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tec
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at
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p
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te sc
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o
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n
M
a
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e
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se
o
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u
lt
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o
o
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a
s e
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a
b
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ty
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p
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n
9
4
fi
n
a
l
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y
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a
r
p
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tea
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fro
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a
in
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in
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t
h
a
t
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o
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in
in
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c
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a
n
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o
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li
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r
trad
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a
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c
las
sro
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s p
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se
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K
ey
w
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s
:
B
len
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lear
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g
I
n
ter
ac
tiv
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teac
h
in
g
On
lin
e
lear
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in
g
On
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p
latf
o
r
m
s
Ser
v
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-
lear
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T
h
is i
s
a
n
o
p
e
n
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c
c
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ss
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rticle
u
n
d
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e
CC B
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-
SA
li
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se
.
C
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s
p
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A
uth
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r
:
Sit
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ah
Om
ar
Facu
lty
o
f
C
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m
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ic
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Vi
s
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Ar
t a
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o
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p
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tin
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Un
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s
iti Selan
g
o
r
B
estar
i Jay
a
C
am
p
u
s
,
Selan
g
o
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Dar
u
l E
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s
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ail: c
tp
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@
u
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ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
is
n
ew
er
a,
tech
n
o
lo
g
y
h
as
b
ec
o
m
e
a
p
ar
t
o
f
ev
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y
o
n
e
’
s
life
o
n
e
way
o
r
a
n
o
th
er
.
T
ec
h
n
o
lo
g
y
also
p
lay
s
a
v
ital
r
o
le
in
ed
u
ca
tio
n
[
1
]
.
E
lectr
o
n
ic
l
ea
r
n
in
g
(
e
-
lear
n
in
g
)
is
tech
n
o
lo
g
y
-
b
as
e
d
lear
n
in
g
in
th
e
o
n
lin
e
lear
n
in
g
ap
p
r
o
ac
h
.
I
n
th
e
cu
r
r
e
n
t
C
o
v
id
-
19
p
a
n
d
em
i
c,
th
e
teac
h
in
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an
d
lear
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in
g
p
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ce
s
s
is
co
n
d
u
cted
th
r
o
u
g
h
o
n
lin
e
lear
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g
p
latf
o
r
m
s
.
C
o
m
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ar
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to
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u
lly
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ac
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f
ac
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n
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v
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lv
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lo
wer
ed
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ca
tio
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s
ts
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d
is
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s
i
d
er
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m
o
r
e
ef
f
ec
tiv
e
an
d
tim
e
-
s
av
in
g
[2
]
,
[
3]
.
T
ea
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h
er
s
u
s
e
t
h
e
o
n
lin
e
lear
n
i
n
g
p
latf
o
r
m
t
o
ass
ig
n
o
n
lin
e
teac
h
in
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d
ass
ess
m
en
t
to
th
eir
lear
n
er
s
.
T
h
e
c
o
n
ce
p
t
o
f
o
n
li
n
e
lear
n
in
g
is
v
er
y
b
r
o
ad
,
an
d
it
was
co
in
ed
in
t
h
e
late
9
0
s
as
th
e
tech
n
o
lo
g
i
ca
l
ly
en
h
an
ce
d
lear
n
in
g
m
ec
h
an
is
m
th
r
o
u
g
h
th
e
I
n
ter
n
et
an
d
tech
n
o
lo
g
ica
lly
s
u
p
p
o
r
ts
teac
h
in
g
an
d
lear
n
in
g
[
4
]
.
On
lin
e
lear
n
in
g
m
ak
es
th
e
lea
r
n
in
g
p
r
o
ce
s
s
m
o
r
e
f
lex
ib
le
an
d
u
s
er
-
f
r
ien
d
ly
[
5
]
.
I
t
is
o
n
e
o
f
th
e
m
o
s
t
d
o
m
in
an
t
t
o
o
ls
ac
ce
s
s
ib
le
to
ed
u
ca
tio
n
d
ev
elo
p
m
en
t
.
T
h
ese
to
o
ls
ar
e
in
cr
ea
s
in
g
ly
b
e
in
g
in
teg
r
ate
d
in
to
teac
h
in
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to
im
p
r
o
v
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lear
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er
s
’
m
o
tiv
atio
n
an
d
in
ter
ac
tio
n
with
lear
n
in
g
co
n
ten
t
[6
]
-
[
9]
.
Mo
s
t o
f
th
e
teac
h
er
s
in
p
r
im
ar
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s
ch
o
o
ls
ar
e
im
p
lem
en
tin
g
o
n
lin
e
lear
n
in
g
to
u
p
lo
ad
n
o
tes,
n
o
tices,
ass
ig
n
m
en
ts
an
d
ass
es
s
m
en
ts
.
T
h
e
teac
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er
s
ass
ig
n
ass
e
s
s
m
en
t
s
(
f
o
r
m
ativ
e
ass
ess
m
e
n
t)
to
lear
n
er
s
to
ch
ec
k
th
eir
m
aster
y
lev
el
o
f
ch
ap
ter
s
.
T
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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20
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3
1048
lear
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s
an
s
wer
th
e
f
o
r
m
ativ
e
ass
es
s
m
en
t
in
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m
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wev
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p
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im
ar
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lear
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o
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a
n
ew
p
r
im
a
r
y
s
ch
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l
ex
p
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[
1
0
]
.
I
t m
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k
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to
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im
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ab
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lin
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in
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a
n
d
a
s
s
es
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m
en
t
ef
f
ec
tiv
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ess
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T
h
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ef
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o
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lear
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ass
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m
en
t
o
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e
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lin
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lear
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latf
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m
s
.
M
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in
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th
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m
ay
f
ail
to
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lear
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[
1
1
]
.
Mo
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in
k
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c
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m
p
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m
ass
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m
en
t.
Fu
r
th
er
m
o
r
e
,
W
i
-
Fi
ac
ce
s
s
ib
ilit
y
is
a
m
ajo
r
p
r
o
b
lem
f
o
r
m
a
n
y
o
f
th
ese
lear
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s
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s
e
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[
1
2
]
,
[
1
3
]
.
T
h
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m
ak
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h
em
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s
e
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ei
r
s
elf
-
m
o
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o
n
li
n
e
lear
n
in
g
as
th
ey
f
in
d
it d
if
f
ic
u
lt to
co
p
e
with
it
.
Du
e
to
th
e
C
o
v
id
-
1
9
p
a
n
d
em
ic,
all
s
ch
o
o
ls
ar
e
clo
s
ed
,
an
d
less
o
n
s
ar
e
co
n
d
u
cted
o
n
li
n
e
all
o
v
er
Ma
lay
s
ia.
Hen
ce
,
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
o
p
t
to
teac
h
u
s
in
g
th
e
‘
Ser
v
ice
-
lear
n
in
g
’
a
p
p
r
o
ac
h
.
