ls
h
a
t
Ga
r
a
fiev
)
1697
RE
F
E
R
E
NC
E
S
[1
]
J.
Wu
,
S
.
G
u
o
,
H.
Hu
a
n
g
,
W.
L
i
u
a
n
d
Y.
Xia
n
g
,
"
I
n
fo
rm
a
ti
o
n
a
n
d
C
o
m
m
u
n
ica
ti
o
n
s
Tec
h
n
o
lo
g
ies
fo
r
S
u
sta
in
a
b
l
e
De
v
e
lo
p
m
e
n
t
G
o
a
ls:
S
tate
-
of
-
th
e
-
Art,
Ne
e
d
s
a
n
d
P
e
rsp
e
c
ti
v
e
s,"
in
I
EE
E
Co
mm
u
n
ica
ti
o
n
s
S
u
rv
e
y
s
&
T
u
to
ri
a
ls
,
v
o
l
.
2
0
,
n
o
.
3
,
p
p
.
2
3
8
9
-
2
4
0
6
,
t
h
ird
q
u
a
rter
2
0
1
8
,
d
o
i:
1
0
.
1
1
0
9
/COM
S
T.
2
0
1
8
.
2
8
1
2
3
0
1
.
[2
]
G
.
Ke
n
n
e
d
y
e
t
a
l.
,
“
Qu
e
stio
n
in
g
th
e
n
e
t
g
e
n
e
ra
ti
o
n
:
A
c
o
ll
a
b
o
ra
ti
v
e
p
r
o
jec
t
in
Au
stra
li
a
n
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
i
n
L
.
M
a
rk
a
u
sk
a
it
e
,
P.
Go
o
d
y
e
a
r
&
P
.
Reima
n
n
(E
d
s)
W
h
o
’s
lea
rn
i
n
g
?
W
h
o
se
tec
h
n
o
l
o
g
y
?
Pr
o
c
e
e
d
in
g
s
o
f
th
e
2
3
r
d
An
n
u
a
l
C
o
n
fer
e
n
c
e
o
f
th
e
A
u
stra
li
a
sia
n
S
o
c
iety
fo
r
Co
m
p
u
ter
s
i
n
L
e
a
rn
in
g
i
n
T
e
rtia
ry
E
d
u
c
a
ti
o
n
,
2
0
0
6
,
p
p
.
4
1
3
-
4
1
7
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
r
o
.
u
o
w.ed
u
.
a
u
/ed
u
p
a
p
e
rs/6
1
4
/
.
[3
]
G
.
E.
Ke
n
n
e
d
y
,
T.
S
.
Ju
d
d
,
A.
Ch
u
rc
h
wa
rd
,
K.
G
ra
y
,
a
n
d
K.
-
L.
Kra
u
se
,
“
F
irst
y
e
a
r
stu
d
e
n
ts’
e
x
p
e
rien
c
e
s
with
tec
h
n
o
l
o
g
y
:
Ar
e
t
h
e
y
re
a
ll
y
d
i
g
it
a
l
n
a
ti
v
e
s?
,
”
Au
str
a
la
si
a
n
jo
u
rn
a
l
o
f
e
d
u
c
a
t
io
n
a
l
tec
h
n
o
lo
g
y
,
v
o
l.
2
4
,
n
o
.
1
,
2
0
0
8
,
d
o
i:
1
0
.
1
4
7
4
2
/aje
t
.
1
2
3
3
.
[4
]
R
.
B
.
K
v
a
v
i
k
,
“
C
o
n
v
e
n
i
e
n
c
e
,
c
o
m
m
u
n
i
c
a
t
i
o
n
s
,
a
n
d
c
o
n
t
r
o
l
:
H
o
w
s
t
u
d
e
n
t
s
u
s
e
t
e
c
h
n
o
l
o
g
y
,
”
i
n
E
d
u
c
a
t
i
n
g
t
h
e
n
e
t
g
e
n
e
r
a
t
i
o
n
,
v
o
l
.
1
,
2
0
0
5
,
p
.
7
.
1
-
7
.
