T
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p
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t
r
on
ics
an
d
Cont
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ol
Vol.
18
,
No.
3
,
J
une
2020
,
pp.
13
61
~
13
67
I
S
S
N:
1693
-
6930,
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DO
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12928/
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I
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:
1693
-
6930
T
E
L
KO
M
NI
KA
T
e
lec
omm
un
C
omput
E
l
C
ontr
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l
,
Vol.
18
,
No
.
3
,
J
une
2020:
13
61
-
13
67
1362
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o
f
t
h
i
s
s
t
u
d
y
i
s
t
o
p
r
o
v
i
d
e
e
m
p
i
r
i
c
a
l
e
v
i
d
e
n
c
e
o
f
K
I
u
s
i
n
g
e
L
M
S
i
n
o
n
e
o
f
t
h
e
u
n
i
v
e
r
s
i
t
i
e
s
i
n
I
r
a
q
f
r
o
m
t
h
e
s
e
t
h
r
e
e
s
k
i
l
l
s
-
l
e
a
r
n
i
n
g
,
t
h
i
n
k
i
n
g
a
n
d
d
e
c
i
s
i
o
n
m
a
k
i
n
g
.
R
e
view
of
e
L
M
S
e
-
L
e
a
r
ning
ha
s
be
c
ome
a
n
int
e
gr
a
l
pa
r
t
of
moder
n
e
duc
a
ti
on,
a
s
it
of
f
e
r
s
diver
s
e
mea
ns
f
or
s
tudents
'
to
a
c
c
e
s
s
a
nd
manipulate
inf
or
mation
a
nd
de
ve
lop
ne
w
knowle
dge
[
9]
.
T
he
ter
m
‘
e
-
L
e
a
r
ning’
r
e
f
e
r
s
to
lea
r
ning
thr
ough
e
lec
tr
onic
ne
twor
ks
via
the
I
nter
ne
t,
whic
h
c
onne
c
ts
the
e
mi
ne
nt
a
c
a
de
mi
c
ians
a
nd
lea
r
ne
r
s
f
r
om
di
f
f
e
r
e
nt
pa
r
ts
o
f
the
wor
ld
[
1]
.
F
indi
ng
s
yielde
d
by
e
xtant
s
tudi
e
s
in
thi
s
f
ield
r
e
ve
a
led
that
the
im
pleme
ntation
of
e
f
f
e
c
ti
ve
e
L
M
S
c
a
n
p
r
omot
e
a
c
a
de
mi
c
a
c
hieve
ment
a
nd
int
e
r
e
s
t
in
lea
r
ning
[
10]
.
e
L
M
S
s
uppor
ts
c
oll
a
bor
a
ti
ve
lea
ning
methods
,
whic
h
r
e
f
e
r
s
to
a
c
oll
a
bor
a
ti
ve
a
c
ti
vit
y
of
two
or
mor
e
lea
r
ne
r
s
who
a
r
e
wor
king
on
a
c
hieving
c
oll
e
c
ti
ve
goa
ls
th
r
ough
the
e
xc
ha
nge
of
knowle
dge
,
l
e
a
r
ning,
a
nd
r
e
a
c
hing
a
c
ons
e
ns
us
[
11]
.
As
a
r
e
s
ult
,
e
L
M
S
ha
s
a
n
im
por
tant
i
mpac
t
on
the
higher
e
duc
a
ti
on
[
12]
.
T
he
main
a
dva
ntage
s
of
im
pleme
nti
ng
e
-
L
e
a
r
ning
in
higher
e
duc
a
ti
on
include
in
f
or
m
a
ti
on
a
c
c
e
s
s
ibi
li
ty,
e
f
f
icie
nt
int
e
r
a
c
ti
ons
,
im
pr
ove
d
c
oope
r
a
ti
on
a
nd
c
o
ll
a
bor
a
ti
on,
c
os
t
-
e
f
f
icie
nc
y,
a
nd
a
da
ptabili
ty
[1
2]
.
Ac
c
or
ding
to
S
olangi
[
13]
,
e
L
M
S
be
ne
f
it
s
f
r
o
m
t
he
e
xploi
tation
of
a
dva
nc
e
d
innovations
,
s
uc
h
a
s
tabl
e
ts
,
s
mar
tphones
,
br
oa
dba
nd
I
nter
ne
t,
a
nd
s
oc
ial
media
,
a
ll
of
whic
h
ha
ve
pr
ovided
a
f
f
o
r
da
ble
lea
r
n
ing
oppor
tuni
ti
e
s
f
o
r
s
tudents
a
nyti
me
f
r
om
a
nywhe
r
e
.
Nume
r
ous
s
tudi
e
s
,
s
uc
h
a
s
[
14
-
16]
,
ha
ve
be
e
n
c
onduc
ted
on
e
L
M
S
a
ppli
c
a
t
ions
in
I
r
a
q.
F
ur
ther
mor
e
,
s
ome
a
uthor
s
ha
ve
a
ls
o
e
xa
mi
ne
d
ba
r
r
ier
s
to
e
L
M
S
a
dopti
on
in
higher
e
duc
a
ti
on
in
I
r
a
q
a
nd
other
c
ountr
ies
[9
,
12
,
17,
18
]
.
