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Klab
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C
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W
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I
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g
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ac
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I
NT
RO
D
UCT
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N
T
h
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C
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D
-
1
9
p
a
n
d
em
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h
a
s
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ass
iv
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ch
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[
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Similar
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C
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1
9
p
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co
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[
7
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2
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,
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tech
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,
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s
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[
1
3
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14]
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T
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tr
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is
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[
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d
r
elev
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C
r
itical
Su
cc
es
s
Facto
r
(
C
FS
)
o
f
o
n
lin
e
lear
n
in
g
in
d
ev
elo
p
in
g
r
e
g
io
n
s
.
First,
th
e
p
er
s
o
n
al
d
im
en
s
io
n
with
p
ar
am
eter
s
o
f
s
tu
d
e
n
t
ch
ar
ac
te
r
is
tics
[
8
,
9]
,
in
ter
n
al
m
o
tiv
atio
n
[
2
1
-
2
4
]
,
an
d
in
s
tr
u
cto
r
/lectu
r
er
ch
a
r
ac
ter
is
tics
[
2
5
-
2
7
]
.
Seco
n
d
,
th
e
s
y
s
tem
'
s
d
im
en
s
io
n
s
with
p
ar
am
eter
s
o
f
t
h
e
q
u
ality
o
f
i
n
s
titu
tio
n
s
an
d
s
er
v
ices,
in
f
r
as
tr
u
ctu
r
e,
a
n
d
q
u
ality
o
f
th
e
s
y
s
tem
,
th
e
q
u
ality
o
f
co
u
r
s
es
an
d
i
n
f
o
r
m
atio
n
[
1
0
,
12]
.
T
h
ir
d
,
th
e
d
im
en
s
io
n
s
o
f
t
h
e
en
v
ir
o
n
m
e
n
t
with
o
n
lin
e
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t
p
ar
am
eter
s
[
2
5
]
.
T
h
ese
s
ev
en
p
ar
am
eter
s
will
b
e
test
ed
in
r
e
latio
n
to
th
e
s
u
cc
ess
f
u
l
im
p
le
m
en
ta
tio
n
o
f
o
n
lin
e
lear
n
in
g
in
t
h
e
ar
ea
o
f
W
est Pap
u
a.
T
h
e
p
ar
am
eter
s
r
e
f
er
r
e
d
ar
e
s
h
o
wn
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
R
esear
ch
f
r
am
ewo
r
k
[
2
5
]
Fig
u
r
e
1
ex
p
lain
ed
t
h
e
r
esea
r
ch
h
y
p
o
th
esis
th
at
th
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
i
f
ican
t
in
f
lu
en
ce
o
n
lear
n
er
s
’
ch
ar
is
m
atics,
in
s
tr
u
c
to
r
s
’
ch
ar
is
m
atics,
ex
tr
in
s
ic
m
o
tiv
atio
n
,
e
-
lea
r
n
in
g
en
v
ir
o
n
m
en
t,
in
f
r
astru
ctu
r
e,
an
d
s
y
s
tem
q
u
ality
,
co
u
r
s
e
a
n
d
in
f
o
r
m
atio
n
q
u
ality
,
an
d
in
s
tit
u
tio
n
an
d
s
er
v
ice
q
u
alit
y
p
a
r
tially
o
n
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
o
n
lin
e
lear
n
in
g
in
C
OVI
D
-
1
9
p
er
io
d
in
I
s
lam
ic
R
elig
io
u
s
H
ig
h
er
E
d
u
ca
tio
n
in
W
est Pap
u
a
r
eg
io
n
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
was
d
esig
n
e
d
u
s
in
g
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
s
.
T
h
e
p
o
p
u
lat
io
n
o
f
1
3
6
7
s
p
r
ea
d
o
v
er
th
r
ee
I
s
lam
ic
r
elig
i
o
u
s
co
lleg
es
in
W
est
Pap
u
a.
