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T
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ick
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teg
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C
T
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e
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lear
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a
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o
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ce
m
e
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t
p
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a
s
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n
th
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lear
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,
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h
o
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v
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o
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m
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ati
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ess
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e
n
t.
I
n
th
e
s
ec
o
n
d
p
h
ase,
lear
n
er
‟
s
in
ter
ac
tio
n
s
ar
e
li
m
ited
;
d
is
cu
s
s
io
n
s
ar
e
b
ased
o
n
lear
n
in
g
m
ater
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m
ea
n
w
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ile
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n
th
e
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ir
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p
h
ase
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lear
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lear
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er
s
ar
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ac
tiv
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p
ar
ticip
an
t
s
t
h
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t
h
er
lear
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s
,
lead
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to
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er
‟
s
e
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p
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w
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m
en
t
o
n
t
h
e
lear
n
i
n
g
p
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o
ce
s
s
[
1
]
.
Oth
er
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h
a
n
t
h
at,
t
h
e
r
ev
o
lu
tio
n
o
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co
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lear
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m
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u
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o
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ter
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et
w
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n
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ar
ticip
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ts
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en
g
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o
ciall
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ti
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co
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o
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ca
tio
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l
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m
in
s
ta
n
tl
y
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C
T
in
e
-
lear
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in
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r
in
g
p
o
s
iti
v
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m
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ac
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u
c
h
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ed
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ce
p
ar
ticip
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g
ap
s
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m
o
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g
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m
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o
v
e
ac
ce
s
s
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ilit
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to
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i
n
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ce
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n
n
ec
tin
g
w
it
h
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w
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d
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g
e
o
f
p
ar
ticip
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ts
.
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ea
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n
er
s
h
a
v
e
eq
u
al
o
p
p
o
r
tu
n
itie
s
to
ac
ce
s
s
e
-
lea
r
n
in
g
,
s
h
ar
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ex
p
er
ie
n
ce
,
en
h
a
n
ce
e
-
lear
n
er
s
‟
i
n
ter
ac
tio
n
s
a
n
d
en
co
u
r
ag
e
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n
er
s
p
ar
ticip
atio
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i
n
v
ar
io
u
s
w
a
y
s
th
r
o
u
g
h
d
i
f
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er
e
n
t
tec
h
n
o
lo
g
ies.
T
h
u
s
,
lear
n
er
s
ar
e
m
o
r
e
en
g
a
g
ed
w
it
h
o
th
er
lear
n
er
s
in
e
-
lear
n
i
n
g
an
d
ex
p
er
ien
ce
d
ef
f
ec
ti
v
e
lear
n
i
n
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a
n
d
i
m
p
r
o
v
e
lear
n
i
n
g
s
atis
f
ac
tio
n
[
2
]
.
A
s
t
h
e
r
esu
lt,
lear
n
er
s
tu
r
n
ac
ti
v
e
lea
r
n
er
s
,
lear
n
in
g
h
as
b
ec
o
m
e
p
a
r
ticip
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r
y
a
n
d
s
o
cial,
s
u
p
p
o
r
ti
v
e
o
f
p
er
s
o
n
al
li
f
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g
o
als
a
n
d
n
ee
d
s
t
h
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o
u
g
h
s
o
ci
aliza
tio
n
a
n
d
co
llab
o
r
atio
n
with
p
ee
r
s
[
3
]
a
n
d
lead
s
to
e
n
g
ag
e
m
e
n
t.
S
in
ce
e
-
lear
n
in
g
is
b
ec
o
m
i
n
g
p
o
p
u
lar
an
d
tr
en
d
ier
,
co
n
tin
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o
u
s
atten
tio
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h
o
u
ld
b
e
g
i
v
en
o
n
d
esig
n
i
n
g
th
e
in
s
tr
u
ctio
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a
l
e
n
v
ir
o
n
m
e
n
t
to
i
m
p
r
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v
e
lear
n
er
‟
s
e
n
g
a
g
e
m
en
t
is
r
eq
u
ir
ed
.
T
er
m
“
e
n
g
a
g
e
m
e
n
t”
i
s
d
ee
m
ed
to
b
e
ess
e
n
tial
to
b
e
in
s
er
ted
in
e
-
l
ea
r
n
in
g
to
p
r
o
d
u
ce
in
ter
ac
tiv
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in
ter
ac
tio
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an
d
lear
n
in
g
as
a
p
lace
th
at
lear
n
er
s
p
r
ef
er
to
lear
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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2502
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4752
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o
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lear
n
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w
ill
w
o
r
k
co
llab
o
r
ativ
el
y
[
1
]
.
I
t
is
i
m
p
o
r
tan
t
f
o
r
ea
ch
g
r
o
u
p
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h
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a
k
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eq
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tr
ib
u
tio
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cc
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f
t
h
e
w
h
o
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wo
r
k
.
T
h
e
cu
r
r
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-
lear
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in
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o
s
y
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te
m
f
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o
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in
d
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v
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n
i
n
g
ca
u
s
in
g
f
u
r
th
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ec
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s
io
n
[
4
]
.
Dev
elo
p
m
e
n
t
o
f
e
-
lear
n
i
n
g
d
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n
o
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ig
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ar
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o
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n
te
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t
f
o
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d
esig
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g
e
x
p
er
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ce
s
.
L
ea
r
n
i
n
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tu
r
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s
i
n
d
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all
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w
it
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o
u
t
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n
er
s
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ited
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n
i
s
le
s
s
in
ter
ac
tiv
e.
Fu
r
t
h
er
m
o
r
e,
co
n
v
e
n
tio
n
al
e
-
lear
n
i
n
g
lac
k
s
p
ar
ticip
ato
r
y
e
n
g
a
g
e
m
en
t
w
h
ich
ar
e
co
-
lear
n
i
n
g
a
n
d
en
g
a
g
e
m
e
n
t
[
4
]
.
I
n
t
u
r
n
,
p
ar
ticip
an
ts
ar
e
u
n
ab
le
to
en
g
a
g
e
w
ell
w
ith
lear
n
i
n
g
ac
t
iv
itie
s
an
d
e
-
lear
n
i
n
g
b
ec
o
m
e
a
lo
n
el
y
,
i
s
o
lated
s
p
ac
e
w
h
er
e
th
e
p
r
esen
ce
s
o
f
o
th
er
s
ar
e
r
ar
el
y
f
elt.