Know
ledge
mana
ge
ment
Know
ledge
man
a
ge
ment
(
KM
)
is
typi
c
a
ll
y
de
f
in
e
d
a
s
the
a
r
t
o
f
de
ployi
ng
knowle
dge
a
s
s
e
ts
by
c
r
e
a
ti
ng,
s
ha
r
ing,
c
oll
e
c
ti
ng,
a
nd
a
ggr
e
ga
ti
ng
kno
wle
dge
va
luable
to
the
o
r
ga
niza
ti
on
to
e
nha
nc
e
e
mpl
oye
e
c
ompete
nc
ies
[
4]
.
W
he
n
e
xa
mi
ning
KM
,
it
is
im
p
or
tant
to
d
is
ti
nguis
h
be
twe
e
n
tac
it
a
nd
e
xpli
c
it
kn
owle
dge
,
a
s
the
f
o
r
mer
is
s
im
ply
the
knowle
dge
ga
ther
e
d
f
r
om
e
xpe
r
ienc
e
,
making
it
dif
f
icult
to
doc
ument
a
n
d
tr
a
ns
f
e
r
to
other
s
[
19]
.
On
the
other
ha
nd,
e
xpli
c
it
knowl
e
dge
c
a
n
be
e
a
s
il
y
unde
r
s
tood,
c
omm
un
ica
ted
a
n
d
s
ha
r
e
d,
a
nd
thus
a
ppli
e
d
in
pr
a
c
ti
c
e
[
20]
.
T
he
r
e
lations
hip
be
twe
e
n
e
xpli
c
it
a
nd
tac
it
knowle
dge
[
21
]
invo
lves
f
our
modes
of
knowle
dge
c
onve
r
s
ion,
a
s
indi
c
a
ted
by
the
S
E
C
I
(
s
oc
ializa
ti
on,
e
xter
na
li
z
a
ti
on,
c
om
bination,
int
e
r
na
li
z
a
ti
on
)
model
s
hown
in
F
igu
r
e
1
.
F
igur
e
1.
T
he
S
E
C
I
model
[
21]
S
oc
ializa
ti
on
(
tac
it
knowle
dge
to
tac
it
knowle
dg
e
tr
a
ns
f
e
r
)
is
a
p
r
oc
e
s
s
of
s
ha
r
ing
e
xpe
r
ienc
e
s
,
whic
h
c
r
e
a
tes
tac
it
knowle
dge
,
s
uc
h
a
s
s
ha
r
e
d
menta
l
models
a
nd
tec
hnica
l
s
kil
ls
.
T
his
is
don
e
thr
ough
pr
a
c
ti
c
e
,
im
it
a
ti
on,
a
nd
obs
e
r
va
ti
on.
E
xte
r
na
li
z
a
ti
on
(
tac
it
knowle
dge
to
e
xpli
c
it
knowle
dge
c
on
ve
r
s
ion)
,
on
the
other
ha
nd,
r
e
late
s
to
models
a
nd
hypo
thes
e
s
or
c
onc
e
pts
.
C
ombi
na
ti
on
(
e
xpli
c
it
know
ledge
to
e
xpli
c
it
knowle
dge
)
invol
ve
s
c
ombi
ning
dif
f
e
r
e
nt
bodies
o
f
e
xpli
c
it
knowle
dge
,
while
int
e
r
n
a
li
z
a
ti
on
(
e
xpli
c
it
knowle
dge
to
tac
it
knowle
dge
c
onve
r
s
io
n)
is
a
pr
oc
e
s
s
of
e
mbodyi
ng
e
xpli
c
it
knowle
dge
int
o
tac
it
knowle
dge
a
nd
is
c
los
e
ly
r
e
late
d
to
“
lea
r
ning
by
doing”
[
22
]
.
T
he
knowle
dge
s
pir
a
l
in
F
igur
e
1
s
hows
how
knowle
dge
is
tr
a
ns
f
or
med
f
r
om
tac
it
to
e
xpli
c
it
a
nd
then
a
ga
in
to
tac
it
du
r
ing
va
r
ious
pha
s
e
s
of
k
n
owle
dge
Evaluation Warning : The document was created with Spire.PDF for Python.
T
E
L
KO
M
NI
KA
T
e
lec
omm
un
C
omput
E
l
C
ontr
o
l
K
now
ledge
int
e
r
nali
z
ati
on
in
e
-
lear
ning
manage
me
nt
s
y
s
tem
(
Z
ahr
aa
A
be
d
A
lj
as
im
M
uhis
n
)
1363
s
ha
r
ing.
T
he
s
e
pha
s
e
s
s
hould
be
im
pleme
nted
in
s
e
que
nc
e
to
e
ns
ur
e
that
tac
it
knowle
dge
c
a
n
be
tr
a
ns
f
e
r
r
e
d
f
r
om
a
n
e
xpe
r
t
to
a
novice
[
21]
.
I
nter
na
li
z
a
ti
on
in
e
L
M
S
T
he
int
e
r
na
li
z
a
ti
on
pr
oc
e
s
s
oc
c
ur
s
whe
n
the
c
om
plex
a
nd
s
tr
uc
tur
e
d
e
xpli
c
it
knowle
dge
be
c
omes
tac
it
knowle
dge
a
t
or
ga
niza
ti
ona
l
leve
l
via
th
e
c
ombi
na
ti
on
pr
oc
e
s
s
[
23]
.