2
0
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
e
d
u
c
a
u
s
e
.
e
d
u
/
r
e
s
e
a
r
c
h
-
a
n
d
-
p
u
b
l
i
c
a
t
i
o
n
s
/
b
o
o
k
s
/
e
d
u
c
a
t
i
n
g
-
n
e
t
-
g
e
n
e
r
a
t
i
o
n
/
c
o
n
v
e
n
i
e
n
c
e
-
c
o
m
m
u
n
i
c
a
t
i
o
n
s
-
a
n
d
-
c
o
n
t
r
o
l
-
how
-
s
t
u
d
e
n
t
s
-
u
s
e
-
t
e
c
h
n
o
l
o
g
y
.
[5
]
H
.
G
re
e
n
,
Ce
l
ia.
Ha
n
n
o
n
,
a
n
d
De
m
o
s
, “
Th
e
ir
sp
a
c
e
:
e
d
u
c
a
ti
o
n
fo
r
a
d
ig
it
a
l
g
e
n
e
ra
ti
o
n
,”
L
o
n
d
o
n
:
De
m
o
s,
2
0
0
7
.
[6
]
R.
Ata
t,
L.
Li
u
,
J.
W
u
,
G
.
Li
,
C.
Ye
a
n
d
Y.
Ya
n
g
,
"
Bi
g
Da
ta
M
e
e
t
Cy
b
e
r
-
P
h
y
sic
a
l
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9]
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1
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3
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.
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[
15]
P
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.
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[1
6
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l
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].
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p
s://
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7]
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.
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fo
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[1
8
]
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.
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[1
9
]
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.
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.
C.
Li
u
,
“
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1
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2
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C.
Co
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Alv
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lo
s,
a
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d
L.
Teix
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“
Th
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.
[2
3
]
D.
Be
n
ta,
G
.
Bo
l
o
g
a
,
a
n
d
I.
Dz
it
a
c
,
“
E
-
lea
rn
in
g
p
latf
o
rm
s
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
.
Ca
se
stu
d
y
,
”
Pr
o
c
e
d
ia
C
o
mp
u
te
r
S
c
ien
c
e
,
v
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l.
3
1
,
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p
.
1
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7
0
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1
1
7
6
,
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0
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4
,
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0
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p
r
o
c
s.2
0
1
4
.
0
5
.
3
7
3
.
[2
4
]
G
.
C.
Op
r
o
iu
,
“
A
S
tu
d
y
a
b
o
u
t
U
sin
g
E
-
lea
rn
i
n
g
P
latf
o
rm
(M
o
o
d
l
e
)
in
Un
i
v
e
rsity
Tea
c
h
in
g
P
ro
c
e
s
s,
”
Pro
c
e
d
i
a
-
S
o
c
ia
l
a
n
d
Beh
a
v
i
o
ra
l
S
c
ien
c
e
s
,
v
o
l.
1
8
0
,
p
p
.
4
2
6
-
4
3
2
,
2
0
1
5
,
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o
i:
1
0
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1
0
1
6
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.
s
b
sp
ro
.
2
0
1
5
.
0
2
.
1
4
0
.
[2
5
]
M
.
P
é
re
z
-
P
é
re
z
,
A.
M
.
S
e
rra
n
o
-
Be
d
ia,
a
n
d
G
.
Ga
rc
ía
-
P
iq
u
e
re
s,
“
An
a
n
a
ly
sis
o
f
fa
c
to
rs
a
ffe
c
ti
n
g
stu
d
e
n
ts
´
p
e
rc
e
p
ti
o
n
s
o
f
lea
rn
in
g
o
u
tco
m
e
s wit
h
M
o
o
d
le,”
J
o
u
rn
a
l
o
f
Fu
rt
h
e
r a
n
d
Hi
g
h
e
r E
d
u
c
a
t
io
n
,
v
o
l.
4
4
,
n
o
.
8
,
p
p
.
1
1
1
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1
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2
9
,
2
0
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0
,
d
o
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1
0
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1
0
8
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0
9
8
7
7
X.2
0
1
9
.
1
6
6
4
7
3
0
.
[2
6
]
F
.
M
.
Alsa
a
ty
,
E.
Ca
rter,
D.
A
b
ra
h
a
m
s,
a
n
d
F
.