L
ac
k
i
n
g
i
n
ter
ac
tio
n
s
an
d
co
m
m
u
n
ic
ati
o
n
s
i
n
e
-
lear
n
in
g
d
ec
r
ea
s
e
lear
n
in
g
m
o
ti
v
atio
n
an
d
s
u
p
p
o
r
ts
f
r
o
m
o
th
er
s
.
T
h
is
is
th
e
f
ac
to
r
lead
s
to
h
ig
h
d
r
o
p
o
u
t
an
d
e
-
lear
n
in
g
s
u
cc
e
s
s
f
u
l
r
ate
is
h
ar
d
to
ac
h
iev
e
[
5
-
6
]
.
P
r
ev
io
u
s
l
y
,
m
an
y
r
e
s
ea
r
ch
o
n
e
-
lear
n
in
g
b
u
t
i
t
ar
e
m
ai
n
l
y
f
o
cu
s
ed
o
n
tec
h
n
o
lo
g
ie
s
an
d
litt
le
atten
tio
n
g
iv
e
n
to
lear
n
er
s
‟
e
n
g
ag
e
m
e
n
t
w
i
th
in
e
-
lear
n
i
n
g
co
m
m
u
n
it
y
.
Fo
r
i
n
s
ta
n
ce
,
a
p
lat
f
o
r
m
f
o
r
cr
ea
ti
n
g
a
n
o
p
tim
a
l
g
r
o
u
p
i
n
e
-
lear
n
i
n
g
c
o
m
m
u
n
it
y
f
o
cu
s
e
s
o
n
s
o
lel
y
o
n
co
llab
o
r
atio
n
[
1
]
.
T
h
e
ele
m
en
t
o
f
co
llab
o
r
atio
n
its
el
f
in
e
-
lear
n
i
n
g
d
o
es
n
o
t
g
u
ar
an
tee
s
u
cc
e
s
s
lear
n
in
g
a
n
d
o
th
er
ele
m
e
n
ts
m
u
s
t
b
e
i
n
s
er
t
in
g
.
Ne
x
t,
lear
n
i
n
g
d
esig
n
s
tr
u
c
tu
r
e
i
n
te
g
r
ated
w
i
t
h
p
r
e
-
r
ec
o
r
d
ed
v
id
eo
lectu
r
es,
au
to
m
ated
as
s
i
g
n
m
e
n
ts
,
a
n
d
q
u
izze
s
w
i
th
li
m
i
ted
d
ir
ec
t
teac
h
in
g
i
n
ter
ac
tio
n
u
n
d
er
tak
en
b
y
th
e
i
n
s
tr
u
cto
r
[
7
]
.
W
ith
o
u
t
i
n
ter
ac
tio
n
s
a
n
d
co
m
m
u
n
icatio
n
s
i
n
e
-
lear
n
in
g
,
m
ea
n
in
g
f
u
l
lear
n
i
n
g
is
h
ar
d
to
ac
h
iev
e.
T
h
is
p
ap
er
f
o
cu
s
es
o
n
t
h
e
co
m
p
o
n
e
n
ts
o
f
p
ar
ticip
ato
r
y
en
g
a
g
e
m
en
t
i
n
e
-
lear
n
in
g
co
m
m
u
n
it
y
to
s
u
p
p
o
r
ts
lear
n
er
‟
s
en
g
a
g
e
m
en
t
p
r
o
ce
s
s
a
n
d
t
y
p
es
o
f
ac
ti
v
it
ies
th
a
t
m
i
g
h
t i
m
p
r
o
v
e
lear
n
er
‟
s
e
n
g
a
g
e
m
e
n
t i
n
e
-
lear
n
i
n
g
co
m
m
u
n
it
y
.
2
.
L
I
T
E
RA
T
UR
E
R
E
VI
E
W
2
.
1
E
-
lea
rning
E
-
lear
n
i
n
g
h
as
t
h
e
s
ig
n
i
f
ica
n
t
i
m
p
ac
t
to
w
ar
d
teac
h
i
n
g
an
d
lear
n
in
g
,
t
h
u
s
e
-
lear
n
i
n
g
h
as
b
ee
n
i
m
p
le
m
en
ted
in
m
o
s
t
o
f
t
h
e
e
d
u
ca
tio
n
al
in
s
tit
u
tio
n
s
.
E
-
lear
n
in
g
p
l
atf
o
r
m
s
tak
e
ad
v
a
n
tag
e
o
f
tec
h
n
o
lo
g
ie
s
t
o
p
r
o
v
id
e
a
b
etter
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t.
T
h
r
o
u
g
h
e
-
lear
n
i
n
g
,
l
ea
r
n
er
s
ar
e
ab
le
to
lear
n
an
d
s
ee
k
o
u
t
k
n
o
w
led
g
e
w
h
ic
h
ca
n
b
e
ca
r
r
ied
in
a
n
d
o
u
t
o
f
t
h
e
cla
s
s
r
o
o
m
g
iv
e
s
m
o
r
e
ch
o
ices
i
n
lear
n
i
n
g
.
B
esid
es
th
at,
ed
u
ca
to
r
s
ar
e
ab
le
cr
ea
tes „
o
n
li
n
e
co
u
r
s
e
s
,
v
ir
tu
al
s
e
m
i
n
ar
s
,
an
d
p
r
ac
tical
t
r
ain
in
g
‟
[
8
]
.
E
-
lear
n
i
n
g
e
n
v
ir
o
n
m
e
n
t i
s
co
n
n
ec
ted
to
g
lo
b
al
n
e
t
w
o
r
k
e
n
ab
le
f
o
r
lear
n
er
s
a
n
d
ed
u
ca
to
r
s
co
n
n
ec
ted
in
o
w
n
co
m
m
u
n
it
y
.
T
h
e
v
ir
t
u
al
e
-
lear
n
in
g
co
m
m
u
n
it
y
o
p
en
s
u
p
s
p
ac
e
f
o
r
lear
n
er
s
to
f
o
r
m
a
g
r
o
u
p
f
o
r
d
is
cu
s
s
in
g
an
d
in
ter
ac
tin
g
a
m
o
n
g
th
e
m
.