Ac
c
or
ding
to
Kolb
[
24]
,
thi
s
or
ga
niza
ti
ona
l
knowle
dge
he
lps
indi
viduals
s
ha
r
e
their
e
xpe
r
ienc
e
wi
th
other
indi
viduals
a
nd
a
pply
it
in
r
e
a
l
s
it
ua
ti
ons
or
in
s
im
ulate
d
e
nvir
onments
.
Ne
wly
ga
ined
e
xpe
r
ienc
e
a
ll
ows
a
n
indi
vidual
i
mpr
ove
or
s
tr
e
ngthen
the
e
xis
ti
ng
tac
it
knowle
dge
.
I
n
a
not
he
r
s
tudy
[
25]
,
a
lea
r
ning
model
wa
s
de
ve
loped
that
is
pa
r
ti
c
ular
ly
r
e
leva
nt
to
higher
e
duc
a
ti
on.
T
his
model
c
ontains
f
our
s
teps
that
f
o
r
m
a
c
ont
inuo
us
c
yc
le,
de
noted
a
s
c
onc
r
e
te
e
xpe
r
ienc
e
,
obs
e
r
va
ti
on
a
nd
r
e
f
lec
ti
on
,
f
or
mation
of
a
bs
tr
a
c
t
c
onc
e
pts
,
a
nd
c
onc
e
pt
tes
ti
ng
in
r
e
a
l
s
it
ua
ti
ons
.
T
he
model
e
xplains
that
lea
r
ning
be
gins
thr
ough
s
e
lf
-
e
xpe
r
ienc
e
or
e
xpe
r
ienc
e
o
f
other
indi
viduals
ba
s
e
d
on
or
ga
niza
ti
ona
l
knowle
dge
.
T
he
ne
xt
s
tep
invol
ve
s
a
s
s
e
s
s
ment
of
the
e
f
f
e
c
ts
of
a
c
ti
ons
ba
s
e
d
on
a
ppli
c
a
ti
on
of
pr
e
vious
e
xpe
r
ienc
e
s
in
s
im
il
a
r
s
it
ua
ti
ons
.
Ne
xt,
indi
viduals
’
a
r
e
r
e
quir
e
d
to
s
e
lec
t
the
mos
t
a
ppr
opr
iate
a
c
ti
ons
thr
ough
the
e
xpe
r
ienc
e
s
in
dif
f
e
r
e
nt
s
it
ua
ti
ons
,
whic
h
will
f
or
m
the
ba
s
ic
p
r
inci
ples
f
or
f
utur
e
guidanc
e
.
T
he
f
inal
s
tep
invol
ve
s
the
a
ppli
c
a
ti
on
of
thes
e
pr
incip
les
to
ne
w
r
e
late
d
s
it
ua
ti
ons
.
T
he
outcome
o
f
the
a
ppl
ica
ti
on
im
pr
ove
s
a
nd
c
om
pli
ments
indi
vidual’
s
ta
c
it
knowle
dge
.
M
or
e
ove
r
,
it
s
e
f
f
e
c
ts
igni
te
a
ne
w
lea
r
ning
p
r
oc
e
s
s
that
e
leva
tes
the
invol
ve
d
indi
viduals
’
tac
it
knowle
dge
.
T
he
t
r
a
ns
it
ion
thr
ough
di
f
f
e
r
e
nt
knowle
dge
leve
ls
de
ter
mi
ne
s
the
e
f
f
e
c
ti
ve
ne
s
s
of
the
indi
vidual’
s
tac
it
knowle
dge
[
26,
27
]
.
T
he
s
e
c
onti
nuous
s
teps
lea
d
towa
r
ds
a
ne
w
dyna
mi
c
knowle
dge
c
r
e
a
ti
on
a
t
indi
vidual,
gr
oup,
a
nd
or
ga
niza
ti
ona
l
leve
l.
B
a
s
e
d
on
the
e
xpe
r
ienc
e
-
ba
s
e
d
lea
r
ning
model,
c
a
n
be
s
ur
mi
s
e
d
that
the
int
e
r
n
a
li
z
a
ti
on
pr
oc
e
s
s
c
ons
is
ts
of
tr
a
ns
f
e
r
r
ing
a
nd
s
ha
r
ing
o
f
c
omp
r
e
he
ns
ive
a
nd
s
tr
uc
tur
e
d
o
r
ga
niza
ti
ona
l
e
xpli
c
it
knowle
dge
,
whic
h
is
then
or
ga
nize
d
int
o
indi
vidua
l’
s
tac
it
knowle
dge
,
ther
e
by
s
tr
e
ngthening
the
e
xis
t
ing
tac
it
knowle
dge
a
nd
ge
ne
r
a
ti
ng
ne
w
tac
it
knowle
dge
a
mong
indi
viduals
in
the
or
ga
niza
ti
on
.