Als
h
a
m
e
ri,
“
Tra
d
it
io
n
a
l
v
e
rsu
s
o
n
li
n
e
lea
rn
i
n
g
i
n
in
sti
tu
ti
o
n
s
o
f
h
ig
h
e
r
e
d
u
c
a
ti
o
n
:
M
i
n
o
r
it
y
b
u
sin
e
ss
stu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
,
”
B
u
sin
e
ss
a
n
d
M
a
n
a
g
e
me
n
t
Res
e
a
rc
h
,
v
o
l.
5
,
n
o
.
2
,
p
p
.
31
-
4
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,
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0
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6
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0
.
5
4
3
0
/b
m
r.
v
5
n
2
p
3
1
.
[2
7
]
L.
L
o
c
h
n
e
r,
H.
Wi
e
se
r,
S
.
Wa
l
d
b
o
t
h
,
a
n
d
M
.
M
isc
h
o
-
Ke
ll
in
g
,
“
Co
m
b
in
i
n
g
trad
it
io
n
a
l
a
n
a
t
o
m
y
l
e
c
tu
re
s
with
e
-
lea
rn
in
g
a
c
ti
v
it
ies
:
h
o
w
d
o
st
u
d
e
n
ts
p
e
rc
e
iv
e
th
e
ir
lea
rn
i
n
g
e
x
p
e
rien
c
e
?
,
”
In
ter
n
a
t
io
n
a
l
j
o
u
r
n
a
l
o
f
me
d
ica
l
e
d
u
c
a
ti
o
n
,
v
o
l.
7
,
p
p
.
6
9
-
7
4
,
2
0
1
6
,
d
o
i:
1
0
.
5
1
1
6
/
ij
m
e
.
5
6
b
5
.
0
3
6
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
SN
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci,
Vo
l.
23
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
1
6
8
9
-
1
6
9
8
1698
[2
8
]
K.
Od
it
-
Do
o
k
h
a
n
,
“
Atti
tu
d
e
t
o
wa
rd
s
e
-
lea
rn
in
g
:
Th
e
c
a
se
o
f
m
a
u
rit
ian
st
u
d
e
n
ts
i
n
p
u
b
li
c
teis,”
Peo
p
le
:
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s
,
v
o
l.
4
,
n
o
.
3
,
p
p
.
6
2
8
-
6
4
3
,
2
0
1
8
,
d
o
i:
1
0
.
2
0
3
1
9
/p
ij
ss
.
2
0
1
8
.
4
3
.
6
2
8
6
4
.
[2
9
]
M
.
A.
P
.
B
u
ra
c
,
J.
M
.
F
e
r
n
a
n
d
e
z
,
M
.
M
.
A
.
Cr
u
z
,
a
n
d
J.
D.
Cru
z
,
“
As
se
ss
in
g
th
e
im
p
a
c
t
o
f
e
-
lea
r
n
in
g
sy
ste
m
o
f
h
ig
h
e
r
e
d
u
c
a
ti
o
n
in
sti
tu
t
i
o
n
’s
i
n
stru
c
to
rs
a
n
d
stu
d
e
n
ts,”
in
I
OP
Co
n
fer
e
n
c
e
S
e
rie
s:
M
a
ter
i
a
ls
S
c
ien
c
e
a
n
d
En
g
i
n
e
e
rin
g
,
2
0
1
9
,
v
o
l
.
4
8
2
,
n
o
.
1
,
p
.
0
1
2
0
0
9
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d
o
i:
1
0
.
1
0
8
8
/
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7
5
7
-
8
9
9
x
/
4
8
2
/1
/
0
1
2
0
0
9
.
[3
0
]
M
.
V.
M
a
h
a
jan
,
“
A
stu
d
y
o
f
st
u
d
e
n
ts’
p
e
rc
e
p
ti
o
n
a
b
o
u
t
e
-
lea
rn
in
g
,
”
In
d
ia
n
J
o
u
rn
a
l
o
f
Cli
n
ic
a
l
An
a
to
my
a
n
d
Ph
y
sio
l
o
g
y
,
v
o
l
.
5
,
n
o
.
4
,
p
p
.
5
0
1
-
5
0
7
,
2
0
2
0
,
d
o
i:
1
0
.
1
8
2
3
1
/2
3
9
4
-
2
1
2
6
.
2
0
1
8
.
0
1
1
6
.