Ser
v
ice
-
lear
n
in
g
c
o
u
ld
b
e
s
ee
n
as
s
i
m
ilar
to
d
o
in
g
i
n
ter
n
s
h
ip
s
a
n
d
co
m
m
u
n
ity
s
er
v
ices.
Ho
wev
er
,
th
e
ce
n
tr
e
o
f
atten
tio
n
f
o
r
s
er
v
ice
lear
n
in
g
is
to
b
u
ild
u
p
p
r
e
-
s
er
v
ice
te
ac
h
er
s
’
k
n
o
wled
g
e
o
f
th
e
th
e
o
r
y
th
at
th
e
y
h
av
e
lear
n
ed
in
class
an
d
ap
p
ly
it
to
th
e
f
ield
f
o
r
e
x
p
er
ie
n
ce
[
1
4
]
.
Stu
d
y
s
h
o
ws
th
at
o
n
lin
e
s
er
v
ice
-
lear
n
in
g
is
a
tim
e
wh
er
e
tr
ain
ee
s
will
g
a
in
ex
p
e
r
ien
ce
a
n
d
estab
lis
h
a
b
o
n
d
b
etwe
en
th
e
co
m
m
u
n
ity
,
lear
n
e
r
s
an
d
o
r
g
an
izatio
n
[
1
5
]
,
[
1
6
]
.
Ser
v
i
ce
-
lear
n
in
g
h
as
b
ee
n
k
n
o
w
n
to
p
r
o
d
u
ce
s
atis
f
ac
to
r
y
b
en
ef
it
s
f
o
r
lear
n
er
s
an
d
co
m
m
u
n
ities
.
Mo
r
eo
v
er
,
th
e
ap
p
r
o
ac
h
also
k
n
o
w
n
to
im
p
r
o
v
e
th
e
p
r
ac
tical
ex
p
er
ien
ce
[
1
7
]
,
lea
v
e
a
g
o
o
d
im
p
r
ess
io
n
on
th
e
in
s
titu
tio
n
[
1
8
]
,
im
p
r
o
v
e
tr
ain
ee
s
s
o
cial
r
e
s
p
o
n
s
ib
ilit
y
an
d
lead
er
s
h
ip
s
k
i
lls
[
1
9
]
an
d
h
a
v
e
a
b
etter
g
r
asp
o
f
th
e
c
o
u
r
s
e
co
n
ten
t
[
2
0
]
.
Am
o
n
g
tech
n
o
lo
g
y
f
ac
ilit
atio
n
,
o
n
lin
e
lear
n
in
g
is
o
n
e
to
o
l
th
at
is
wid
ely
u
s
ed
to
tr
an
s
f
er
lan
g
u
ag
e
teac
h
in
g
a
n
d
lear
n
in
g
d
u
r
in
g
s
er
v
ice
lear
n
in
g
.
I
n
o
r
d
er
t
o
m
ak
e
teac
h
in
g
a
n
d
lear
n
i
n
g
s
u
cc
ess
f
u
l,
th
e
in
tr
o
d
u
ctio
n
o
f
licen
s
e
-
f
r
ee
o
p
en
-
s
o
u
r
ce
s
o
f
twar
e
p
latf
o
r
m
s
to
th
e
lik
es
o
f
Go
o
g
le
C
las
s
r
o
o
m
,
Ka
h
o
o
t,
Qu
izziz
,
an
d
m
a
n
y
m
o
r
e
h
as
b
ee
n
wid
ely
u
s
ed
b
y
th
ese
p
r
e
-
s
er
v
ice
teac
h
er
s
f
o
r
s
y
n
ch
r
o
n
o
u
s
teac
h
in
g
.
W
ith
t
h
e
u
s
e
o
f
th
e
s
tated
p
latf
o
r
m
s
,
b
ased
o
n
th
ei
r
ca
p
ac
it
y
,
le
ar
n
er
s
ca
n
p
ar
ticip
ate
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
y
wh
er
e
an
d
an
y
tim
e
[
2
1
]
,
[
22]
.
I
n
ter
m
s
o
f
in
s
tr
u
ctio
n
,
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
s
ca
n
cr
ea
te
o
n
lin
e
co
u
r
s
ewa
r
e
th
at
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
f
o
r
i
n
ter
ac
tio
n
an
d
lear
n
er
s
’
en
g
ag
em
en
t.
T
h
is
en
ab
les
teac
h
er
s
to
ap
p
ly
v
a
r
io
u
s
to
o
ls
to
s
u
p
p
o
r
t
lear
n
er
s
’
lear
n
in
g
an
d
co
m
m
u
n
icatio
n
.
Hen
ce
,
it
is
i
m
p
o
r
t
an
t
to
lo
o
k
at
is
s
u
es
r
elate
d
to
o
n
lin
e
lear
n
in
g
in
ed
u
ca
tio
n
class
r
o
o
m
s
s
u
g
g
ested
b
y
p
ast r
esear
ch
er
s
.
T
h
u
s
,
th
is
s
tu
d
y
r
e
f
er
s
to
Dav
is
’
s
[
2
3
]
tech
n
o
l
o
g
y
ac
ce
p
tan
ce
m
o
d
el
(
Fig
u
r
e
1
)
to
d
eter
m
in
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
t
ec
h
n
o
l
o
g
y
ac
c
ep
tan
ce
.
T
h
e
t
wo
m
o
s
t
im
p
o
r
tan
t
in
d
iv
id
u
al
b
elief
s
ab
o
u
t
u
s
in
g
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
ar
e
p
er
ce
iv
ed
u
s
ef
u
ln
ess
(
PU)
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
(
PEOU
)
th
at
can
ex
p
l
ain
an
i
n
d
iv
id
u
al’
s
in
ten
tio
n
to
u
s
e
th
e
tech
n
o
l
o
g
y
[
2
4
]
.
I
n
T
AM
,
th
e
g
o
al
is
to
u
tili
ze
th
e
p
r
im
a
r
y
d
eter
m
i
n
an
t
to
ac
ce
p
t
o
r
n
o
t
ac
ce
p
t
a
n
ew
to
o
l.
T
h
e
in
ten
tio
n
to
u
tili
ze
is
co
n
tr
o
lled
b
y
th
e
in
d
iv
id
u
al’
s
p
er
s
o
n
ality
to
war
d
u
tili
zin
g
a
s
p
ec
if
ic
to
o
l.
Per
ce
iv
ed
u
s
ef
u
l
n
ess
(
PU)
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
(
PEOU
)
im
p
ac
t
a
p
er
s
o
n
’
s
s
tate
o
f
m
in
d
to
war
d
u
tili
zin
g
a
s
p
ec
if
ic
t
o
o
l
.
Fig
u
r
e
1
.