I
n
the
s
tudy
f
oc
us
ing
on
the
ne
w
in
dus
tr
ial
c
ont
e
xt
[
28]
,
the
a
uthor
s
pr
opos
e
d
a
n
int
e
r
na
li
z
a
ti
on
e
xplor
a
tor
y
f
r
a
mew
or
k
invol
ving
(
1)
o
r
ga
niza
ti
on
a
l
e
xter
na
l
e
nvir
onment,
a
nd
(
2
)
indi
vidual
in
ter
na
l
f
a
c
tor
s
,
both
of
whic
h
de
ter
mi
ne
the
lea
r
ning
li
f
e
c
yc
le
[
25,
27]
.
T
he
a
im
of
thi
s
pr
oc
e
s
s
is
to
r
e
a
li
z
e
kn
owle
dge
int
e
r
na
li
z
a
ti
on
that
e
mphas
ize
s
the
a
bil
it
y
of
a
pplyi
ng
a
s
we
ll
a
s
c
r
e
a
ti
ng
knowle
dge
.
K
nowle
dge
i
nter
na
li
z
a
ti
on
is
r
e
late
d
to
the
a
bil
it
y
to
s
e
e
va
lue
in
the
t
r
a
ns
f
e
r
r
e
d
knowle
dge
,
that
is
,
to
un
de
r
s
tand
knowle
dge
a
s
s
omething
e
f
f
icie
nt
a
nd
us
e
f
ul
f
or
o
r
ga
niza
ti
ona
l
r
outi
ne
s
.
I
nde
e
d
,
e
mpi
r
ica
l
e
videnc
e
i
ndica
tes
that
r
e
c
ognizing
the
va
lue
of
knowle
dge
is
the
p
r
e
mi
s
e
f
or
mot
ivation
to
lea
r
n
[
29]
.
I
n
thi
s
c
ontext,
e
xter
na
l
e
nvir
onment
r
e
f
e
r
s
to
the
e
nvir
onmenta
l
c
ha
nge
s
that
e
xpos
e
indi
viduals
in
the
or
ga
niza
ti
on
to
ne
w
pr
oblems
to
whic
h
t
he
e
xis
ti
ng
s
olut
ions
a
r
e
not
a
ppli
c
a
ble.
T
his
r
e
quir
e
s
or
ga
ni
z
a
ti
ons
to
int
e
r
na
li
z
e
ne
w
knowle
dge
a
mong
e
mpl
oye
e
s
to
ha
ndle
the
c
ha
ll
e
nging
ne
w
e
nvir
onment.
T
s
a
i
a
nd
L
e
e
[
28]
ou
tl
ined
the
be
s
t
a
ppr
oa
c
he
s
to
r
e
s
pond
to
c
ha
nge
s
in
the
e
xter
na
l
e
nvi
r
onment:
−
De
ployi
ng
obs
e
r
va
ti
on
a
nd
tr
y
ing
to
a
s
c
e
r
tain
the
r
e
a
s
ons
be
hind
c
h
a
nge
s
(
obs
e
r
va
ti
on,
know
-
why)
.
−
Unde
r
s
tanding
wha
t
ne
e
ds
to
be
done
a
nd
s
ugge
s
ti
ng
a
ppr
opr
iate
tec
hniques
to
r
e
s
pond
to
the
c
ha
ng
e
s
in
the
e
nvir
onment
(
c
onc
e
pt
f
or
mation
,
know
-
wha
t)
.
−
I
mpl
e
menting
a
ppr
oa
c
he
s
that
a
r
e
mos
t
li
ke
ly
to
a
ddr
e
s
s
the
pr
oblem
in
pr
a
c
ti
c
e
(
tes
ti
ng
c
onc
e
pts
in
r
e
a
l
s
it
ua
ti
ons
,
know
-
how)
−
S
tr
e
ngthening
the
ga
ined
e
xpe
r
ienc
e
s
thr
ough
int
e
r
a
c
ti
ons
with
c
ha
nging
e
nvir
onments
(
c
onc
r
e
te
e
xpe
r
ienc
e
,
c
a
r
e
-
why)
.
How
e
ve
r
,
f
o
r
a
ny
s
tr
a
tegy
to
wor
k
,
indi
viduals
m
us
t
ha
ve
a
de
s
ir
e
to
e
nga
ge
in
the
l
e
a
r
ning
pr
oc
e
s
s
to
c
r
e
a
te
ne
w
knowle
dge
.
I
ndivi
dua
ls
that
ha
ve
a
s
tr
ong
de
s
ir
e
f
or
lea
r
ning
a
r
e
mot
ivate
d
to
a
na
lyze
the
c
ha
nge
s
in
their
e
nvir
onment,
f
ind
the
s
olu
ti
on
to
the
obs
e
r
ve
d
pr
oblems
a
nd
a
pply
thos
e
in
r
e
a
l
s
it
ua
ti
ons
,
thus
f
ur
ther
incr
e
a
s
ing
a
nd
s
tr
e
ngthenin
g
the
e
xis
ti
ng
or
ga
niza
ti
ona
l
knowle
dge
[
28]
.
T
his
lea
r
ning
c
yc
le
r
e
s
ult
s
in
knowle
dge
int
e
r
na
li
z
a
ti
on
that
c
o
mpr
is
e
s
of
the
a
bil
it
y
to
a
ppl
y
a
s
we
ll
a
s
c
r
e
a
te
knowle
dge
.