A
s
t
h
e
r
esu
lt,
e
-
lear
n
in
g
co
m
m
u
n
i
t
y
h
as
b
ec
o
m
e
as
an
elec
tr
o
n
ic
s
p
ac
e
f
o
r
lear
n
er
s
s
ee
k
i
n
g
k
n
o
w
led
g
e
a
n
d
d
ev
elo
p
th
e
r
elatio
n
s
h
ip
i
n
lear
n
i
n
g
.
I
n
s
u
c
h
a
n
e
n
v
ir
o
n
m
en
t,
th
e
lear
n
er
s
an
d
th
e
ed
u
ca
to
r
s
p
ar
ticip
ate
v
ir
t
u
all
y
th
r
o
u
g
h
co
m
m
u
n
icati
v
e
tec
h
n
o
lo
g
ies s
u
c
h
as c
h
ats,
f
o
r
u
m
s
o
r
d
is
cu
s
s
io
n
b
o
ar
d
s
[
9
]
.
E
-
lear
n
in
g
co
m
m
u
n
it
y
is
a
p
lace
f
o
r
lear
n
er
s
e
m
p
o
w
e
r
in
g
t
h
eir
s
el
f
a
n
d
ass
o
ciate
d
th
eir
s
el
f
w
it
h
r
ic
h
in
f
o
r
m
a
t
io
n
,
h
eter
o
g
e
n
eo
u
s
en
titi
e
s
;
d
i
v
er
s
it
y
f
r
o
m
ea
c
h
o
th
er
f
r
o
m
t
h
e
v
ar
io
u
s
b
ac
k
g
r
o
u
n
d
s
w
i
th
th
e
s
i
m
ilar
th
o
u
g
h
t,
i
n
ter
ac
tio
n
w
it
h
m
e
m
b
er
s
a
n
d
lear
n
i
n
g
an
d
tea
ch
in
g
to
g
eth
er
[
1
0
]
.
E
n
g
ag
e
m
en
t
is
u
n
d
e
n
iab
le
as
t
h
e
m
o
s
t
cr
u
cial
ele
m
en
t
s
in
ed
u
ca
tio
n
s
b
ec
au
s
e
it
h
as
p
o
s
itiv
e
i
m
p
licat
io
n
i
n
lear
n
in
g
.
E
n
g
a
g
e
m
en
t
is
i
m
p
o
r
tan
t
to
i
n
cr
ea
s
e
m
o
tiv
a
tio
n
,
p
er
s
is
ten
ce
i
n
lear
n
i
n
g
a
n
d
m
o
r
e
s
u
p
p
o
r
t
f
o
r
m
lear
n
er
an
d
t
ea
ch
er
s
.
I
n
d
ir
ec
tl
y
,
t
h
e
lear
n
er
s
ab
le
to
g
et
m
o
r
al
an
d
m
e
n
tal
s
u
p
p
o
r
t
f
r
o
m
o
th
er
s
an
d
s
atis
f
ied
alo
n
g
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
er
ef
o
r
e,
g
r
o
u
p
s
f
o
r
m
ed
ele
ctr
o
n
ical
l
y
th
is
g
r
o
u
p
ar
e
p
o
s
s
ib
le
to
d
ev
elo
p
f
r
ien
d
s
h
ip
an
d
r
elatio
n
s
h
ip
s
a
m
o
n
g
p
ar
ticip
an
t
s
.
.
2
.
2
P
a
r
t
icipa
t
o
ry
le
a
rning
P
ar
ticip
ato
r
y
lear
n
in
g
is
g
r
o
u
n
d
ed
in
J
o
h
n
De
w
e
y
‟
s
id
ea
th
at
lear
n
er
s
ac
h
ie
v
e
b
etter
r
esu
lt
s
if
t
h
e
lear
n
in
g
p
r
o
ce
s
s
“
r
ep
r
o
d
u
ce
s
,
o
r
r
u
n
s
p
ar
allel
to
,
s
o
m
e
f
o
r
m
o
f
w
o
r
k
ca
r
r
ied
o
n
i
n
s
o
cial
li
f
e”
[
1
1
]
.
P
ar
ticip
ato
r
y
lear
n
i
n
g
ca
n
h
ap
p
en
in
t
w
o
w
a
y
s
w
h
ich
ar
e
o
f
f
lin
e
a
n
d
o
n
li
n
e
h
o
w
e
v
er
t
h
is
r
esear
ch
is
ca
r
r
y
in
g
o
u
t
i
n
a
n
o
n
lin
e
en
v
ir
o
n
m
e
n
t.
I
n
a
n
o
n
li
n
e
lear
n
in
g
co
n
tex
t,
p
ar
ticip
ato
r
y
lear
n
i
n
g
e
n
co
u
r
ag
es
lear
n
er
s
to
g
o
b
ey
o
n
d
t
h
e
ed
u
ca
t
io
n
al
in
s
tit
u
tio
n
,
ed
u
ca
to
r
s
,
a
n
d
te
x
tb
o
o
k
s
.
E
-
lear
n
in
g
cr
ea
te
s
a
p
lat
f
o
r
m
f
o
r
lear
n
er
s
to
p
r
o
d
u
ce
ar
ticu
late
in
f
o
r
m
atio
n
an
d
co
n
tr
ib
u
te
b
ac
k
to
th
e
co
m
m
u
n
it
y
.
P
ar
ticip
ato
r
y
lear
n
in
g
en
v
ir
o
n
m
e
n
t
in
v
o
l
v
ed
o
f
lear
n
i
n
g
co
m
m
u
n
it
y
,
ac
t
iv
i
ties
,
an
d
p
lat
f
o
r
m
to
ex
ec
u
te.
P
r
ev
io
u
s
r
esear
c
h
er
s
h
i
g
h
li
g
h
ted
e
-
lear
n
in
g
p
latf
o
r
m
s
u
p
p
o
r
t
p
ar
t
i
cip
ato
r
y
lear
n
i
n
g
co
m
m
u
n
it
y
ef
f
ec
ti
v
el
y
[
1
2
-
1
3
]
.
I
n
th
e
p
ar
ticip
ato
r
y
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t,
lear
n
er
s
ar
e
ac
ti
v
el
y
co
n
s
tr
u
cti
n
g
t
h
eir
o
w
n
n
e
w
k
n
o
w
led
g
e
a
n
d
d
ee
p
en
u
n
d
er
s
tan
d
in
g
t
h
r
o
u
g
h
in
ter
ac
tio
n
w
it
h
o
th
er
lear
n
er
s
w
it
h
i
n
e
-
lear
n
i
n
g
co
m
m
u
n
i
t
y
[
1
4
]
.