[3
1
]
S
.
A.
S
a
ll
o
u
m
,
M
.
Al
-
Emra
n
,
K
.
S
h
a
a
lan
,
a
n
d
A.
Tar
h
in
i
,
“
Fa
c
t
o
rs
a
ffe
c
ti
n
g
t
h
e
E
-
lea
rn
i
n
g
a
c
c
e
p
tan
c
e
:
A
c
a
se
stu
d
y
fro
m
UA
E,
”
Ed
u
c
a
ti
o
n
a
n
d
In
f
o
rm
a
ti
o
n
T
e
c
h
n
o
lo
g
ies
,
v
o
l
.
2
4
,
n
o
.
1
,
p
p
.
5
0
9
-
5
3
0
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
7
/s
1
0
6
3
9
-
0
1
8
-
9
7
8
6
-
3.
[3
2
]
L.
Vito
ria,
M
.
M
i
sli
n
a
wa
ti
,
a
n
d
N.
Nu
rm
a
sy
it
a
h
,
“
S
tu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
n
t
h
e
imp
lem
e
n
tatio
n
o
f
e
-
l
e
a
rn
in
g
:
He
lp
fu
l
o
r
u
n
h
e
lp
f
u
l?,”
J
o
u
rn
a
l
o
f
Ph
y
sic
s:
Co
n
fer
e
n
c
e
S
e
rie
s
,
v
o
l.
1
0
8
8
,
p
.
0
1
2
0
5
8
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
0
8
8
/
1
/0
1
2
0
5
8
.
[3
3
]
J.
Ca
b
le
a
n
d
C.
Ch
e
u
n
g
,
“
Ei
g
h
t
p
rin
c
i
p
les
o
f
e
ffe
c
ti
v
e
o
n
l
in
e
tea
c
h
in
g
:
A
d
e
c
a
d
e
-
lo
n
g
les
so
n
s
lea
rn
e
d
in
p
ro
jec
t
m
a
n
a
g
e
m
e
n
t
e
d
u
c
a
ti
o
n
,
”
PM
W
o
rld
J
o
u
rn
a
l
,
v
o
l.
6
,
n
o
.
7
,
p
p
.
1
-
1
6
,
2
0
1
7
.
[3
4
]
R.
M
.
F
i
li
u
s,
R.
A.
d
e
Kle
ij
n
,
S
.
G
.
Uijl
,
F
.
J.
P
rin
s
,
H.
V.
v
a
n
Rij
e
n
,
a
n
d
D.
E.
G
ro
b
b
e
e
,
“
Au
d
i
o
p
e
e
r
fe
e
d
b
a
c
k
t
o
p
ro
m
o
te
d
e
e
p
lea
rn
in
g
i
n
o
n
li
n
e
e
d
u
c
a
ti
o
n
,”
J
o
u
rn
a
l
o
f
Co
m
p
u
ter
Assiste
d
L
e
a
r
n
in
g
,
v
o
l.
3
5
,
n
o
.
5
,
p
p
.
6
0
7
-
6
1
9
,
2
0
1
9
,
d
o
i:
1
0
.
1
1
1
1
/
jca
l.
1
2
3
6
3
.
[3
5
]
A
.
D.
Du
m
fo
r
d
a
n
d
A.
L.
M
il
ler,
“
On
li
n
e
lea
rn
i
n
g
i
n
h
ig
h
e
r
e
d
u
c
a
t
io
n
:
e
x
p
l
o
ri
n
g
a
d
v
a
n
ta
g
e
s
a
n
d
d
is
a
d
v
a
n
tag
e
s
f
o
r
e
n
g
a
g
e
m
e
n
t,
”
J
o
u
rn
a
l
o
f
C
o
mp
u
t
in
g
in
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
3
0
,
n
o
.
3
,
p
p
.
4
5
2
-
4
6
5
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
0
7
/s1
2
5
2
8
-
018
-
9
1
7
9
-
z.
[3
6
]
M
.
L.
C
.
-
G
o
n
z
a
lez
,
A.
M
.
-
Ri
v
il
l
a
,
M
.
C.
D
.
-
G
a
rrid
o
,
a
n
d
M
.
M
.