T
he
c
ompl
e
x
a
nd
s
tr
uc
tur
e
d
e
xpli
c
it
knowle
dge
c
r
e
a
te
d
via
the
c
ombi
na
ti
on
p
r
oc
e
s
s
is
or
ga
nize
d
int
o
lea
r
ne
r
s
’
tac
it
knowle
dge
in
a
c
onti
nuous
c
yc
le
o
f
a
lea
r
ning
theor
y
[
25]
.
I
t
invol
ve
s
:
−
C
onc
r
e
te
e
xpe
r
ienc
e
−
Obs
e
r
va
ti
on
a
nd
r
e
f
lec
ti
on
−
F
or
mation
o
f
a
bs
tr
a
c
t
c
onc
e
pts
a
nd
ge
ne
r
a
li
z
a
ti
on
−
T
e
s
ti
ng
of
the
c
onc
e
pts
’
im
pli
c
a
ti
ons
in
ne
w
s
it
ua
ti
ons
T
he
model
pr
opos
e
d
by
[
25]
is
a
ppr
op
r
iate
f
or
me
a
s
ur
ing
the
le
a
r
ning
pa
tt
e
r
ns
a
nd
tr
a
ini
ng
of
f
e
r
e
d
to
c
omput
e
r
s
c
ienc
e
[
30
]
,
e
nginee
r
ing
[
31
]
,
a
nd
medic
a
l
[
32]
s
tudents
to
i
mpr
ove
their
a
bil
it
y
t
o
c
r
e
a
te
knowle
dge
.
F
or
e
xa
mpl
e
,
S
i
mon
[
30]
us
e
d
the
model
in
de
ter
m
ini
ng
a
lea
r
ne
r
’
s
s
uc
c
e
s
s
in
c
omput
e
r
a
s
s
e
s
s
ment
s
,
while
S
ha
r
p
[
31]
f
ound
that
the
m
ode
l
c
ould
im
p
r
ove
c
oll
a
bor
a
ti
ve
s
kil
ls
a
mong
l
e
a
r
ne
r
s
.
On
the
other
ha
nd,
[
32]
u
ti
li
z
e
d
the
model
to
identif
y
the
mos
t
a
ppr
opr
iate
lea
r
ning
pa
tt
e
r
n
f
o
r
in
c
r
e
a
s
ing
medic
a
l
s
tudents
’
pe
r
f
or
manc
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
1693
-
6930
T
E
L
KO
M
NI
KA
T
e
lec
omm
un
C
omput
E
l
C
ontr
o
l
,
Vol.
18
,
No
.
3
,
J
une
2020:
13
61
-
13
67
1364
Ac
c
or
ding
to
Ge
r
holm
[
33]
,
tac
it
knowle
dge
in
e
d
uc
a
ti
ona
l
f
ield
is
the
knowle
dge
that
c
ove
r
s
da
il
y
r
outi
ne
s
a
t
the
or
ga
niza
ti
ona
l
leve
l,
the
a
bil
it
y
to
i
nter
pr
e
t
the
lec
tur
e
c
ontent,
a
s
we
ll
a
s
the
de
c
is
ion
making
a
nd
thi
nking
inde
pe
nde
nc
e
the
indi
v
idual
leve
l
.
T
o
s
us
tain
the
c
ompetit
ive
a
dva
ntage
,
or
ga
niza
ti
ona
l
tac
it
knowle
dge
that
is
f
or
med
f
r
om
lea
r
ne
r
s
’
tac
it
kn
owle
dge
s
hould
be
dyna
mi
c
to
f
it
the
mar
ke
t
o
r
i
ndus
tr
ial
ne
e
ds
that
a
r
e
a
lwa
ys
c
ha
n
ging.
F
or
e
xa
mpl
e
Z
e
ng
[
33
]
pos
it
e
d
that
tac
it
knowle
dge
is
c
omp
r
is
e
d
of
two
leve
ls
,
i.
e
.
,
(
1
)
knowle
dge
ga
ined
dir
e
c
tl
y
-
c
r
e
a
ted
thr
ough
the
li
nk
be
twe
e
n
pr
e
vious
tac
it
knowle
dge
a
nd
the
input
in
the
ne
w
s
it
ua
ti
on
,
a
nd
(
2
)
knowle
dge
ga
ined
indi
r
e
c
tl
y
-
thr
ough
the
de
ve
lopm
e
nt
o
f
s
tr
uc
t
ur
e
a
nd
unde
r
s
tanding
ga
ined
by
s
olvi
ng
p
r
oblems
.
I
n
the
e
duc
a
ti
ona
l
c
ontext
,
a
c
c
or
ding
to
Ge
r
holm
[
33]
,
lea
r
ne
r
s
’
tac
it
knowle
dge
is
ga
ined
di
r
e
c
tl
y
by
a
pplyi
ng
the
p
r
e
vious
tac
it
knowle
dge
in
ne
w
s
it
ua
ti
ons
.
I
t
is
a
ls
o
ga
ined
indi
r
e
c
tl
y
dur
ing
the
pr
oblem
-
s
olvi
ng
pr
oc
e
s
s
(
i.
e
.
,
indepe
nde
nc
e
of
lea
r
ning,
indepe
nde
nc
e
of
thi
nking
,
a
nd
ind
e
pe
n
de
nc
e
of
de
c
is
ion
making)
.