P
ar
tic
ip
atio
n
s
o
f
lear
n
er
s
i
n
k
n
o
w
led
g
e
b
u
ild
in
g
p
r
o
m
o
tes
lear
n
er
s
e
n
g
a
g
e
m
en
t
w
h
er
eb
y
lear
n
er
s
w
il
lin
g
l
y
ta
k
in
g
p
ar
t
in
g
r
o
u
p
d
is
cu
s
s
io
n
an
d
p
r
o
j
ec
ts
,
s
h
ar
in
g
k
n
o
w
led
g
e,
w
o
r
k
i
n
g
i
n
a
d
iv
er
s
e
w
a
y
to
s
h
ar
e
an
in
ter
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Kla
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g
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ter
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r
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[
1
5
]
.
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)
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c)
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ter
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d
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4.
RE
SUL
T
A
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DI
SCUS
SI
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N
I
n
th
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s
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ased
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(
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(
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en
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le
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1
Acc
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lity
A
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p
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t
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m
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m
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it
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t
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C
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a
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t wi
th
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-
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mmu
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a
tr
a
h
A
z
iz
)
559
lear
n
in
g
h
a
s
f
ac
i
litated
r
esp
o
n
d
en
t
s
to
ea
s
il
y
o
b
tain
ed
in
f
o
r
m
atio
n
,
d
o
w
n
lo
ad
ed
lear
n
i
n
g
m
ater
ial,
r
etr
iev
ed
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icati
o
n
s
.
T
h
er
ef
o
r
e,
m
o
r
e
r
esp
o
n
d
en
ts
ab
le
to
p
ar
ticip
ate
in
lear
n
in
g
ac
tiv
ities
to
d
o
d
is
cu
s
s
io
n
,
q
u
izze
s
,
a
n
d
d
o
w
n
lo
ad
in
g
n
o
te
s
ar
e
d
o
n
e
v
ir
tu
all
y
.
R
e
s
p
o
n
d
en
t
s
m
en
tio
n
ed
th
at
e
-
lear
n
in
g
h
as
f
ac
ilit
ated
b
etter
lear
n
in
g
p
r
o
ce
s
s
e
n
co
u
r
ag
e
m
o
r
e
lear
n
er
s
to
p
ar
ticip
ate
in
e
-
lear
n
i
n
g
c
o
m
m
u
n
it
y
w
it
h
o
u
t
an
y
li
m
i
tatio
n
s
.
As
w
o
r
k
in
g
lear
n
er
s
,
th
e
lear
n
er
s
h
a
v
e
li
m
ited
ti
m
e
to
s
tu
d
y
.
E
-
lear
n
i
n
g
p
latf
o
r
m
o
f
f
er
s
s
elf
-
p
ac
ed
lear
n
in
g
w
h
er
eb
y
lear
n
er
s
ca
n
ac
ce
s
s
e
-
lear
n
in
g
at
th
e
ir
o
w
n
co
n
v
e
n
ie
n
t
ti
m
e
to
f
u
l
f
i
l
task
s
an
d
s
t
u
d
y
.
L
ea
r
n
er
s
lead
t
h
eir
o
w
n
lear
n
in
g
s
u
c
h
as
c
h
o
o
s
in
g
to
p
ics
a
n
d
h
o
w
th
e
d
u
r
atio
n
s
to
co
m
p
lete
th
e
tas
k
s
t
h
e
to
p
ics.
E
-
lear
n
i
n
g
also
s
u
p
p
o
r
ts
p
er
s
o
n
alize
d
lear
n
i
n
g
w
h
e
n
lear
n
in
g
is
d
eter
m
i
n
e
d
b
y
r
esp
o
n
d
en
ts
.
P
er
s
o
n
alize
d
lear
n
in
g
g
i
v
es
r
e
s
p
o
n
d
en
ts
f
r
ee
d
o
m
to
f
o
llo
w
th
eir
o
w
n
lear
n
i
n
g
p
r
ef
er
en
ce
f
o
r
ex
a
m
p
le
t
y
p
e
s
o
f
d
ev
ice
s
a
n
d
m
ater
ial
to
s
t
u
d
y
.
R
e
s
p
o
n
d
en
t
s
ar
e
p
er
m
itt
ed
to
s
t
u
d
y
i
n
g
lear
n
in
g
m
ate
r
ial
is
r
eg
u
lated
b
y
r
esp
o
n
d
en
ts
‟
p
r
ef
er
en
ce
s
an
d
d
esire
s
.
E
ac
h
lear
n
er
h
a
s
d
if
f
er
en
t
lear
n
i
n
g
ti
m
e
a
n
d
f
le
x
i
b
ilit
y
,
r
esp
o
n
d
en
t
s
h
av
e
m
o
r
e
p
o
w
er
to
c
h
o
o
s
e
o
w
n
lear
n
i
n
g
p
ath
.
R
esp
o
n
d
en
ts
s
elec
t
a
n
y
o
f
p
r
o
v
id
ed
lear
n
i
n
g
m
ater
ial,
lear
n
in
g
d
ev
ices
a
n
d
p
lace
s
to
lear
n
.
T
h
u
s
,
co
m
p
o
n
e
n
t
o
f
ac
ce
s
s
ib
ilit
y
i
n
e
-
lear
n
i
n
g
co
m
m
u
n
it
y
ab
le
to
en
h
a
n
ce
lear
n
er
s
‟
w
i
lli
n
g
n
es
s
o
f
p
ar
ticip
atin
g
i
n
e
-
lear
n
i
n
g
c
o
m
m
u
n
it
y
.
4
.
2
M
o
bil
it
y
A
ll r
e
s
p
o
n
d
en
t
s
m
e
n
tio
n
ed
th
e
i
m
p
o
r
tan
t o
f
m
o
b
ile
d
ev
ice
s
i
n
d
ail
y
li
f
e
a
n
d
esp
ec
iall
y
in
le
ar
n
in
g
.
A
m
o
b
ile
d
ev
ice
is
a
cu
r
r
en
t
tr
en
d
an
d
b
ec
o
m
e
a
co
m
m
o
n
w
a
y
to
ac
ce
s
s
e
-
lear
n
i
n
g
an
d
h
as
p
r
o
m
o
ted
m
o
b
ilit
y
in
e
-
lear
n
i
n
g
.