T
h
e
n
u
m
b
er
o
f
s
am
p
les
was
d
eter
m
in
e
d
ac
co
r
d
in
g
to
t
h
e
Slo
v
in
f
o
r
m
u
la
with
a
m
ar
g
in
o
f
er
r
o
r
o
f
5
%
an
d
o
b
tain
ed
3
0
2
s
am
p
les.
Sam
p
les
wer
e
tak
en
b
y
a
m
u
ltis
tag
e
r
an
d
o
m
s
am
p
lin
g
t
ec
h
n
iq
u
e
wh
er
e
ea
c
h
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
s
am
p
le
is
r
ep
r
esen
ted
p
r
o
p
o
r
tio
n
ally
.
Fu
r
th
er
m
o
r
e,
th
e
d
ata
was
co
llected
th
r
o
u
g
h
a
s
u
r
v
ey
b
y
d
is
tr
ib
u
ti
n
g
a
L
ik
er
t
s
ca
le
q
u
esti
o
n
n
air
e
(
1
-
5
)
to
all
s
am
p
les
with
th
e
h
elp
o
f
Go
o
g
le
F
o
r
m
.
T
h
e
q
u
esti
o
n
n
a
ir
e
is
a
lw
ay
s
d
is
tr
ib
u
ted
,
an
d
th
e
v
alid
ity
a
n
d
r
eliab
ilit
y
ar
e
f
ir
s
t
ascer
tain
ed
u
s
in
g
th
e
h
elp
o
f
I
B
M
SP
PS
s
o
f
twar
e.
2
1
.
0
.
So
t
h
at
th
e
q
u
esti
o
n
n
air
e
ca
n
m
ea
s
u
r
e
ac
co
r
d
in
g
t
o
wh
at
is
ex
p
ec
ted
in
th
e
s
tu
d
y
.
T
h
e
in
s
tr
u
m
e
n
t
is
v
alid
if
th
e
v
alu
e
o
f
s
ig
.
(
2
-
t
ailed
)
<0
.
0
5
,
an
d
r
eli
a
b
le
if
C
r
o
n
b
ac
h
'
s
Alp
h
a
v
a
lu
e
>
0
.
6
[
2
8
]
.
T
h
e
q
u
esti
o
n
n
air
e
v
alid
ity
an
d
r
eliab
ilit
y
test
r
esu
lt
s
s
h
o
wed
6
4
item
s
o
f
in
s
tr
u
m
en
t
q
u
esti
o
n
s
h
ad
a
s
ig
v
alu
e.
(
2
-
tailed
)
is
f
ar
b
elo
w
0
.
0
5
,
m
ea
n
in
g
v
alid
.
T
ab
le
1
s
h
o
ws
th
e
in
s
tr
u
m
en
t r
eliab
ilit
y
.
Per
so
n
a
l
Di
m
e
n
sio
n
s
-
Lea
rn
e
rs Ch
a
ra
c
teristics
-
In
stru
c
to
rs C
h
a
ra
c
teristics
-
Ex
tri
n
sic
En
v
iro
n
m
e
n
ta
l
Dim
e
n
si
o
n
s
-
E
-
lea
rn
in
g
e
n
v
iro
n
m
e
n
t
S
y
ste
m
Di
m
e
n
sio
n
s
-
In
fra
stru
c
tu
re
a
n
d
sy
ste
m
q
u
a
li
t
y
-
Co
u
rse
a
n
d
in
f
o
rm
a
ti
o
n
q
u
a
li
t
y
-
In
stit
u
t
io
n
a
n
d
se
rv
ice
q
u
a
li
ty
C
SF
s
fo
r
E
-
Lea
rni
n
g
a
t
CO
VI
D
-
1
9
P
e
r
io
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
u
cc
ess
fu
l o
n
lin
e
lea
r
n
in
g
fa
c
to
r
s
in
C
OV
I
D
-
1
9
era
:
S
tu
d
y
o
f I
s
la
mic
h
ig
h
er e
d
u
c
a
tio
n
…
(
A
g
u
s
Yu
d
ia
w
a
n
)
195
T
ab
le
1
.