-
Do
m
in
g
u
e
z
,
“
Th
e
lea
rn
i
n
g
p
latfo
rm
in
d
istan
c
e
h
ig
h
e
r
e
d
u
c
a
ti
o
n
:
st
u
d
e
n
t’s
p
e
rc
e
p
ti
o
n
s
,
”
T
u
rk
ish
On
li
n
e
J
o
u
rn
a
l
o
f
Dist
a
n
c
e
E
d
u
c
a
ti
o
n
,
v
o
l.
2
0
,
n
o
.
1
,
p
p
.
7
1
-
9
5
,
2
0
1
9
,
d
o
i:
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
1
7
7
1
8
/t
o
j
d
e
.
5
2
2
3
8
7
.
[3
7
]
“
Re
sp
o
n
d
i
n
g
to
th
e
COV
ID
-
1
9
Crisis:
A
S
u
rv
e
y
o
f
C
o
ll
e
g
e
a
n
d
Un
iv
e
rsity
P
re
sid
e
n
ts,”
In
si
d
e
Hi
g
h
e
r
E
d
.
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:
/
/www
.
in
sid
e
h
ig
h
e
re
d
.
c
o
m
/
sites
/d
e
fa
u
lt
/se
rv
e
r_
fil
e
s/m
e
d
ia/c
o
ro
n
a
v
iru
s
%
2
0
p
re
sid
e
n
ts%
2
0
su
r
v
e
y
%
2
0
we
b
c
a
st
.
p
d
f
[3
8
]
“
Th
e
Im
p
a
c
t
o
f
COV
ID
-
1
9
o
n
H
ig
h
e
r
Ed
u
c
a
ti
o
n
a
r
o
u
n
d
t
h
e
W
o
rl
d
.
Re
tri
e
v
e
d
fr
o
m
,
”
In
ter
n
a
ti
o
n
a
l
As
so
c
iatio
n
o
f
Un
iv
e
rsiti
e
s,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s://
ww
w.i
a
u
-
a
iu
.
n
e
t/
IM
G
/p
d
f
/i
a
u
_
c
o
v
i
d
1
9
_
a
n
d
_
h
e
_
su
r
v
e
y
_
re
p
o
rt
_
fin
a
l
_
m
a
y
_
2
0
2
0
.
p
d
f.
[3
9
]
B.
R.
Ra
h
e
e
m
a
n
d
M
.
A
.
K
h
a
n
,
“
Th
e
ro
le
o
f
e
-
Lea
rn
i
n
g
in
COV
I
D
-
1
9
c
risis,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Cre
a
t
ive
Res
e
a
rc
h
T
h
o
u
g
h
t
(IJ
CR
T
)
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
3
1
3
5
-
3
1
3
8
,
2
0
2
0
.
[4
0
]
S
.
Dh
a
wa
n
,
“
On
li
n
e
lea
rn
i
n
g
:
A
p
a
n
a
c
e
a
in
th
e
ti
m
e
o
f
COV
ID
-
1
9
c
risis,”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
S
y
ste
ms
,
v
o
l.
4
9
,
n
o
.
1
,
p
p
.
5
-
2
2
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
7
7
/
0
0
4
7
2
3
9
5
2
0
9
3
4
0
1
8
.
[4
1
]
M
.
P
.
A.
M
u
r
p
h
y
,
“
COV
ID
-
1
9
a
n
d
e
m
e
rg
e
n
c
y
e
Lea
rn
in
g
:
Co
n
se
q
u
e
n
c
e
s
o
f
t
h
e
se
c
u
rit
iza
ti
o
n
o
f
h
ig
h
e
r
e
d
u
c
a
t
io
n
fo
r
p
o
st
-
p
a
n
d
e
m
ic
p
e
d
a
g
o
g
y
,
”
Co
n
tem
p
o
ra
ry
S
e
c
u
rity
Po
l
icy
,
v
o
l.
4
1
,
n
o
.
3
,
p
p
.
4
9
2
-
5
0
5
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
5
2
3
2
6
0
.
2
0
2
0
.
1
7
6
1
7
4
9
.
[4
2
]
W.