T
ec
h
n
o
l
o
g
y
ac
ce
p
ta
n
ce
m
o
d
el
[
23
]
Hen
ce
,
th
is
s
tu
d
y
ex
a
m
in
es
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
r
ea
d
in
es
s
to
im
p
lem
en
t
o
n
lin
e
tea
ch
in
g
a
n
d
ass
es
s
m
en
t
at
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
r
ev
e
als
th
e
p
er
ce
p
tio
n
s
o
f
p
r
im
a
r
y
s
ch
o
o
l
p
re
-
s
er
v
ice
teac
h
er
s
to
war
d
s
o
n
lin
e
teac
h
in
g
an
d
ass
ess
m
en
t
u
s
in
g
o
n
lin
e
p
latf
o
r
m
s
an
d
t
h
e
ef
f
e
cts
o
f
u
s
in
g
o
n
lin
e
teac
h
in
g
an
d
ass
ess
m
en
t
in
o
n
lin
e
lear
n
in
g
.
Mo
r
eo
v
e
r
,
p
r
e
-
s
er
v
ice
teac
h
er
s
ca
n
g
et
f
ee
d
b
ac
k
to
k
n
o
w
th
eir
lear
n
er
s
’
p
er
ce
p
tio
n
s
o
f
o
n
li
n
e
teac
h
in
g
an
d
ass
ess
m
en
t
th
r
o
u
g
h
o
n
lin
e
-
b
ased
lear
n
i
n
g
.
Fro
m
lear
n
er
s
’
f
ee
d
b
ac
k
,
p
r
e
-
s
er
v
ice
teac
h
e
r
s
ca
n
id
en
tify
wh
eth
e
r
im
p
lem
en
tin
g
o
n
lin
e
teac
h
i
n
g
an
d
ass
ess
m
en
t
in
o
n
lin
e
lear
n
in
g
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
lear
n
er
s
.
T
h
is
s
tu
d
y
’
s
r
esp
o
n
d
en
ts
a
r
e
9
4
p
r
e
-
s
er
v
ice
te
ac
h
er
s
u
n
d
er
g
o
in
g
teac
h
in
g
p
r
ac
tice
c
o
n
d
u
cted
o
n
lin
e
th
r
o
u
g
h
o
u
t th
eir
1
6
-
wee
k
s
p
r
ac
tical
tr
ain
in
g
.
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
R
ea
d
in
ess
in
u
s
in
g
o
n
lin
e
in
te
r
a
ctive
p
la
tfo
r
ms fo
r
r
emo
te
te
a
ch
in
g
(
S
iti F
a
tima
h
Oma
r
)
1049
2.
RE
S
E
ARCH
M
E
T
H
O
D
S
u
r
v
ey
r
esear
ch
was
ca
r
r
ied
o
u
t
o
n
9
4
p
r
e
-
s
er
v
ice
teac
h
er
s
u
n
d
er
tak
i
n
g
d
ip
l
o
m
a
in
teac
h
i
n
g
en
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
ag
e
in
th
eir
f
in
al
y
ea
r
.
Su
r
v
ey
s
u
s
u
ally
an
s
wer
q
u
esti
o
n
s
to
in
v
esti
g
ate
t
h
e
attitu
d
es,
tr
en
d
s
,
o
r
o
p
in
io
n
s
o
f
a
s
elec
ted
s
o
ciety
o
f
ch
o
ice
t
h
at
co
u
l
d
b
e
r
ep
r
esen
ted
b
y
a
s
am
p
le
o
f
th
e
o
cc
u
p
a
n
ts
[
2
5
]
.
Acc
o
r
d
in
g
to
C
r
eswell
&
C
r
es
well
[
2
5
]
,
th
is
ty
p
e
o
f
s
tu
d
y
a
s
s
is
ts
th
e
r
esear
ch
er
s
b
y
in
v
esti
g
atin
g
th
r
ee
ty
p
es
o
f
q
u
esti
o
n
s
:
d
escr
ip
tiv
e
q
u
e
s
tio
n
s
,
q
u
esti
o
n
s
ab
o
u
t
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les
an
d
,
q
u
esti
o
n
s
ab
o
u
t
p
r
ed
ictiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
ia
b
les
o
v
e
r
tim
e.
T
h
is
ty
p
e
o
f
s
tu
d
y
co
u
ld
b
e
ca
r
r
ied
o
u
t
in
v
ar
io
u
s
way
s
;
th
r
o
u
g
h
o
n
lin
e
o
r
p
h
y
s
ical
h
a
r
d
co
p
y
q
u
esti
o
n
n
ai
r
es,
ask
ed
f
a
ce
to
f
ac
e
o
r
b
y
p
h
o
n
e
ca
lls
[
2
6
]
.
T
h
e
ad
m
in
is
tr
atio
n
o
f
th
e
q
u
e
s
tio
n
n
air
e
was
ca
r
r
ied
o
u
t
o
n
li
n
e
th
r
o
u
g
h
Go
o
g
le
f
o
r
m
s
.
An
in
v
itatio
n
to
co
m
p
lete
th
e
o
n
lin
e
q
u
es
tio
n
n
air
e
was
s
en
t
to
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
.
R
em
in
d
er
s
wer
e
s
en
t
o
u
t
af
ter
o
n
e
wee
k
.
T
h
e
r
esp
o
n
s
es
wer
e
c
o
llected
th
r
o
u
g
h
Go
o
g
le
f
o
r
m
s
.
T
h
e
in
f
o
r
m
atio
n
g
at
h
er
e
d
was
th
en
a
n
aly
ze
d
th
r
o
u
g
h
th
em
atic
an
aly
s
is
.
T
h
e
d
ata
wer
e
p
r
esen
ted
in
m
ea
n
s
co
r
es
,
an
d
p
er
ce
n
tag
es
f
o
r
ea
ch
q
u
esti
o
n
wer
e
d
is
p
lay
ed
u
s
in
g
tab
les
ac
co
r
d
in
g
to
th
e
s
ec
tio
n
s
.
T
h
e
r
esu
l
t
o
f
th
is
s
tu
d
y
r
ev
ea
le
d
th
e
p
er
ce
p
tio
n
s
o
f
p
r
e
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task
s
,
p
ar
ticip
ate
in
clas
s
r
o
o
m
d
is
cu
s
s
io
n
,
s
elf
-
lear
n
in
g
,
ch
ec
k
g
r
ad
es
an
d
ch
ec
k
an
n
o
u
n
ce
m
en
ts
.
T
ea
c
h
in
g
n
o
tes
ca
n
ea
s
ily
b
e
d
o
wn
lo
ad
e
d
a
n
d
ac
ce
s
s
ed
at
an
y
tim
e.
Fro
m
th
is
,
l
ea
r
n
e
r
s
h
av
e
ad
ap
ted
to
o
n
lin
e
lear
n
in
g
.