I
n
s
tr
u
m
en
t
r
eliab
ilit
y
test
r
eliab
ilit
y
s
tati
s
tics
C
r
o
n
b
a
c
h
's A
l
p
h
a
C
r
o
n
b
a
c
h
's A
l
p
h
a
b
a
se
d
o
n
st
a
n
d
a
r
d
i
z
e
d
i
t
e
ms
N
o
f
i
t
e
m
s
0
.
8
1
6
0
.
8
0
8
64
S
o
u
r
c
e
:
p
r
o
c
e
sse
d
w
i
t
h
I
B
M
S
P
S
S
.
2
1
.
0
(
2
0
2
0
)
T
h
e
C
r
o
n
b
ac
h
'
s
Alp
h
a
v
alu
e
s
h
o
wn
i
n
T
a
b
le
1
is
0
.
8
1
6
,
th
is
v
alu
e
is
g
r
ea
ter
th
an
th
e
s
tan
d
ar
d
0
.
6
,
s
o
it
ca
n
b
e
s
aid
to
b
e
r
eliab
le.
T
h
is
m
ea
n
s
th
at
th
e
in
s
tr
u
m
e
n
t
h
as
p
ass
ed
th
e
test
an
d
is
s
u
itab
le
f
o
r
u
s
e
in
co
llectin
g
r
esear
ch
d
ata.
Fu
r
t
h
er
m
o
r
e
,
th
e
d
ata
o
b
tai
n
ed
wer
e
an
aly
ze
d
u
s
in
g
r
eg
r
e
s
s
io
n
wer
e
p
r
ev
io
u
s
ly
p
er
f
o
r
m
ed
th
e
class
ical
as
s
u
m
p
tio
n
test
(
Or
d
in
ar
y
L
ea
s
t
Sq
u
ar
e)
as
a
p
r
er
eq
u
is
ite
f
o
r
a
n
a
ly
s
is
:
1
)
No
r
m
ality
test
;
2
)
M
u
ltico
llin
ea
r
ity
test
;
3
)
Hete
r
o
s
ce
d
asti
city
test
;
an
d
4
)
A
u
to
co
r
r
elatio
n
test
[
2
8
,
2
9
]
.
T
h
e
h
y
p
o
t
h
esis
is
test
ed
u
s
in
g
th
e
t
-
test
tech
n
iq
u
e.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
O
nli
ne
lea
rning
in t
he
er
a
o
f
CO
VID
-
19
persp
ec
t
iv
e
re
s
p
o
nd
ent
s
On
lin
e
lear
n
in
g
b
ec
o
m
es
m
an
d
ato
r
y
af
te
r
th
e
s
tip
u
latio
n
o
f
co
r
o
n
a
v
ir
u
s
d
is
ea
s
e
2
0
1
9
(
C
OVI
D
-
1
9
)
as
a
n
atio
n
al
ep
id
em
ic.
T
h
e
tr
an
s
f
o
r
m
atio
n
o
f
th
e
lear
n
in
g
m
o
d
el
in
to
o
n
lin
e
h
as
r
ec
eiv
e
d
m
ix
ed
r
esp
o
n
s
es
f
r
o
m
ac
ad
em
ic
p
r
ac
titi
o
n
er
s
.
Fo
r
th
o
s
e
wh
o
ar
e
r
ich
an
d
ar
e
in
th
e
m
o
d
er
n
ar
ea
(
d
o
wn
t
o
wn
)
,
o
f
c
o
u
r
s
e,
t
h
is
is
a
b
less
in
g
;
i
n
co
n
tr
ast
to
d
e
v
elo
p
in
g
r
eg
io
n
s
,
f
o
r
e
x
am
p
l
e,
W
est
Pap
u
a.