B
a
s
e
d
on
the
dis
c
us
s
ion
s
pr
e
s
e
n
ted
thus
f
a
r
,
lea
r
ne
r
s
’
tac
it
knowle
dge
is
mea
s
ur
e
d
in
ter
ms
of
indepe
nde
nc
e
of
lea
r
n
ing,
thi
nking,
a
nd
de
c
is
io
n
making.
e
L
M
S
a
nd
knowle
dge
mana
ge
ment
A
s
tudy
by
[
34
]
,
po
int
e
d
out
that
e
L
M
S
c
ons
ider
e
d
a
n
e
f
f
e
c
ti
ve
tool
f
o
r
a
c
quir
ing
knowle
dge
be
c
a
us
e
it
he
lps
to
e
xtr
a
c
t
the
im
pli
c
it
knowl
e
dge
in
or
de
r
to
im
p
r
ove
the
e
xc
ha
nge
o
f
kn
owle
dge
.
On
the
other
ha
nd,
S
hr
e
s
tha
a
nd
Kim
[
35]
a
r
e
of
view
that
e
L
M
S
us
e
r
s
s
hould
a
dopt
KM
a
nd
a
pply
KM
tec
hniques
to
the
e
L
M
S
s
ys
tem
to
im
pr
ove
a
nd
e
nha
nc
e
the
e
-
L
e
a
r
ning
pr
oc
e
s
s
.
Ac
c
or
ding
to
T
e
s
s
ier
a
nd
Da
lki
r
[
36
]
,
KM
s
ys
tem
c
ontent
c
a
n
f
unc
ti
on
or
be
c
ons
ider
e
d
a
s
a
n
e
-
L
e
a
r
ning
c
ontent
r
e
pos
it
or
y,
a
s
in
both
c
a
s
e
s
us
e
r
s
mus
t
r
e
gis
ter
to
a
c
c
e
s
s
r
e
le
va
nt
inf
o
r
mation.
As
Ga
ble
[
37]
point
e
d
out,
e
L
M
S
c
a
n
be
us
e
d
to
a
c
hieve
the
S
E
C
I
model
of
knowle
dge
tr
a
ns
f
e
r
,
a
s
de
s
c
r
ibed
in
the
mos
t
wide
ly
us
e
d
KM
model.
A
s
tudy
by
[
8]
,
r
e
ve
a
led
the
c
ompar
e
d
the
f
unc
ti
ona
li
t
ies
of
KM
a
nd
e
L
M
S
,
a
s
we
ll
a
s
e
xplor
e
d
the
r
e
lations
hip
be
twe
e
n
thes
e
two
domain
s
.
T
he
y
f
ound
that,
in
e
duc
a
ti
ona
l
c
ontexts
,
int
e
r
na
li
z
a
ti
on
r
e
quir
e
s
or
ga
niza
ti
on
of
e
xpli
c
it
knowle
dge
f
or
med
th
r
ou
gh
dis
c
us
s
ion
s
a
mong
lec
tur
e
r
s
a
nd
lea
r
ne
r
s
to
t
r
a
ns
f
or
m
tea
c
hing
mate
r
ials
int
o
lea
r
ne
r
s
’
tac
it
knowle
dge
.
Ha
ving
a
na
lyze
d
the
pr
oblem,
lea
r
ne
r
s
make
de
c
is
ion
on
the
be
s
t
a
c
ti
on
to
take
whe
n
s
olvi
ng
the
pr
o
blem,
a
nd
a
pply
the
s
olut
ion
in
r
e
a
l
s
it
ua
ti
ons
.
T
hr
ough
a
ppli
c
a
ti
on,
lea
r
ne
r
s
c
r
e
a
te
their
tac
it
knowle
dge
that
c
a
n
be
s
ha
r
e
d
in
a
gr
oup,
whic
h
is
f
ur
ther
s
tor
e
d
a
s
or
ga
niza
ti
ona
l
tac
it
knowle
dge
.
2.
RE
S
E
AR
CH
M
E
T
HO
D
I
n
thi
s
r
e
s
e
a
r
c
h,
a
qua
nti
tative
s
ur
ve
y
r
e
s
e
a
r
c
h
de
s
ign
wa
s
a
dopted
in
or
de
r
to
unde
r
s
tand
the
im
pa
c
t
o
f
e
-
lea
r
ning
mana
ge
ment
s
ys
tem
on
the
kno
wle
dge
mana
ge
ment
a
mong
s
tudents
in
I
r
a
q.
Ac
c
or
ding
to
[
38]
,
the
s
ur
ve
y
r
e
s
e
a
r
c
h
a
ll
ows
de
ter
mi
ning
t
he
r
e
lations
hi
p
be
twe
e
n
s
e
ve
r
a
l
f
a
c
tor
s
.
S
im
il
a
r
ly
,
L
e
e
dy
a
nd
Or
mr
od
[
39]
,
point
e
d
out
that
the
s
ur
ve
y
r
e
s
e
a
r
c
h
de
s
ign
is
a
s
uit
a
ble
method
whe
n
th
e
r
e
s
e
a
r
c
h
a
im
is
to
identif
y
the
c
a
us
a
l
r
e
lations
hip
be
twe
e
n
indepe
nde
nt
a
nd
de
pe
nde
nt
va
r
iable
s
.