M
o
s
t
r
esp
o
n
d
en
ts
ag
r
ee
d
th
at
th
e
o
n
lin
e
p
latf
o
r
m
is
ea
s
y
to
u
s
e
an
d
f
av
o
u
r
ed
th
e
to
o
ls
an
d
f
ea
tu
r
es
av
ailab
le
th
r
o
u
g
h
th
e
o
n
lin
e
p
latf
o
r
m
.
U
s
er
s
at
is
f
ac
tio
n
an
d
b
eh
av
io
r
al
in
ten
t
to
u
s
e
d
ir
ec
tly
in
f
lu
en
ce
n
et
g
ain
o
n
s
y
s
tem
u
s
ag
e
[
2
7
]
.
R
esp
o
n
d
en
ts
ag
r
ee
d
th
at
o
n
lin
e
p
latf
o
r
m
s
allo
w
th
em
to
teac
h
at
a
co
n
v
en
ien
t
tim
e
z
o
n
e
a
n
d
a
r
ea
.
Acc
o
r
d
in
g
to
t
h
e
r
esp
o
n
d
en
ts
,
t
h
eir
l
ea
r
n
er
s
can
s
av
e
tim
e
a
n
d
ef
f
o
r
t in
c
o
m
p
letin
g
th
eir
task
s
,
as
on
lin
e
lear
n
in
g
h
elp
s
th
e
m
at
th
eir
co
n
v
en
ien
ce
.
T
h
e
p
er
ce
iv
ed
u
s
ef
u
ln
ess
o
f
o
n
lin
e
teac
h
in
g
,
r
esp
o
n
d
e
n
ts
ag
r
ee
d
th
at
u
s
in
g
o
n
lin
e
p
latf
o
r
m
s
h
elp
s
th
em
ef
f
ec
tiv
ely
.
On
lin
e
teac
h
in
g
allo
ws
r
esp
o
n
d
en
ts
to
co
m
m
it
to
teac
h
in
g
.
Ho
wev
e
r
,
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
co
m
m
u
n
icatio
n
s
h
o
w
a
lo
w
m
ea
n
s
co
r
e,
in
d
ic
atin
g
in
ef
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
d
u
r
in
g
o
n
lin
e
teac
h
in
g
a
n
d
lear
n
in
g
.
O
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
h
av
e
n
ev
er
b
ee
n
a
d
o
p
ted
as
r
ea
l
lea
r
n
in
g
o
r
as
a
f
o
r
m
al
m
o
d
e
o
f
ed
u
ca
tio
n
b
ef
o
r
e
th
i
s
[
2
8
]
.
Acc
o
r
d
in
g
to
Mr
h
a
r
e
t
a
l.
[
2
9
]
,
u
s
er
s
ar
e
in
ca
p
ab
l
e
o
f
ex
p
lo
itin
g
th
e
f
ee
d
b
ac
k
s
o
f
th
e
lear
n
er
s
in
n
o
n
-
f
o
r
m
al
lear
n
in
g
to
p
er
s
o
n
al
ize
th
e
lear
n
in
g
ac
co
r
d
i
n
g
to
t
h
e
lear
n
er
’
s
p
r
o
f
ile.
Nev
er
th
eless
,
ac
ce
s
s
in
g
an
d
s
h
ar
in
g
in
f
o
r
m
atio
n
with
r
esp
o
n
d
e
n
ts
’
co
lleag
u
es
an
d
lea
r
n
er
s
d
is
p
lay
s
h
ig
h
m
ea
n
v
alu
es a
n
d
p
er
ce
n
tag
es th
at
allo
w
k
n
o
wled
g
e
s
h
ar
in
g
.
R
esp
o
n
d
en
ts
ag
r
ee
d
th
at
o
n
lin
e
teac
h
in
g
c
o
u
ld
g
iv
e
m
o
r
e
ad
v
an
tag
es
to
a
teac
h
in
g
p
lan
.
T
h
e
p
r
e
-
s
er
v
ice
teac
h
er
s
ag
r
ee
d
th
at
u
s
in
g
o
n
lin
e
p
latf
o
r
m
s
as
lear
n
in
g
to
o
ls
is
an
in
n
o
v
ativ
e
a
n
d
ef
f
ec
tiv
e
way
to
teac
h
an
d
lear
n
.
Desp
ite
th
at,
r
esp
o
n
d
en
ts
s
u
g
g
ested
th
at
th
e
d
esig
n
o
f
m
ater
ials
in
o
n
lin
e
p
latf
o
r
m
s
s
h
o
u
ld
b
e
m
o
r
e
ap
p
ea
lin
g
to
lear
n
er
s
.
E
n
h
an
cin
g
th
e
o
n
lin
e
p
latf
o
r
m
with
a
m
o
r
e
u
s
er
-
f
r
ien
d
ly
in
ter
f
ac
e
was
also
s
u
g
g
ested
.
On
lin
e
p
latf
o
r
m
s
en
ab
le
lear
n
er
s
to
im
p
r
o
v
e
t
h
eir
p
r
io
r
k
n
o
wled
g
e
th
r
o
u
g
h
th
e
in
ter
n
aliza
tio
n
p
r
o
ce
s
s
an
d
m
o
tiv
ate
th
em
to
s
h
ar
e
th
eir
k
n
o
wled
g
e
wi
th
o
th
er
lear
n
er
s
[
3
0
]
.
Acc
e
s
s
ib
ilit
y
o
f
o
n
lin
e
p
latf
o
r
m
s
o
n
s
p
ec
if
ic
d
e
v
ices
is
an
o
th
er
d
is
ad
v
a
n
tag
e
t
h
at
h
in
d
e
r
s
le
ar
n
er
s
’
o
n
lin
e
le
ar
n
in
g
.
A
n
etwo
r
k
co
n
n
ec
tio
n
is
an
u
n
s
tab
le
v
a
r
iab
le
wh
ich
is
th
e
d
is
ad
v
an
tag
e
o
f
u
s
in
g
o
n
lin
e
p
latf
o
r
m
s
.
Oth
er
th
an
th
at,
lear
n
er
s
with
a
lack
o
f
in
ter
n
et
tech
n
ical
s
k
ills
h
av
e
a
b
ar
r
ier
in
u
s
in
g
o
n
lin
e
lear
n
in
g
.
As
s
ee
n
in
m
an
y
d
ev
elo
p
i
n
g
co
u
n
tr
ies,
m
a
n
y
lear
n
er
s
s
tr
u
g
g
le
with
th
e
p
er
s
o
n
al
c
o
n
f
id
en
ce
an
d
liter
ac
y
ass
o
ciate
d
with
th
e
u
s
e
o
f
tech
n
o
lo
g
y
[
1
1
]
.