On
lin
e
lear
n
in
g
r
ec
eiv
es
a
lo
w
in
ter
est
in
v
ar
io
u
s
u
n
iv
er
s
ities
[
3
0
]
.
Fro
m
th
e
s
tar
t
o
f
in
ter
n
e
t
f
ac
ilit
ies,
th
e
co
s
t
o
f
q
u
o
tas
t
o
h
u
m
an
r
eso
u
r
ce
s
to
u
s
e
tech
n
o
lo
g
y
is
o
f
p
ar
t
icu
lar
co
n
ce
r
n
.
Ho
wev
er
,
th
e
o
n
lin
e
lear
n
in
g
m
o
d
el,
esp
ec
ially
in
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
,
h
as
alr
ea
d
y
b
ec
o
m
e
a
m
an
d
at
o
r
y
ch
o
ice
s
et
b
y
th
e
au
t
h
o
r
ities
am
id
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic.
Aca
d
em
ic
ac
to
r
s
wh
o
ar
e
n
o
t
r
ea
d
y
with
a
n
o
n
lin
e
m
o
d
el
will
b
e
lef
t
b
e
h
in
d
b
y
s
cien
ce
[
3
1
]
.
I
t
is
es
s
en
tial
to
k
n
o
w
h
o
w
to
en
s
u
r
e
th
e
s
u
cc
ess
o
f
th
is
lear
n
in
g
m
o
d
el.
T
h
e
q
u
a
n
titativ
e
d
escr
ip
tiv
e
s
tu
d
y
o
f
th
e
v
iews o
f
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
p
r
ac
titi
o
n
er
s
in
W
est
Pap
u
a
is
ex
p
lain
ed
in
T
ab
le
2
.
T
ab
le
2
.
R
esp
o
n
d
e
n
ts
'
r
esp
o
n
s
es to
r
esear
ch
v
ar
iab
les
R
e
se
a
r
c
h
v
a
r
i
a
b
l
e
A
v
e
r
a
g
e
C
r
i
t
e
r
i
a
sc
o
r
e
P
e
r
so
n
a
l
d
i
me
n
s
i
o
n
s
3
3
.
6
7
G
o
o
d
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
st
u
d
e
n
t
s
3
3
.
6
6
G
o
o
d
Te
a
c
h
e
r
c
h
a
r
a
c
t
e
r
i
st
i
c
s
3
3
.
7
6
G
o
o
d
I
n
t
e
r
n
a
l
m
o
t
i
v
a
t
i
o
n
3
3
.
5
8
G
o
o
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[
3
2
]
T
h
e
m
ea
s
u
r
em
en
t
o
f
th
e
s
u
cc
ess
o
f
o
n
lin
e
lear
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g
im
p
lem
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tatio
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s
ee
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f
r
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m
th
r
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d
im
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s
io
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s
with
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ev
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r
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eter
s
.
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h
e
f
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r
s
t
is
Per
s
o
n
al
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en
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o
n
s
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th
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o
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d
en
ts
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n
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onl
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e
lear
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m
o
tiv
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at
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AI
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n
g
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STI
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n
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ah
d
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r
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s
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teg
o
r
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6
7
)
.
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h
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o
f
tech
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lear
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h
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lear
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in
g
m
o
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el
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o
llo
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r
s
m
ar
tp
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o
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h
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ec
o
n
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tem
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en
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io
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ce
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d
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ality
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ar
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s
b
ein
g
in
th
e
m
o
d
er
ate
ca
te
g
o
r
y
(
3
.
0
6
)
.
I
n
in
f
r
astru
ctu
r
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p
a
r
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eter
s
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r
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f
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f
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tech
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te
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r
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r
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OVI
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19
,
th
e
f
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was n
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s
ed
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ir
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tu
d
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lectu
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s
.
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h
is
m
e
an
s
th
at
th
ey
u
s
e
th
eir
o
w
n
in
f
r
astru
ctu
r
e
to
f
u
lf
ill
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n
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e
le
ar
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g
.