Ali,
“
On
li
n
e
a
n
d
re
m
o
te
lea
rn
in
g
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
in
stit
u
te
s:
A
n
e
c
e
ss
it
y
in
li
g
h
t
o
f
COV
ID
-
1
9
p
a
n
d
e
m
ic,”
Hig
h
e
r E
d
u
c
a
ti
o
n
S
t
u
d
ies
,
v
o
l.
1
0
,
n
o
.
3
,
p
p
.
1
6
-
2
5
,
2
0
2
0
,
d
o
i:
1
0
.
5
5
3
9
/h
e
s.v
1
0
n
3
p
1
6
.
[4
3
]
J.
De
m
u
y
a
k
o
r
,
“
Co
r
o
n
a
v
iru
s
(C
OV
ID
-
1
9
)
a
n
d
o
n
l
in
e
lea
rn
i
n
g
i
n
h
i
g
h
e
r
in
stit
u
ti
o
n
s
o
f
e
d
u
c
a
ti
o
n
:
A
su
rv
e
y
o
f
th
e
p
e
rc
e
p
ti
o
n
s
o
f
G
h
a
n
a
ian
i
n
ter
n
a
ti
o
n
a
l
stu
d
e
n
ts
i
n
Ch
in
a
,
”
O
n
li
n
e
J
o
u
rn
a
l
o
f
Co
mm
u
n
ica
ti
o
n
a
n
d
M
e
d
i
a
T
e
c
h
n
o
l
o
g
ies
,
v
o
l.
1
0
,
n
o
.
3
,
p
.
e
2
0
2
0
1
8
,
2
0
2
0
,
d
o
i:
1
0
.
2
9
3
3
3
/o
jcm
t/
8
2
8
6
.
[4
4
]
M
.
Ad
n
a
n
a
n
d
K
.
An
wa
r,
“
On
l
in
e
Lea
rn
in
g
a
m
id
th
e
COV
ID
-
1
9
P
a
n
d
e
m
ic:
S
tu
d
e
n
ts’
P
e
rsp
e
c
ti
v
e
s,”
On
li
n
e
S
u
b
miss
i
o
n
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
4
5
-
5
1
,
2
0
2
0
,
d
o
i:
1
0
.
3
3
9
0
2
/
jp
sp
.
2
0
2
0
2
6
1
3
0
9
.
[4
5
]
A.
E.
E.
S
o
b
a
ih
,
A.
M
.
Ha
sa
n
e
i
n
,
a
n
d
A.
E.
A
b
u
El
n
a
sr,
“
Re
sp
o
n
se
s
t
o
COV
ID
-
1
9
in
Hig
h
e
r
E
d
u
c
a
ti
o
n
:
S
o
c
ia
l
M
e
d
ia
Us
a
g
e
fo
r
S
u
sta
in
i
n
g
F
o
r
m
a
l
Ac
a
d
e
m
ic
Co
m
m
u
n
i
c
a
ti
o
n
i
n
De
v
e
lo
p
in
g
Co
u
n
tri
e
s,”
S
u
sta
i
n
a
b
il
it
y
,
v
o
l
.
1
2
,
n
o
.
1
6
,
p
.
6
5
2
0
,
2
0
2
0
,
d
o
i:
1
0
.
3
3
9
0
/su
1
2
1
6
6
5
2
0
.
[4
6
]
D.
P
o
p
a
,
A.
Re
p
a
n
o
v
ici,
D.
Lu
p
u
,
M
.
No
re
l,
a
n
d
C.
C
o
m
a
n
,
“
Us
in
g
M
i
x
e
d
M
e
th
o
d
s
to
U
n
d
e
rsta
n
d
Tea
c
h
i
n
g
a
n
d
Lea
rn
in
g
in
COV
ID
1
9
Ti
m
e
s,”
S
u
sta
i
n
a
b
il
it
y
,
v
o
l.
1
2
,
n
o
.
2
0
,
p
.
8
7
2
6
,
2
0
2
0
,
d
o
i:
1
0
.
3
3
9
0
/s
u
1
2
2
0
8
7
2
6
.
[4
7
]
W.
Ba
o
,
“
COV
ID‐1
9
a
n
d
o
n
li
n
e
tea
c
h
in
g
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
:
A
c
a
se
stu
d
y
o
f
P
e
k
i
n
g
U
n
iv
e
rsity
,
”
Hu
ma
n
Beh
a
v
io
r
a
n
d
Eme
rg
i
n
g
T
e
c
h
n
o
lo
g
ies
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
1
1
3
-
1
1
5
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
0
2
/h
b
e
2
.