T
h
e
r
e
s
u
lt
s
h
o
ws
lear
n
er
s
p
r
ef
er
m
ix
ed
-
m
o
d
e
lear
n
in
g
,
wh
ich
in
clu
d
es
f
ac
e
-
to
-
f
ac
e
an
d
o
n
lin
e
lear
n
i
n
g
.
All
o
f
t
h
e
r
esp
o
n
d
e
n
ts
in
th
is
s
tu
d
y
r
ep
o
r
ted
th
at
th
ey
p
r
ef
er
r
e
d
b
len
d
ed
lear
n
i
n
g
b
y
co
m
b
in
i
n
g
class
r
o
o
m
teac
h
in
g
with
o
n
lin
e
lear
n
in
g
.
T
h
e
b
len
d
ed
lear
n
in
g
co
n
ce
p
t
in
cl
u
d
es
a
f
r
am
in
g
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
th
at
i
n
co
r
p
o
r
ates
f
ac
e
-
to
-
f
ac
e,
a
n
d
teac
h
in
g
s
u
p
p
o
r
ted
b
y
I
C
T
[
3
1
]
,
[
32]
.
5.
CO
NCLU
SI
O
N
T
h
e
f
in
d
i
n
g
s
f
r
o
m
th
is
s
tu
d
y
m
ay
b
en
e
f
it
f
u
tu
r
e
p
r
e
-
s
er
v
ice
teac
h
er
s
in
co
n
d
u
ctin
g
Ser
v
ic
e
lear
n
in
g
th
r
o
u
g
h
o
n
lin
e
teac
h
i
n
g
an
d
lear
n
in
g
.
T
h
r
o
u
g
h
th
is
s
tu
d
y
,
s
ch
o
o
l
m
an
ag
em
e
n
t
an
d
p
a
r
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n
ts
u
n
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er
s
tan
d
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
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teac
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i
n
g
an
d
ass
ess
m
en
t,
an
d
th
ey
ca
n
f
ee
d
in
f
o
r
m
atio
n
ab
o
u
t
th
e
im
p
o
r
tan
ce
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
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n
g
&
C
o
m
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Sci,
Vo
l.
2
4
,
No
.
2
,
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em
b
er
20
21
:
1
0
4
7
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1
0
5
3
1052
o
n
lin
e
lear
n
in
g
to
th
eir
ch
ild
r
e
n
s
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ce
ch
ild
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o
o
d
.
T
h
r
o
u
g
h
th
is
,
ch
ild
r
en
m
ay
lear
n
th
e
im
p
o
r
tan
ce
o
f
lear
n
in
g
o
n
lin
e.
On
th
e
o
th
er
h
an
d
,
t
h
e
r
esu
lts
m
ay
cr
ea
te
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r
e
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o
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t
p
r
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ar
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o
o
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o
n
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e
teac
h
in
g
an
d
ass
es
s
m
en
t
ef
f
ec
tiv
en
ess
.
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v
en
th
o
u
g
h
o
n
lin
e
teac
h
in
g
a
n
d
lear
n
in
g
h
a
v
e
ad
v
an
ce
d
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ig
n
if
ican
tly
in
th
e
d
ev
elo
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m
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n
t
o
f
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C
T
a
n
d
th
e
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eq
u
ir
em
en
t
f
o
r
c
o
n
tin
u
o
u
s
o
n
-
d
em
an
d
lear
n
in
g
an
d
tr
ain
in
g
,
o
n
li
n
e
lear
n
in
g
is
an
ess
en
tial
p
ar
t
o
f
m
o
d
er
n
s
o
ciety
.
A
well
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lear
n
in
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lets
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s
er
s
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r
ac
tice
with
u
s
er
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n
d
ly
s
y
s
tem
s
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p
ab
le
o
f
p
er
f
o
r
m
i
n
g
task
s
an
d
lets
lear
n
er
s
en
jo
y
lear
n
in
g
an
d
m
aster
th
e
av
ailab
le
p
latf
o
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m
s
in
ter
ac
tiv
ely
.
T
h
is
en
co
u
r
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e
s
p
r
e
-
se
r
v
ice
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h
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s
to
im
p
l
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en
t
o
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teac
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n
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an
d
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m
en
t
in
o
n
lin
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lear
n
in
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ed
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.
ACK
NO
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DG
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NT
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e
wo
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ld
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e
to
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k
th
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Ma
lay
s
ian
Min
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tr
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f
Hig
h
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E
d
u
ca
tio
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f
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f
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s
t
u
d
y
u
n
d
er
Fu
n
d
am
en
tal
R
esear
ch
Gr
an
t
Sch
em
e
(
FR
GS
No
s
.
F
R
G
S/1
/2
0
1
9
/SS
I
0
9
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SEL
/0
3
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)
.
T
h
is
wo
r
k
was
s
u
p
p
o
r
ted
b
y
Un
i
v
er
s
iti Selan
g
o
r
(
UNI
SEL
)
.
RE
F
E
R
E
NC
E
S
[1
]
U.
Lo
k
e
sh
,
“
Tec
h
n
o
lo
g
y
a
n
d
It’s
Ro
le i
n
2
1
st
Ce
n
t
u
ry
E
d
u
c
a
ti
o
n
,
”
Ed
T
e
c
h
Rev
iew
,
2
0
1
3
.
[2
]
S
.
A.
Aljaw
a
rn
e
h
,
“
Re
v
iew
i
n
g
a
n
d
e
x
p
lo
r
in
g
i
n
n
o
v
a
ti
v
e
u
b
iq
u
it
o
u
s
lea
rn
in
g
t
o
o
ls
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
”
J
.
C
o
mp
u
t.
Hig
h
.
Ed
u
c
,
v
o
l.
3
2
,
p
p
.
5
7
-
7
3
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
0
7
/s1
2
5
2
8
-
0
1
9
-
0
9
2
0
7
-
0
.
[3
]
J.
Xia
o
,
H.
Z
.
S
u
n
-
L
in
,
T.
H.
Li
n
,
M
.
Li
,
Z.
P
a
n
a
n
d
H.
C.
Ch
e
n
g
,
“
W
h
a
t
m
a
k
e
s
lea
rn
e
rs
a
g
o
o
d
fit
f
o
r
h
y
b
rid
lea
rn
in
g
?
Lea
rn
in
g
c
o
m
p
e
ten
c
e
s
a
s
p
re
d
icto
r
s
o
f
e
x
p
e
rien
c
e
a
n
d
sa
ti
sfa
c
ti
o
n
i
n
h
y
b
r
id
lea
rn
in
g
sp
a
c
e
,
”
Br.
J
.
Ed
u
c
.
T
e
c
h
n
o
l
.
v
o
l.
5
1
,
p
p
.
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2
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-
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,
2
0
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0
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d
o
i:
1
0
.
1
1
1
1
/
b
jet.
1
2
9
4
9
.
[4
]
M
.
J.
Ead
y
a
n
d
L.