T
he
s
ur
ve
y
r
e
s
e
a
r
c
h
de
s
ign
wa
s
ther
e
f
or
e
a
de
qu
a
te
f
or
the
p
r
e
s
e
nt
s
tudy
be
c
a
us
e
pe
r
ti
ne
nt
da
ta
c
ould
be
obtaine
d
via
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ipt
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it
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na
li
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ti
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s
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T
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2
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ipt
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is
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48
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%
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2
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31
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29
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22
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3
I
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24
38
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4
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19
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25
21
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29.4%
22.9%
19.3%
5
I
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r
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22
13
32
23
19
3.04
1.36033
10
%
20.2%
11.9%
29.4%
21.1%
17.4%
6
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h
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r
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o ge
t
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tt
e
r
unde
r
s
ta
ndi
ng.
N
4
13
19
20
52
3.97
1.22821
2
%
3.7%
11.9%
17.4%
18.3%
47.7%
7
I
c
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ti
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om s
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ve
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l
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s
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umpt
io
n.
N
13
15
27
24
30
3.39
1.34039
8
%
11.9%
13.8%
24.8%
22%
27.5%
8
I
c
or
r
e
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ke
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N
9
11
23
23
43
3.73
1.30272
4
%
8.3%
10.1%
21.1%
21.1%
39.4%
9
I
t
r
y t
o r
e
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te
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gs
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N
13
12
26
26
32
3.48
1.33747
7
%
11.9%
11%
23.9%
23.9%
29.4%
10
I
c
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ne
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f
or
ma
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d be
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on.
N
13
15
18
26
37
3.54
1.39132
6
%
11.9%
13.8%
16.5%
23.9%
33.9%
11
I
de
c
id
e
ba
s
e
d
on w
ha
t
I
f
e
e
l
is
r
ig
ht
.
N
7
3
19
21
59
4.12
1.18419
1
%
6.4%
2.8%
17.4%
19.3%
54.1%
A
ve
r
a
ge
R
e
s
ul
t
3.39
.61520
Af
ter
e
xa
mi
ning
the
tabula
ted
r
e
s
ult
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c
a
n
be
noted
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the
tot
a
l
we
ight
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d
a
ve
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a
ge
s
c
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wa
s
3.
39
with
S
D
=
0
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62
whic
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ns
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Ne
utr
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l
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g
e
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l
tr
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c
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or
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-
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iker
t
s
c
a
le
a
s
s
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T
a
ble
1
,
s
ince
3.
39
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e
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in
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2.
60
-
3.
39
int
e
r
va
l.
T
he
s
e
r
e
s
ult
s
a
r
e
de
picte
d
in
F
igur
e
2
.
T
he
f
indi
ngs
f
ur
ther
indi
c
a
te
that
s
tudents
mos
tl
y
uti
l
ize
the
e
L
M
S
to
c
oll
a
bor
a
te
with
othe
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tea
m
membe
r
s
a
s
th
e
s
ys
tem
is
a
va
il
a
ble
a
nywhe
r
e
a
t
a
ny
ti
me
.
Ne
ve
r
thel
e
s
s
,
s
tudents
s
ti
ll
ne
e
d
lec
tur
e
r
/m
e
nto
r
to
gui
de
them
in
unde
r
s
tanding
the
a
c
a
de
mi
c
s
ubjec
ts
.
T
he
r
e
s
ult
s
s
im
il
a
r
ly
indi
c
a
te
that
e
-
l
e
a
r
ning
pr
ovides
a
plat
f
or
m
f
o
r
lec
tur
e
r
s
a
nd
s
tudents
to
int
e
r
a
c
t
a
nd
c
oll
a
bor
a
te
withou
t
the
li
mi
tations
im
pos
e
d
by
ti
me
a
nd
plac
e
.
De
s
pit
e
the
be
ne
f
it
s
o
f
f
e
r
e
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e
L
M
S
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s
tudents
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ti
ll
r
e
quir
e
the
a
s
s
is
tanc
e
of
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tur
e
r
s
to
guide
them
i
n
be
tt
e
r
unde
r
s
tanding
pa
r
ti
c
ular
s
ubjec
ts
or
topi
c
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
1693
-
6930
T
E
L
KO
M
NI
KA
T
e
lec
omm
un
C
omput
E
l
C
ontr
o
l
,
Vol.
18
,
No
.
3
,
J
une
2020:
13
61
-
13
67
1366
F
igur
e
2
.
T
he
r
e
s
pons
e
s
of
s
a
mpl
e
r
e
s
ponde
nts
a
r
e
a
bout
I
nter
na
ti
ona
li
z
a
ti
on
4.
CONC
L
USI
ON
T
he
pr
e
s
e
nt
s
tudy
ha
s
r
e
ve
a
led
that
I
C
T
c
a
n
be
us
e
d
to
c
r
e
a
te,
s
tor
e
,
a
nd
s
ha
r
e
both
tac
it
a
nd
e
xpli
c
it
knowle
dge
a
s
de
s
c
r
ibedby
the
S
E
C
I
model
.