T
h
e
u
s
a
g
e
o
f
m
o
b
ile
tech
n
o
lo
g
y
i
n
e
d
u
ca
ti
o
n
h
as
f
ac
il
ities
f
a
s
ter
in
ter
ac
tio
n
s
a
n
d
f
ee
d
b
ac
k
s
a
m
o
n
g
r
esp
o
n
d
en
t
s
an
d
h
as
c
h
an
g
ed
th
e
w
a
y
o
f
r
esp
o
n
d
e
n
t
s
lear
n
,
in
ter
ac
t,
co
m
m
u
n
icate
an
d
p
r
o
ce
s
s
in
g
th
e
k
n
o
w
led
g
e
i
m
p
r
o
v
es
e
n
g
a
g
e
m
en
t
i
n
e
-
lear
n
i
n
g
co
m
m
u
n
i
t
y
.
Mo
s
t
o
f
t
h
e
r
esp
o
n
d
en
t
s
h
ad
th
e
p
o
s
iti
v
e
ex
p
er
ien
ce
i
n
ac
ce
s
s
o
n
l
in
e
l
ea
r
n
in
g
p
lat
f
o
r
m
v
ia
m
o
b
ile
d
ev
ices.
U
n
d
en
iab
le,
ac
ce
s
s
i
n
g
o
n
li
n
e
lear
n
in
g
p
latf
o
r
m
t
h
r
o
u
g
h
m
o
b
ile
b
ec
o
m
e
a
p
r
i
m
ar
y
c
h
an
n
el
to
d
eliv
er
co
n
ten
t.
R
esp
o
n
d
en
ts
ch
o
o
s
e
to
ac
ce
s
s
e
-
lear
n
i
n
g
t
h
r
o
u
g
h
m
o
b
ile
d
ev
ices
b
ec
au
s
e
ac
ce
s
s
i
n
g
e
-
lear
n
i
n
g
b
ec
o
m
e
ea
s
ier
an
d
f
aster
.
R
e
s
p
o
n
d
en
ts
ca
n
c
h
ec
k
lates
t
l
ea
r
n
in
g
ac
ti
v
it
y
i
n
s
ta
n
tl
y
a
n
d
lead
s
to
f
r
eq
u
e
n
t.
R
esp
o
n
d
en
ts
w
h
o
ar
e
w
o
r
k
i
n
g
lear
n
er
s
f
e
lt
t
h
at
lear
n
in
g
t
h
r
o
u
g
h
s
m
ar
tp
h
o
n
e
b
ec
o
m
e
e
f
f
icien
t
i
n
u
s
es
o
f
ti
m
e.
T
h
e
p
o
p
u
lar
it
y
o
f
u
s
in
g
m
o
b
i
le
d
ev
ices
ar
e
i
n
cr
ea
s
ed
b
ec
au
s
e
ea
s
e
o
f
u
s
e
an
d
a
v
ai
lab
ilit
y
o
f
w
ir
eles
s
tech
n
o
lo
g
y
at
m
o
s
t
p
lace
s
h
as
r
ed
u
ce
d
lear
n
in
g
d
is
tr
ac
tio
n
s
.
So
m
e
o
f
r
esp
o
n
d
e
n
ts
th
e
r
es
p
o
n
d
en
ts
in
d
icate
d
w
ir
ele
s
s
tec
h
n
o
lo
g
ies
ea
s
e
o
f
u
s
e
s
a
n
d
en
j
o
y
m
e
n
t
h
as
p
r
o
m
o
ted
th
e
u
s
e
o
f
m
o
b
ile
d
ev
ices
i
n
e
-
lear
n
i
n
g
co
m
m
u
n
it
y
.
R
e
s
p
o
n
d
en
ts
h
a
v
e
v
a
lu
ed
m
o
b
ili
t
y
a
s
o
n
e
e
s
s
e
n
tial
co
m
p
o
n
en
t
to
b
e
in
t
eg
r
ated
to
i
m
p
r
o
v
e
lear
n
er
s
‟
e
n
g
ag
e
m
e
n
t i
n
e
-
lear
n
in
g
co
m
m
u
n
it
y
.
4
.
3
Act
iv
e
le
a
rning
E
-
lear
n
i
n
g
en
s
u
r
es
q
u
al
it
y
i
n
ed
u
ca
tio
n
s
i
n
ce
e
-
lear
n
i
n
g
co
m
m
u
n
it
y
p
r
o
v
id
es
ac
tiv
e
lear
n
in
g
.
A
cti
v
e
lear
n
in
g
i
s
e
m
p
h
a
s
is
i
n
g
r
ec
ip
r
o
ca
l
v
al
u
e
an
d
s
y
n
c
h
r
o
n
o
u
s
i
n
ter
ac
tio
n
s
.
R
esp
o
n
d
en
ts
m
e
n
ti
o
n
ed
th
at
th
e
y
ab
le
to
lear
n
p
o
s
itiv
el
y
t
h
r
o
u
g
h
t
w
o
w
a
y
s
in
ter
ac
tio
n
an
d
r
ec
ip
r
o
ca
l
v
alu
ed
ac
tiv
e
to
p
r
o
v
id
e
f
aster
f
ee
d
b
ac
k
s
.
Feed
b
ac
k
s
g
i
v
e
n
b
y
ed
u
ca
to
r
s
an
d
lear
n
er
s
d
ee
p
en
ed
th
e
u
n
d
er
s
ta
n
d
in
g
a
n
d
lear
n
in
g
f
elt
th
at
t
h
e
y
f
r
o
m
o
th
er
s
v
ie
w
s
a
n
d
th
o
u
g
h
ts
.
Fo
r
in
s
tan
ce
,
lear
n
er
s
a
n
d
ed
u
ca
to
r
s
g
iv
e
n
ad
eq
u
ate
f
ee
d
b
ac
k
in
clar
i
f
y
id
ea
s
,
d
is
cu
s
s
i
n
g
id
ea
s
,
a
n
d
r
ef
lecte
d
a
n
d
i
m
p
r
o
v
ed
lear
n
i
n
g
.