Ne
x
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to
th
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m
p
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en
t q
u
ality
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r
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tr
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g
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th
e
n
th
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s
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o
f
o
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lin
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lear
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g
tech
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esp
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tated
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wled
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s
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g
tech
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elf
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tau
g
h
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o
k
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f
o
r
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ef
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th
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ter
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et,
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le,
Yo
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v
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H
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tech
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p
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R
esp
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3
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5
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m
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lo
g
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co
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ac
co
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th
e
r
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'
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er
s
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ec
tiv
e.
3
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2
.
Su
cc
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f
a
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-
1
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1
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3
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3
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th
e
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th
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a.
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r
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ican
ce
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5
%
(
0
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[
1
3
,
1
7
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.
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ity
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to
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9
7
)
a
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eter
o
s
ce
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asti
city
test
(
p
-
v
alu
e=
0
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5
5
-
0
.
9
2
)
.
Fo
llo
win
g
th
e
r
eq
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ir
em
e
n
ts
cr
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t
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r
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o
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d
Su
h
ar
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ce
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ted
an
d
co
n
tin
u
ed
in
th
e
r
e
g
r
ess
io
n
test
s
tag
e
[
2
8
,
29]
.
Fu
r
th
er
m
o
r
e
,
th
e
r
eg
r
ess
io
n
test
wa
s
u
s
ed
to
d
eter
m
in
e
th
e
ef
f
ec
t
o
f
s
ev
en
v
ar
iab
l
es
o
n
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
o
n
lin
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lear
n
in
g
at
I
s
lam
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u
s
Hig
h
er
E
d
u
ca
tio
n
i
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th
e
C
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-
1
9
er
a.
T
h
r
ee
d
im
en
s
io
n
s
with
s
ev
en
p
ar
am
eter
s
ar
e
u
s
ed
to
m
ea
s
u
r
e
th
e
s
u
cc
ess
o
f
o
n
lin
e
lear
n
in
g
.
First,
th
e
p
er
s
o
n
al
d
i
m
en
s
i
o
n
with
p
ar
am
eter
s
o
f
s
tu
d
en
t
c
h
ar
a
cter
is
tics
[
2
1
]
,
in
ter
n
al
m
o
tiv
atio
n
[
2
5
]
,
an
d
teac
h
er
/
lectu
r
er
c
h
ar
ac
ter
is
tics
[
2
6
]
.
Seco
n
d
,
th
e
s
y
s
tem
'
s
d
im
en
s
io
n
s
with
p
ar
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eter
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o
f
in
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d
s
er
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ality
,
i
n
f
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as
tr
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e,
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tem
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u
ality
,
c
o
u
r
s
e
q
u
ality
,
an
d
in
f
o
r
m
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n
[
2
5
]
.
T
h
ir
d
,
th
e
d
im
e
n
s
io
n
s
o
f
th
e
en
v
ir
o
n
m
en
t
with
o
n
lin
e
l
ea
r
n
in
g
en
v
ir
o
n
m
en
t
p
a
r
am
et
er
s
[
2
5
]
.
T
h
e
co
m
p
lete
r
eg
r
e
s
s
io
n
test
r
esu
lts
ar
e
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
3
.
R
eg
r
ess
io
n
test
r
esu
lts
C
o
e
f
f
i
c
i
e
n
t
s
a
M
o
d
e
l
U
n
st
a
n
d
a
r
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z
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f
f
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2
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(
2
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T
h
e
r
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f
p
ar
tial
test
s
u
s
in
g
th
e
t
-
test
s
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o
wed
a
v
ar
iet
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o
f
s
ig
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if
ican
t
f
ac
to
r
s
t
h
at
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en
ce
d
o
n
lin
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lear
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n
g
s
u
cc
ess
in
th
e
C
OVI
D
-
1
9
er
a
in
W
est
Pap
u
a
I
s
lam
ic
R
elig
io
u
s
E
d
u
ca
tio
n
.