Lo
c
k
y
e
r,
“
To
o
ls
f
o
r
lea
rn
i
n
g
:
tec
h
n
o
l
o
g
y
a
n
d
tea
c
h
in
g
stra
teg
ies
,
”
L
e
a
rn
i
n
g
t
o
T
e
a
c
h
in
th
e
Prima
ry
S
c
h
o
o
l
,
Qu
e
e
n
sla
n
d
Un
i
v
e
rsity
o
f
Tec
h
n
o
l
o
g
y
,
Au
stra
li
a
.
p
p
.
7
1
,
2
0
1
3
.
[5
]
S
.
Ka
k
o
t
y
,
M
.
Lal
a
n
d
S
.
K.
S
a
rm
a
,
“E
-
lea
rn
in
g
a
s
a
Re
se
a
r
c
h
Are
a
:
An
An
a
ly
ti
c
a
l
Ap
p
r
o
a
c
h
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ad
v
a
n
c
e
d
C
o
mp
u
t
e
r
S
c
ien
c
e
a
n
d
Ap
p
li
c
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t
io
n
s
,
v
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l.
2
,
n
o
.
9
,
p
p
.
1
4
4
-
1
4
8
,
2
0
1
1
,
d
o
i:
1
0
.
1
4
5
6
9
/IJACSA.
2
0
1
1
.
0
2
0
9
2
3
.
[6
]
S
.
A.
Li
c
o
ris
h
,
H.
E.
Ow
e
n
,
B
.
Da
n
iel
a
n
d
J.
L.
G
e
o
rg
e
,
“
S
t
u
d
e
n
ts
’
p
e
rc
e
p
ti
o
n
o
f
Ka
h
o
o
t!’s
i
n
flu
e
n
c
e
o
n
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
,
”
Res
e
a
rc
h
a
n
d
Pr
a
c
ti
c
e
in
T
e
c
h
n
o
lo
g
y
E
n
h
a
n
c
e
d
L
e
a
rn
in
g
,
v
o
l.
1
3
,
n
o
.
9
,
p
p
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1
-
2
3
,
2
0
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8
,
d
o
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1
0
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8
6
/s
4
1
0
3
9
-
0
1
8
-
0
0
7
8
-
8
.
[7
]
P
.
B.
P
re
m
a
ra
th
n
e
,
“
A
stu
d
y
o
n
in
c
o
rp
o
ra
ti
n
g
g
a
m
ifi
c
a
ti
o
n
in
t
o
E
S
L
c
las
sro
o
m
v
ia
Ka
h
o
o
t!”
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
th
e
H
u
ma
n
it
ies
(I
CH)
,
S
ri
Lan
k
a
:
F
a
c
u
l
ty
o
f
Hu
m
a
n
it
ies
,
Un
i
v
e
rsity
o
f
Ke
lan
i
y
a
,
2
0
1
,
p
p
.
5
4
.
[8
]
A.
I.
Wan
g
a
n
d
A.
Li
e
b
e
ro
t
h
,
“
T
h
e
e
ffe
c
t
o
f
p
o
i
n
ts
a
n
d
a
u
d
io
o
n
c
o
n
c
e
n
tratio
n
,
e
n
g
a
g
e
m
e
n
t,
e
n
jo
y
m
e
n
t,
lea
rn
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n
g
,
m
o
ti
v
a
ti
o
n
,
a
n
d
c
las
sro
o
m
d
y
n
a
m
ics
u
sin
g
Ka
h
o
o
t!”
I
n
Pro
c
e
e
d
in
g
s
fro
m
th
e
1
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E
u
ro
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me
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Ba
se
d
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:
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ic Co
n
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s
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tern
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Li
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it
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d
,
2
0
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6
,
p
p
.
7
3
8
.
[9
]
E.
Zarz
y
c
k
a
-
P
is
k
o
rz
,
“
Ka
h
o
o
t
it
o
r
n
o
t?
Ca
n
g
a
m
e
s
b
e
m
o
ti
v
a
ti
n
g
in
lea
rn
in
g
g
ra
m
m
a
r?
”
T
e
a
c
h
in
g
En
g
li
s
h
T
e
c
h
n
o
l
o
g
y
,
v
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l.
1
6
,
n
o
.
3
,
1
7
-
3
6
,
2
0
1
6
.
[1
0
]
P
.
B.
Arin
to
,
“
Iss
u
e
s
a
n
d
C
h
a
ll
e
n
g
e
s
i
n
O
p
e
n
a
n
d
Dista
n
c
e
e
-
Lea
rn
in
g
:
P
e
rsp
e
c
ti
v
e
s
fro
m
th
e
P
h
il
ip
p
in
e
s,”
T
h
e
In
ter
n
a
t
io
n
a
l
Rev
iew
o
f
Res
e
a
rc
h
in
O
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n
a
n
d
Distrib
u
t
e
d
L
e
a
rn
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n
g
,
v
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l.
1
7
,
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o
.
2
,
2
0
1
6
,
d
o
i
:
1
0
.
1
9
1
7
3
/i
rr
o
d
l.
v
1
7
i
2
.
1
9
1
3
.
[1
1
]
J.
K.
Taru
s
,
D.
G
ich
o
y
a
a
n
d
A.
M
u
u
m
b
o
,
“
Ch
a
ll
e
n
g
e
s
o
f
imp
le
m
e
n
ti
n
g
e
-
lea
rn
in
g
i
n
Ke
n
y
a
:
A
c
a
se
o
f
Ke
n
y
a
n
p
u
b
li
c
u
n
iv
e
rsiti
e
s”
,
IR
RODL
,
v
o
l
.
1
6
,
n
o
.
1
,
2
0
1
5
,
d
o
i:
1
0
.
1
9
1
7
3
/
ir
ro
d
l.
v
1
6
i
1
.
1
8
1
6
.
[1
2
]
S
.
Om
id
i
n
ia,
M
.
M
a
sro
m
a
n
d
H.
S
e
lam
a
t,
“
Re
v
iew
o
f
e
-
lea
rn
in
g
a
n
d
ICT
in
fra
str
u
c
tu
re
i
n
d
e
v
e
l
o
p
i
n
g
c
o
u
n
tri
e
s
(Ca
se
stu
d
y
o
f
Ira
n
),
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
Eco
n
o
mic
s
a
n
d
Bu
si
n
e
ss
Ad
min
istra
t
io
n
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
2
0
-
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2
5
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0
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1
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o
i:
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0
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4
4
/aje
b
a
sp
.
2
0
1
1
.
1
2
0
.
1
2
5
.
[1
3
]
M.
D.
J.
Wi
ll
iam
s,
R.
M
a
y
e
r
a
n
d
M
.
M
ich
a
e
l,
“
Afric
a
’s
ICT
in
fra
stru
c
tu
re
b
u
il
d
in
g
o
n
t
h
e
m
o
b
il
e
re
v
o
l
u
ti
o
n
,
”
T
h
e
W
o
rld
Ba
n
k
,
2
0
1
1
.