Feed
b
ac
k
s
i
n
s
y
n
c
h
r
o
n
o
u
s
m
o
d
e
w
h
ic
h
is
r
ea
l
-
in
ter
ac
tio
n
s
ar
e
h
elp
f
u
l
i
n
i
n
s
tan
t
d
ec
is
io
n
m
a
k
i
n
g
.
R
esp
o
n
d
en
ts
w
a
n
ts
s
y
n
ch
r
o
n
o
u
s
m
o
d
e
d
u
r
in
g
lear
n
in
g
p
r
o
ce
s
s
f
o
r
a
ti
m
el
y
,
co
m
p
r
e
h
en
s
i
v
e,
an
d
c
o
n
s
tr
u
cti
v
e
an
d
a
d
eq
u
atel
y
f
ee
d
b
ac
k
.
R
esp
o
n
d
e
n
ts
m
e
n
tio
n
ed
th
a
t
s
y
n
ch
r
o
n
o
u
s
m
o
d
e
i
m
p
r
o
v
es
s
atis
f
ac
tio
n
a
n
d
e
f
f
ic
ien
c
y
i
n
ti
m
e
to
co
m
m
u
n
icate
a
n
d
all
g
r
o
u
p
m
e
m
b
er
s
h
av
e
to
b
e
th
er
e
an
d
c
o
m
m
it
to
w
ar
d
g
r
o
u
p
w
o
r
k
.
D
u
r
in
g
th
e
s
y
n
ch
r
o
n
o
u
s
m
o
d
e,
r
esp
o
n
d
en
ts
ar
e
n
o
t
r
eq
u
ir
ed
t
o
b
e
at
th
e
s
a
m
e
p
lace
to
p
r
o
ce
ed
l
ea
r
n
in
g
.
T
h
e
co
n
s
tr
u
cti
v
e
a
n
d
in
f
o
r
m
ati
v
e
f
ee
d
b
ac
k
r
ec
eiv
e
d
h
as
a
n
i
m
p
ac
t
o
n
lear
n
er
‟
s
p
ar
ticip
atio
n
.
R
esp
o
n
d
en
t
s
b
eliev
e
th
r
o
u
g
h
p
ar
ticip
atin
g
i
n
e
-
lear
n
i
n
g
co
m
m
u
n
i
t
y
h
as
e
m
p
o
w
e
r
lear
n
er
s
an
d
lead
s
to
ac
tiv
e
l
ea
r
n
in
g
.
A
cti
v
e
lear
n
in
g
h
as
tu
r
n
ed
t
h
e
r
esp
o
n
d
en
ts
f
r
o
m
p
ass
iv
e
lear
n
er
to
ac
tiv
e
lear
n
er
s
b
y
b
ei
n
g
co
n
t
en
t
p
r
o
v
id
er
.
R
esp
o
n
d
en
ts
ac
tiv
el
y
s
ea
r
ch
i
n
g
in
f
o
r
m
a
tio
n
,
p
ar
ticip
ate
in
th
e
d
is
cu
s
s
io
n
s
,
cr
ea
tes
n
e
w
id
ea
s
,
ex
p
an
d
ed
lear
n
in
g
n
et
w
o
r
k
in
g
,
ta
k
e
p
ar
t
in
g
r
o
u
p
d
is
cu
s
s
io
n
to
i
m
p
r
o
v
e
th
e
lear
n
in
g
e
x
p
er
ien
ce
.
T
h
is
h
a
s
e
m
p
o
w
er
ed
in
d
i
v
id
u
al
s
k
i
lls
to
b
e
p
r
o
ac
tiv
e
an
d
lead
s
to
r
ea
l
in
ter
ac
ti
v
it
y
.
I
n
lear
n
in
g
ac
ti
v
itie
s
,
lear
n
er
s
ar
e
en
g
a
g
ed
in
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
th
r
o
u
g
h
g
r
o
u
p
a
s
s
i
g
n
m
e
n
ts
,
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
a
n
d
ca
s
e
s
t
u
d
ies.
R
e
s
p
o
n
d
en
t
s
i
n
d
icate
d
in
t
er
ac
tio
n
s
a
n
d
co
m
m
u
n
icatio
n
s
a
m
o
n
g
lear
n
er
s
i
m
p
r
o
v
e
th
e
ir
lear
n
er
s
‟
en
g
ag
e
m
en
t.
4
.
4
Co
lla
bo
ra
t
iv
e
lea
rning
T
h
e
in
tr
o
d
u
ctio
n
o
f
e
-
lear
n
i
n
g
in
ed
u
ca
tio
n
al
i
n
s
tit
u
tio
n
s
lead
s
to
b
etter
co
llab
o
r
ativ
e
lear
n
i
n
g
.
R
esp
o
n
d
en
ts
b
elie
v
e
th
at
co
lla
b
o
r
ativ
e
lear
n
i
n
g
i
s
b
en
e
f
icial
an
d
m
u
s
t
h
a
v
e
ad
d
ed
to
e
-
lea
r
n
in
g
co
m
m
u
n
it
y
.
C
o
llab
o
r
ativ
e
lear
n
in
g
is
a
n
a
ctiv
e
e
x
c
h
an
g
e
o
f
id
ea
s
w
it
h
i
n
g
r
o
u
p
s
ab
le
to
p
r
o
m
o
te
lear
n
er
s
‟
e
n
g
a
g
e
m
en
t.
I
s
o
v
er
co
m
es
i
s
o
latio
n
,
p
r
o
m
o
te
s
k
n
o
w
led
g
e
co
n
s
tr
u
ctio
n
,
f
a
cilitates
g
r
o
u
p
w
o
r
k
,
tea
m
wo
r
k
in
g
an
d
e
n
s
u
r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4752
I
n
d
o
n
esia
n
J
E
lec
E
n
g
&
C
o
m
p
Sci,
Vo
l
.
1
2
,
No
.
2
,
No
v
e
m
b
er
201
8
:
5
5
6
–
5
6
1
560
lear
n
er
s
ar
e
ac
tiv
el
y
co
m
m
u
n
icatin
g
an
d
in
ter
ac
t
in
g
.