1
9
1
.
[4
8
]
L.
S
u
n
,
Y.
Tan
g
,
a
n
d
W.
Z
u
o
,
“
Co
ro
n
a
v
iru
s
p
u
sh
e
s
e
d
u
c
a
ti
o
n
o
n
li
n
e
,
”
N
a
tu
re
M
a
ter
ia
ls
,
v
o
l.
1
9
,
n
o
.
6
,
p
p
.
6
8
7
-
6
8
7
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
3
8
/s
4
1
5
6
3
-
0
2
0
-
0
6
7
8
-
8.
[4
9
]
P
.
C
h
a
k
r
a
b
o
r
t
y
,
P
.
M
i
t
t
a
l
,
M
.
S
.
G
u
p
t
a
,
S
.
Y
a
d
a
v
,
a
n
d
A
.
A
r
o
r
a
,
“
O
p
i
n
i
o
n
o
f
s
t
u
d
e
n
t
s
o
n
o
n
l
i
n
e
e
d
u
c
a
t
i
o
n
d
u
r
i
n
g
t
h
e
C
O
V
I
D
‐
1
9
p
a
n
d
e
m
i
c
,
”
H
u
m
a
n
B
e
h
a
v
i
o
r
a
n
d
E
m
e
r
g
i
n
g
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
3
,
n
o
.
3
,
p
p
.
3
5
7
-
3
6
5
,
d
o
i
:
1
0
.
1
0
0
2
/
h
b
e
2
.
2
4
0
.
[5
0
]
Y
.
Ne
n
k
o
,
N
.
К
y
b
a
ln
a
,
a
n
d
Y
.
S
n
isa
re
n
k
o
,
“
T
h
e
COV
ID
-
1
9
Dist
a
n
c
e
Lea
rn
in
g
:
I
n
sig
h
t
fr
o
m
Uk
r
a
in
ian
st
u
d
e
n
ts,
”
Rev
ista
Bra
sileira
d
e
E
d
u
c
a
ç
ã
o
d
o
Ca
m
p
o
5
,
v
o
l
.
5
,
n
o
.
0
,
p
p
.
e
8
9
2
5
-
e
8
9
2
5
,
2
0
2
0
,
d
o
i
:
1
0
.
2
0
8
7
3
/u
ft
.
rb
e
c
.
e
8
9
2
5
.
[5
1
]
M
.
T.
He
b
e
b
c
i,
Y.
Be
rti
z
,
a
n
d
S
.
Ala
n
,
“
I
n
v
e
stig
a
ti
o
n
o
f
v
iew
s
o
f
stu
d
e
n
ts
a
n
d
tea
c
h
e
rs
o
n
d
is
tan
c
e
e
d
u
c
a
ti
o
n
p
ra
c
ti
c
e
s
d
u
rin
g
th
e
C
o
ro
n
a
v
ir
u
s
(COV
ID
-
1
9
)
P
a
n
d
e
m
ic,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
T
e
c
h
n
o
l
o
g
y
i
n
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
(IJ
T
ES
)
,
v
o
l.
4
,
n
o
.
4
,
p
p
.
2
6
7
-
2
8
2
,
2
0
2
0
,
d
o
i
:
1
0
.
4
6
3
2
8
/i
jt
e
s.v
4
i4
.
1
1
3
.
[5
2
]
“
S
u
rv
e
y
o
f
stu
d
e
n
ts
o
f
Ru
ss
ian
u
n
i
v
e
rsiti
e
s
o
n
t
h
e
c
o
n
d
it
i
o
n
s
o
f
d
istan
c
e
lea
rn
in
g
”
,
In
stit
u
te
o
f
Ed
u
c
a
ti
o
n
HSE
Un
iv
e
rsity
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/www
.
h
se
.
ru
/
d
a
ta/2
0
2
0
/0
8
/
0
5
/
1
6
0
1
4
1
2
6
5
5
/
S
tu
d
e
n
t
_
COV
ID_
su
rv
e
y
_
2
0
2
0
.
p
d
f
.
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