I
n
ter
na
li
z
a
ti
on
in
KM
oc
c
ur
s
whe
n
c
ompl
e
x
a
nd
s
tr
uc
tur
e
d
e
xpli
c
it
knowle
dge
is
c
ombi
ne
d
to
c
r
e
a
te
tac
it
kn
owle
d
ge
.
T
his
p
r
oc
e
s
s
is
c
r
uc
ial
in
a
s
s
is
ti
ng
indi
v
iduals
to
s
ha
r
e
their
knowle
dge
with
other
s
in
r
e
a
l
s
it
ua
ti
o
ns
or
in
s
im
ulate
d
e
nvir
onments
.
T
hr
ough
int
e
r
na
li
z
a
ti
on,
knowle
dge
is
s
e
e
n
a
s
va
luable
in
pr
omot
ing
l
e
a
r
ne
r
s
’
mot
ivation
to
lea
r
n
a
nd
a
ppr
e
c
iate
kn
ow
ledge
.
e
-
lea
r
ning
mana
ge
ment
s
y
s
tem
(
e
L
M
S
)
is
a
pa
r
ti
c
ular
ly
us
e
f
ul
tool
,
a
s
it
p
r
omot
e
s
knowle
dge
int
e
r
n
a
li
z
a
ti
on
in
the
a
r
e
a
of
e
duc
a
ti
on
a
nd
is
a
li
gne
d
with
the
S
E
C
I
model.
T
hr
ough
e
L
M
S
,
lec
tur
e
r
s
a
nd
s
tu
de
nts
a
r
e
c
onne
c
ted
in
a
n
onli
ne
e
nvir
on
ment,
wh
ich
e
na
bles
them
to
s
ha
r
e
knowle
dge
.
T
his
,
in
tur
n
,
i
mpr
ove
s
s
tudents
’
lea
r
ning,
a
nd
e
nha
nc
e
s
their
c
oll
a
bor
a
ti
on
a
nd
int
e
r
a
c
ti
on
s
kil
ls
.
F
utur
e
wor
ks
may
e
xplor
e
other
S
E
C
I
pr
oc
e
s
s
e
s
s
uc
h
a
s
s
oc
ializa
ti
on,
e
xter
na
li
z
a
ti
on
a
nd
c
ombi
na
ti
on
in
L
M
S
c
ontext.
RE
F
E
RE
NC
E
S
[1
]
C.
Sel
v
araj
,
“S
u
cces
s
o
f
E
-
L
earn
i
n
g
S
y
s
t
ems
i
n
M
an
a
g
emen
t
E
d
u
cat
i
o
n
i
n
Ch
e
n
n
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i
Ci
t
y
-
U
s
i
n
g
U
s
er’s
Sa
t
i
s
fac
t
i
o
n
A
p
p
ro
ac
h
,
”
O
n
l
i
n
e
J.
D
i
s
t
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Ro
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.
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Evaluation Warning : The document was created with Spire.PDF for Python.
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4
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I
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[2
5
]
D
.
A
.
K
o
l
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,
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a
g
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d
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l
ear
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ro
ce
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s
,
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l
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.
[2
6
]
C.
A
rg
y
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s
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[2
7
]
J
.
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d
S.
Fi
n
k
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ei
n
,
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[2
8
]
M.
-
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.
L
ee,
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s
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ect
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.
[2
9
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H
.
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d
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.
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d
e
Ca
s
t
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n
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[3
0
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S.
J
.
Si
mo
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,
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[3
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J
.
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.
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arp
,
“
Tea
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Fro
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[3
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Ferg
u
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D
.
J
ames
,
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L
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,
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.
[3
3
]
T
.
G
erh
o
l
m,
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u
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.
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d
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.
[3
4
]
C.
Z
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,
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e
-
Lea
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Pro
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.
[3
5
]
M.
S.
Is
l
am,
S.
K
u
n
i
f
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i
,
M.
Mi
u
ra,
an
d
T
.
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a
y
a
ma,
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d
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em:
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s
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earch
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.
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-
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In
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.
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.
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p
.
3
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2
0
1
1
.
[3
6
]
S.
Sh
res
t
h
a
a
n
d
J
.
M.
K
i
m,
“Br
i
d
g
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n
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h
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G
ap
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E
-
L
earn
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e
Man
a
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t
(
K
M):
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M
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.
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.
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.
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.
[3
7
]
D
.
T
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s
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er
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d
K
.
D
al
k
i
r,
“Imp
l
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t
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Mo
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e
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rat
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,
”
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o
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.
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.
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6
.
[3
8
]
G
.
G
.
G
ab
l
e,
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t
eg
ra
t
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g
ca
s
e
s
t
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y
a
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d
s
u
r
v
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re
s
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met
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s
:
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n
ex
am
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,
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.
J.
In
f
.
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.
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.
[3
9
]
P.
D
.
L
eed
y
an
d
J
.
E
.
O
rmro
d
,
"
P
r
a
ct
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r
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a
r
c
h
:
P
l
a
n
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a
n
d
d
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n
(8
t
h
ed
.
)
,"
N
ew
J
ers
ey
,
U
SA
:
Pears
o
n
:
Merri
l
l
Pren
t
i
ce
-
H
a
l
l
.
,
2
0
0
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.