Fo
r
in
s
tan
ce
,
a
g
r
o
u
p
-
b
ased
ac
tiv
it
y
p
r
o
m
o
tes
f
r
eq
u
e
n
t
in
ter
ac
tio
n
s
an
d
co
m
m
u
n
icat
i
o
n
s
a
m
o
n
g
lear
n
er
s
to
ac
co
m
p
lis
h
g
r
o
u
p
w
o
r
k
a
n
d
in
cr
ea
s
e
l
ea
r
n
er
s
‟
i
n
ter
ac
tio
n
i
m
p
r
o
v
es
s
o
cial
co
n
n
ec
tio
n
s
an
d
co
m
p
r
eh
en
d
s
lear
n
er
s
t
h
i
n
k
i
n
g
.
R
esp
o
n
d
e
n
ts
i
n
v
o
lv
ed
an
d
m
o
s
tl
y
s
ati
s
f
y
w
h
e
n
lear
n
i
n
g
t
h
r
o
u
g
h
co
llab
o
r
ativ
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
g
iv
e
s
t
h
e
m
a
b
etter
o
u
tp
u
t
i
n
lear
n
i
n
g
w
i
th
in
a
li
m
ited
ti
m
e.
B
esid
es
t
h
a
t,
r
esp
o
n
d
en
ts
a
g
r
ee
d
th
at
co
llab
o
r
atio
n
is
ab
le
to
f
o
s
ter
k
n
o
w
l
ed
g
e
ac
q
u
is
itio
n
as
ex
ch
a
n
g
e
ex
p
er
ien
ce
o
r
id
ea
s
,
ex
p
lo
r
in
g
id
ea
s
o
n
th
eir
o
w
n
an
d
to
lead
s
to
a
s
en
s
e
o
f
b
elo
n
g
i
n
g
a
n
d
s
o
cializa
tio
n
.
R
esp
o
n
d
en
ts
m
e
n
tio
n
ed
th
at
th
e
y
h
av
e
lear
n
ed
f
aster
t
h
r
o
u
g
h
co
llab
o
r
ativ
e
w
o
r
k
to
g
et
m
o
r
e
in
f
o
r
m
atio
n
a
n
d
id
ea
s
f
r
o
m
a
n
e
x
p
er
ien
ce
lear
n
er
i
n
o
t
h
er
s
p
er
s
p
ec
tiv
e
s
p
ec
i
f
ic
f
ield
.
C
o
llab
o
r
atio
n
w
o
r
k
allo
w
s
th
e
e
x
c
h
an
g
e
o
f
id
ea
s
an
d
p
r
o
v
id
es
n
u
m
er
o
u
s
p
a
tter
n
o
f
i
n
ter
ac
tio
n
to
ac
q
u
ir
e
n
e
w
k
n
o
w
led
g
e.
C
o
llab
o
r
ativ
e
w
o
r
k
s
s
u
p
p
o
r
ted
b
y
tec
h
n
o
lo
g
ies
i
n
e
-
lear
n
i
n
g
s
u
ch
a
s
o
n
li
n
e
d
is
c
u
s
s
io
n
s
b
o
ar
d
,
c
o
m
m
e
n
ti
n
g
,
ch
ats
a
n
d
e
m
ail
s
u
p
p
o
r
t
as
y
n
ch
r
o
n
o
u
s
an
d
s
y
n
c
h
r
o
n
o
u
s
i
n
t
er
ac
tio
n
in
e
-
lear
n
i
n
g
.
C
o
llab
o
r
ativ
e
lear
n
i
n
g
v
ia
e
-
lear
n
i
n
g
tu
r
n
s
lear
n
in
g
to
b
e
m
o
r
e
p
r
o
d
u
ctiv
e
th
r
o
u
g
h
g
o
o
d
r
ap
p
o
r
t
am
o
n
g
g
r
o
u
p
m
e
m
b
er
,
lear
n
er
s
ab
le
to
in
ter
ac
t
w
it
h
o
th
er
s
to
e
x
p
r
ess
th
eir
id
ea
s
an
d
o
p
in
io
n
s
an
d
cr
ea
tio
n
o
f
lear
n
i
n
g
a
co
m
m
u
n
it
y
.
5
.
CO
NCLUS
I
O
N
E
-
lear
n
i
n
g
is
t
h
e
w
id
el
y
i
m
p
le
m
en
ted
at
ed
u
ca
tio
n
al
i
n
s
tit
u
ti
o
n
s
,
is
s
u
es
o
n
h
o
w
to
i
m
p
r
o
v
e
lear
n
er
s
‟
en
g
a
g
e
m
en
t
i
n
e
-
lear
n
i
n
g
co
m
m
u
n
it
y
i
s
b
ec
o
m
e
i
m
p
er
at
iv
e.
T
h
er
ef
o
r
e,
id
en
ti
f
y
in
g
t
h
e
co
m
p
o
n
e
n
t
s
o
f
p
ar
ticip
ato
r
y
e
n
g
a
g
e
m
en
t le
ar
n
in
g
i
s
a
n
ef
f
o
r
t to
p
r
o
m
o
te
le
ar
n
er
s
‟
e
n
g
ag
e
m
e
n
t
w
i
th
i
n
e
-
l
ea
r
n
in
g
co
m
m
u
n
it
y
.
I
n
o
r
d
er
to
im
p
r
o
v
e
en
g
ag
e
m
en
t,
lear
n
er
s
p
r
ef
er
r
ed
to
lear
n
in
co
n
v
e
n
ie
n
ce
an
d
ef
f
icie
n
t
ti
m
e.
T
h
e
tr
en
d
o
f
u
s
a
g
e
o
f
m
o
b
ile
d
ev
ices
h
as
c
h
an
g
ed
th
e
w
a
y
o
f
lear
n
i
n
g
wh
er
eb
y
lear
n
i
n
g
th
r
o
u
g
h
m
o
b
il
e
d
ev
ices
a
s
o
n
e
o
f
w
a
y
to
i
m
p
r
o
v
e
lear
n
er
s
en
g
ag
e
m
e
n
t.
E
a
s
y
ac
ce
s
s
to
m
u
ltip
le
o
f
lear
n
in
g
r
e
s
o
u
r
c
es
ch
a
n
g
ed
lear
n
er
s
in
d
ep
en
d
en
c
y
f
o
r
m
ed
u
ca
to
r
s
to
th
e
m
s
el
v
es
a
n
d
p
ar
ticip
ate
m
o
r
e
i
n
e
-
lear
n
i
n
g
co
m
m
u
n
it
y
an
d
lear
n
in
g
t
u
r
n
s
to
ac
tiv
e
lear
n
in
g
.