[1
4
]
J.
R.
F
e
rra
ri
a
n
d
J.
G
.
Ch
a
p
m
a
n
,
“
Ed
u
c
a
ti
n
g
st
u
d
e
n
ts
to
m
a
k
e
a
d
iffere
n
c
e
:
Co
m
m
u
n
i
ty
-
b
a
se
d
se
rv
ice
lea
rn
in
g
,
”
Ne
w
Y
o
rk
:
Ro
u
tl
e
d
g
e
,
2
0
1
4
.
[1
5
]
T.
Bo
u
re
ll
e
,
“
Ad
a
p
ti
n
g
se
rv
ice
-
lea
rn
in
g
i
n
to
t
h
e
o
n
l
in
e
tec
h
n
ica
l
c
o
m
m
u
n
ica
ti
o
n
c
las
sro
o
m
:
A
fra
m
e
wo
rk
a
n
d
m
o
d
e
l,
”
T
e
c
h
n
ica
l
Co
mm
u
n
ica
ti
o
n
Qu
a
rte
rly
,
v
o
l.
2
3
,
n
o
.
4
,
p
p
.
2
4
7
-
2
6
4
.
2
0
1
4
.
d
o
i.
o
rg
/1
0
.
1
0
8
0
/1
0
5
7
2
2
5
2
.
2
0
1
4
.
9
4
1
7
8
2
.
[1
6
]
J.
C.
Olb
e
rd
i
n
g
a
n
d
W.
Ha
c
k
e
r,
“
Do
e
s
th
e
“
se
rv
ice
”
in
se
rv
ice
lea
r
n
in
g
g
o
b
e
y
o
n
d
t
h
e
a
c
a
d
e
m
ic
se
s
sio
n
?
a
ss
e
ss
in
g
lo
n
g
e
r
term
imp
a
c
ts
o
f
n
o
n
p
r
o
f
it
c
las
se
s
o
n
c
o
m
m
u
n
it
y
p
a
rtn
e
rs,”
T
h
e
J
o
u
rn
a
l
o
f
No
n
p
r
o
fi
t
Ed
u
c
a
ti
o
n
a
n
d
L
e
a
d
e
rs
h
ip
,
v
o
l.
6
,
n
o
.
1
,
2
0
1
5
.
[1
7
]
C.
L.
M
e
y
e
r,
M
.
Ha
rn
e
d
,
A.
S
c
h
a
a
d
,
K.
S
u
n
d
e
r,
J.
P
a
lme
r
a
n
d
C
.
Ti
n
c
h
,
“
In
m
a
te
e
d
u
c
a
ti
o
n
a
s
a
se
rv
ice
lea
rn
in
g
o
p
p
o
rt
u
n
it
y
f
o
r
stu
d
e
n
ts:
P
re
p
a
ra
ti
o
n
,
b
e
n
e
fi
ts,
a
n
d
les
so
n
s
Lea
rn
e
d
”
T
e
a
c
h
in
g
o
f
Psy
c
h
o
lo
g
y
,
v
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l
.
4
3
,
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o
.
2
,
p
p
.
120
-
1
2
5
,
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0
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6
.
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rg
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0
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1
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7
7
/0
0
9
8
6
2
8
3
1
6
6
3
6
2
7
8
.
[1
8
]
R.
M
.
R
u
tt
i,
J.
LaBo
n
te,
M
.
M
.
He
lms
,
A.
A.
He
rv
a
n
i
a
n
d
S
.
S
a
rk
a
ra
t,
“
Th
e
se
rv
ice
lea
rn
i
n
g
p
ro
je
c
ts:
S
tak
e
h
o
l
d
e
r
b
e
n
e
fit
s
a
n
d
p
o
te
n
ti
a
l
c
las
s
t
o
p
ic
s,”
Ed
u
c
a
ti
o
n
+
T
ra
i
n
in
g
,
v
o
l.
5
8
,
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o
.
4
,
p
p
.
4
2
2
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3
8
,
2
0
1
6
.
d
o
i.
o
rg
/
1
0
.
1
1
0
8
/E
T
-
06
-
2
0
1
5
-
0
0
5
0
.
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
R
ea
d
in
ess
in
u
s
in
g
o
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lin
e
in
te
r
a
ctive
p
la
tfo
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ms fo
r
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emo
te
te
a
ch
in
g
(
S
iti F
a
tima
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)
1053
[1
9
]
L.
Weiler,
S
.
Ha
d
d
o
c
k
,
T.
S
.
Zi
m
m
e
rm
a
n
,
J.
Kra
fc
h
ick
,
K.
He
n
ry
a
n
d
S
.
Ru
d
isil
l
,
“
Be
n
e
fit
s
d
e
r
iv
e
d
b
y
c
o
ll
e
g
e
stu
d
e
n
ts
fro
m
m
e
n
t
o
rin
g
a
t
-
r
isk
y
o
u
t
h
i
n
a
se
rv
ice
-
lea
rn
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g
c
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rse
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ric
a
n
J
o
u
rn
a
l
o
f
C
o
mm
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y
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c
h
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l.
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3
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0
4
6
4
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8
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-
z.
[2
0
]
C.
Die
n
h
a
rt
e
t
a
l.
,
“
Th
e
im
p
a
c
ts
o
f
m
a
n
d
a
t
o
ry
se
rv
ice
o
n
stu
d
e
n
ts
in
se
rv
ice
-
lea
rn
in
g
c
las
se
s,”
T
h
e
J
o
u
rn
a
l
o
f
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
1
5
6
,
n
o
.
3
,
p
p
.
3
0
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3
0
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,
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0
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6
.
d
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rg
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0
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1
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2
4
5
4
5
.
2
0
1
5
.
1
1
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1
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5
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.
[2
1
]
S
.
S
u
p
p
a
se
tse
re
e
a
n
d
N.
K.
De
n
n
is,
“
Th
e
Us
e
o
f
M
o
o
d
le
fo
r
Tea
c
h
in
g
a
n
d
Lea
rn
i
n
g
E
n
g
l
ish
a
t
T
e
rti
a
ry
Lev
e
l
in
Th
a
il
a
n
d
,
”
T
h
e
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Hu
ma
n
it
ies
,
Il
li
n
o
is:
Co
m
m
o
n
G
ro
u
n
d
P
u
b
li
sh
i
n
g
LL
C,
USA,
2
0
1
0
,
d
o
i
:
1
0
.
1
8
8
4
8
/1
4
4
7
-
9
5
0
8
/CG
P
/v
0
8
i0
6
/4
2
9
6
4
.
[2
2
]
E.
G
.
L.
M
e
d
in
a
a
n
d
C
.
P
.
R.