I
C
T
h
as
c
o
n
n
ec
ted
t
h
e
lear
n
er
s
an
d
lea
r
n
in
g
t
u
r
n
in
to
s
o
cial
ap
p
r
o
ac
h
an
d
lear
n
er
s
ar
e
p
r
ef
er
r
ed
to
co
llab
o
r
ate
w
it
h
ea
ch
o
th
er
to
p
r
o
d
u
ce
n
e
w
k
n
o
w
led
g
e
an
d
u
n
d
er
s
tan
d
lear
n
in
g
.
T
h
e
id
en
ti
f
ied
co
m
p
o
n
e
n
t
s
o
f
p
ar
ticip
ato
r
y
en
g
a
g
e
m
en
t
lear
n
i
n
g
ar
e
i
m
p
o
r
tan
t
to
ass
is
ti
n
g
lear
n
er
s
f
r
eq
u
en
tl
y
in
ter
ac
tin
g
w
it
h
an
o
t
h
er
lear
n
er
th
r
o
u
g
h
co
llab
o
r
atin
g
w
i
th
i
n
e
-
lea
r
n
in
g
co
m
m
u
n
it
y
.
P
ar
ticip
ato
r
y
e
n
g
ag
e
m
e
n
t
i
s
ex
p
ec
ted
to
b
r
in
g
d
y
n
a
m
ic
l
ea
r
n
in
g
a
n
d
b
r
in
g
m
o
r
e
b
en
ef
its
in
e
-
lear
n
in
g
ec
o
s
y
s
te
m
as
w
ell
as
m
o
r
e
p
ar
ticip
an
ts
in
to
e
-
lear
n
in
g
co
m
m
u
n
it
y
.
T
h
e
li
m
itatio
n
s
o
f
t
h
is
r
esear
ch
ar
e
t
h
e
f
in
d
i
n
g
s
m
i
g
h
t
n
o
t
g
en
er
alize
b
e
y
o
n
d
th
i
s
s
tu
d
y
.
T
h
is
s
t
u
d
y
f
o
cu
s
es
o
n
ter
tiar
y
lear
n
er
s
t
h
u
s
t
h
e
co
m
p
o
n
en
ts
o
f
p
ar
ticip
ato
r
y
e
n
g
ag
e
m
e
n
t
m
i
g
h
t
b
e
d
if
f
er
en
t
in
a
n
o
t
h
er
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
B
esid
es
th
at,
th
e
l
iter
at
u
r
e
r
ev
ie
w
is
li
m
ited
f
r
o
m
2
0
1
3
u
n
til
2
0
1
7
f
o
r
m
s
e
v
er
al
d
atab
ases
s
u
c
h
as
E
ls
e
v
ier
,
S
cien
ce
Dir
ec
t,
an
d
I
E
E
E
.
Fo
r
f
u
r
t
h
er
w
o
r
k
,
th
i
s
r
esear
ch
c
an
b
e
ex
ten
d
ed
to
e
m
p
ir
ical
in
v
est
ig
at
io
n
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27
[4
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h
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ra
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p
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o
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m
p
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ter S
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;
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[5
]
M
o
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,
&
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m
,
A
.
(2
0
1
5
).
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In
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5
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[6
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.
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De
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.
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.
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0
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)
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7
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6
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[7
]
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u
tl
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,
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irk
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).
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ICL
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,
2
0
5
–
2
1
4
.
[8
]
F
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ld
m
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n
B.
(2
0
1
4
)
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w
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4
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p
p
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[9
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a
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a
M
a
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so
r,
K.
(
2
0
1
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).
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e
b
2
.
0
tec
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.
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
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n
J
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4752
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o
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t wi
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mmu
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N
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tr
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h
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ro
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z
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NH
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Ha
ru
n
.
A
(2
0
1
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)
“
A
Co
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c
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p
tu
a
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M
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v
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l
1
1
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p
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2
5
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1
]
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a
rz
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n
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b
k
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k
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,
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n
d
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&
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ig
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n
c
ia,
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.
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0
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.
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y
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u
e
s
in
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In
ter
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l
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c
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fer
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c
e
(
V
o
l
.
4
,
p
p
.
6
9
–
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9
).
[1
2
]
L
iu
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T
se
n
g
KH
&
W
u
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A
P
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c
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to
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rn
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F
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il
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it
h
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se
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rc
h
a
n
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Pra
c
ti
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c
h
n
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n
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d
L
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rn
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g
(
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).
2
0
1
7
:
8
(1
);
1
2
9
-
1
5
1
.
[1
3
]
L
ia
w
,
M
a
ri
m
u
th
u
RA
&
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ris
M
.
In
tera
c
ti
v
e
c
h
a
ll
e
n
g
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s
in
On
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c
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o
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g
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rn
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th
ro
u
g
h
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se
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o
c
ial
Ne
tw
o
rk
.
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o
u
rn
a
l
Cre
a
ti
v
e
Pra
c
ti
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in
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n
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u
a
g
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L
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rn
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a
n
d
T
e
a
c
h
in
g
(
CPL
T
)
.
2
0
1
4
:
2
(2
);
2
7
–
3
7
.
[1
4
]
Ku
ju
r,
F
.
,
&
S
in
g
h
,
S
.
(
2
0
1
7
)
.
En
g
a
g
in
g
Cu
sto
m
e
rs
T
h
ro
u
g
h
On
li
n
e
P
a
rti
c
ip
a
ti
o
n
I
n
S
o
c
ial
Ne
tw
o
rk
in
g
S
it
e
s.
Asia
Pa
c
if
ic M
a
n
a
g
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me
n
t
Rev
iew
,
22
(
1
),
1
6
–
2
4
.
[1
5
]
L
in
g
,
T
.
M
.
,
&
Ha
ru
n
,
J.
(
2
0
1
4
).
I
n
stru
c
ti
o
n
a
l
S
c
a
ff
o
ld
in
g
in
On
li
n
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C
o
ll
a
b
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ra
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e
L
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rn
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En
v
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m
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e
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stru
c
ti
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n
Am
o
n
g
En
g
in
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e
rin
g
S
tu
d
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n
ts.
2
0
1
4
IE
EE
6
t
h
I
n
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
E
n
g
i
n
e
e
rin
g
Ed
u
c
a
ti
o
n
,
4
0
–
4
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.