Hu
r
tad
o
,
“
Ka
h
o
o
t!
A
Di
g
it
a
l
T
o
o
l
fo
r
Lea
rn
in
g
Vo
c
a
b
u
lary
in
a
lan
g
u
a
g
e
c
las
sro
o
m
,
”
Rev
ista
Pu
b
li
c
a
n
d
o
,
v
o
l
.
4
,
n
o
.
1
2
(1
),
p
p
.
4
4
1
-
4
4
9
,
2
0
1
7
.
[2
3
]
F
.
D.
Da
v
is,
“
A
tec
h
n
o
l
o
g
y
a
c
c
e
p
tan
c
e
m
o
d
e
l
fo
r
e
m
p
iri
c
a
ll
y
tes
ti
n
g
n
e
w
e
n
d
-
u
se
r
i
n
fo
rm
a
ti
o
n
s
y
ste
m
s:
Th
e
o
ry
a
n
d
re
su
lt
s,”
M
a
ss
a
c
h
u
se
tt
s,
U
n
it
e
d
S
ta
tes
:
S
l
o
a
n
S
c
h
o
o
l
o
f
M
a
n
a
g
e
me
n
t
,
M
a
ss
a
c
h
u
se
tt
s
In
stit
u
te
o
f
Tec
h
n
o
lo
g
y
,
1
9
8
6
.
[2
4
]
N.
M
a
ra
n
g
u
n
ić
a
n
d
A.
G
ra
n
ić,
“
Tec
h
n
o
l
o
g
y
a
c
c
e
p
tan
c
e
m
o
d
e
l:
a
li
tera
tu
re
re
v
iew
fr
o
m
1
9
8
6
to
2
0
1
3
,
”
Un
ive
rs
a
l
Acc
e
ss
in
th
e
In
f
o
rm
a
ti
o
n
S
o
c
iety
,
v
o
l
.
1
4
,
n
o
.
1
,
p
p
.
8
1
-
9
5
,
2
0
1
5
.
d
o
i.
o
r
g
/
1
0
.
1
0
0
7
/s
1
0
2
0
9
-
0
1
4
-
0
3
4
8
-
1.
[2
5
]
J.
W.
Cre
sw
e
ll
a
n
d
J.
D.
Cre
sw
e
ll
,
“
F
ift
h
E
d
it
i
o
n
Re
se
a
rc
h
De
sig
n
Qu
a
li
tati
v
e
,
Qu
a
n
ti
tati
v
e
,
a
n
d
M
ix
e
d
M
e
th
o
d
s
Ap
p
ro
a
c
h
e
s,”
L
o
s A
n
g
e
les
:
S
AGE
Pu
b
li
sh
i
n
g
,
2
0
1
8
.
[2
6
]
G
.
Th
o
m
a
s,
“
Ho
w T
o
D
o
Yo
u
r
C
a
se
S
tu
d
y
,
”
S
a
g
e
P
u
b
l
ica
ti
o
n
s
,
2
n
d
e
d
.
,
2
0
1
6
.
[2
7
]
M
.
K.
Alsm
a
d
i,
“
Th
e
st
u
d
e
n
ts’
a
c
c
e
p
tan
c
e
o
f
lea
rn
in
g
m
a
n
a
g
e
m
e
n
t
sy
ste
m
s
in
S
a
u
d
i
Ara
b
ian
Un
iv
e
rsiti
e
s,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
El
e
c
tr
ica
l
a
n
d
Co
m
p
u
ter
En
g
in
e
e
rin
g
,
v
o
l.
1
0
,
n
o
.
4
,
p
p
.
4
1
5
5
-
4
1
6
1
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
5
9
1
/i
jec
e
.
v
1
0
i
4
.
p
p
4
1
5
5
-
4
1
6
1
.
[2
8
]
M
.
V.
M
a
h
a
jan
a
n
d
R.
Ka
lp
a
n
a
,
“
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
i
n
g
.
”
I
n
d
i
a
n
J
Cli
n
A
n
a
t
Ph
y
si
o
l
,
v
o
l.
5
,
n
o
.
4
,
p
p
.
5
0
1
-
5
0
7
,
2
0
1
8
.
[2
9
]
K.
M
rh
a
r,
O.
Do
u
imi,
M
.
Ab
i
k
a
n
d
N.
C.
Be
n
a
b
d
e
ll
a
h
,
“
T
o
wa
rd
s
a
se
m
a
n
ti
c
in
teg
ra
ti
o
n
o
f
d
a
t
a
fro
m
lea
rn
in
g
p
latfo
rm
s
,
”
IAE
S
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Arti
f
icia
l
I
n
telli
g
e
n
c
e
,
v
o
l
.
9
,
n
o
.
3
,
p
p
.
5
3
5
-
5
4
4
,
2
0
2
0
.
d
o
i.
o
rg
/1
0
.
1
1
5
9
1
/
ij
a
i.
v
9
.
i
3
.
p
p
5
3
5
-
5
4
4
.
[3
0
]
Z.
A.
A.
M
u
h
isn
,
M
.
Ah
m
a
d
,
M
.
Om
a
r
a
n
d
S
.
A.
M
u
h
isn
,
“
Kn
o
wle
d
g
e
in
ter
n
a
li
z
a
ti
o
n
in
e
-
lea
rn
i
n
g
m
a
n
a
g
e
m
e
n
t
sy
ste
m
,
”
T
EL
KOM
NIKA
T
e
lec
o
mm
u
n
ica
ti
o
n
,
C
o
mp
u
ti
n
g
,
El
e
c
tro
n
ics
a
n
d
C
o
n
tro
l
,
v
o
l.
1
8
,
n
o
.
3
,
p
p
.
1
3
6
1
-
1
3
6
7
,
2
0
2
0
.
d
x
.
d
o
i.
o
rg
/
1
0
.
1
2
9
2
8
/t
e
l
k
o
m
n
ik
a
.
v
1
8
i
3
.
1
4
8
1
7
.
[3
1
]
D.
Lalima
a
n
d
K.
L.
Da
n
g
wa
l,
“
Blen
d
e
d
Lea
rn
in
g
:
An
In
n
o
v
a
ti
v
e
Ap
p
ro
a
c
h
,
”
U
n
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
2
9
-
1
3
6
,
2
0
1
7
.
[3
2
]
R.
W.
M
.
M
e
e
e
t
a
l.
,
“
Ro
le
o
f
g
a
m
ifi
c
a
ti
o
n
in
c
las
sro
o
m
tea
c
h
in
g
:
P
re
-
se
rv
ice
tea
c
h
e
rs’
v
iew
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
E
RE
)
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
6
8
4
-
6
9
0
,
2
0
2
0
,
d
o
i.
o
rg
/1
0
.
1
1
5
9
1
/
ij
e
re
.
v
9
i3
.
2
0
6
2
2
.
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