First,
it
was
f
o
u
n
d
th
at
s
tu
d
en
ts
'
ch
ar
a
cter
is
tics
h
ad
a
p
o
s
itiv
e
a
n
d
s
ig
n
if
ican
t
ef
f
ec
t
o
n
o
n
lin
e
lear
n
in
g
s
u
cc
e
s
s
in
th
e
C
OVI
D
-
19
er
a
in
W
est
Pap
u
a
I
s
lam
ic
R
elig
io
u
s
E
d
u
ca
tio
n
.
T
h
is
ca
n
b
e
s
ee
n
in
T
a
b
le
3
,
w
h
er
e
t
h
e
an
aly
s
is
o
f
th
e
in
f
lu
en
ce
o
f
th
e
r
eg
r
ess
io
n
m
o
d
el
is
5
8
.
5
%
p
o
s
itiv
e.
C
o
n
f
ir
m
at
io
n
in
T
ab
le
5
also
s
h
o
ws
t
h
e
p
-
v
alu
e
0
.
0
0
0
<
0
.
0
5
,
wh
ic
h
m
ea
n
s
th
at
th
e
h
y
p
o
th
esis
ca
n
b
e
ac
ce
p
te
d
.
T
h
ese
f
in
d
in
g
s
co
n
f
ir
m
th
at
th
e
c
h
ar
ac
ter
is
tics
o
f
s
tu
d
en
ts
with
n
ec
ess
ar
y
s
k
i
lls
,
d
is
cip
lin
e,
an
d
h
ig
h
s
elf
-
e
s
teem
ca
n
ca
r
r
y
o
u
t
lear
n
in
g
b
y
o
n
lin
e
m
eth
o
d
s
with
ex
ce
llen
t stan
d
ar
d
s
[8
,
9
,
18
].
Seco
n
d
ly
,
it
was
f
o
u
n
d
th
at
th
e
in
s
tr
u
cto
r
'
s
ch
ar
ac
ter
is
tics
h
ad
a
p
o
s
itiv
e
an
d
s
ig
n
if
ica
n
t
e
f
f
ec
t
o
n
th
e
s
u
cc
ess
o
f
o
n
lin
e
lear
n
in
g
in
th
e
C
OVI
D
-
1
9
er
a
in
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
,
W
est
Pap
u
a.
T
h
is
ca
n
b
e
s
ee
n
i
n
T
ab
le
3
,
wh
er
e
th
e
r
esu
lts
o
f
th
e
an
aly
s
is
o
f
th
e
r
eg
r
ess
io
n
m
o
d
el'
s
in
f
lu
en
ce
b
y
3
4
%
p
o
s
itiv
e.
C
o
n
f
ir
m
atio
n
in
T
ab
le
5
also
s
h
o
ws
th
e
p
-
v
alu
e
0
.
0
0
1
<
0
.
0
5
,
wh
ich
m
ea
n
s
th
at
th
e
h
y
p
o
th
esis
ca
n
b
e
ac
ce
p
ted
.
T
h
ese
f
in
d
in
g
s
co
n
f
ir
m
th
at
th
e
r
esu
lts
[
2
6
]
.
T
ea
ch
er
s
p
l
ay
a
ce
n
tr
al
r
o
le
in
en
s
u
r
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lea
r
n
i
n
g
.
T
ea
ch
e
r
s
wh
o
u
n
d
er
s
tan
d
tech
n
o
lo
g
y
,
th
e
s
u
b
s
tan
ce
o
f
k
n
o
wled
g
e,
an
d
a
r
e
p
o
s
itiv
e,
ten
d
to
b
e
s
u
cc
ess
f
u
l
in
o
n
lin
e
lear
n
in
g
.
T
h
ir
d
,
r
elate
d
t
o
m
o
tiv
atio
n
al
asp
ec
ts
,
i
n
ter
n
al
m
o
tiv
atio
n
h
as
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
ef
f
ec
t
o
n
o
n
lin
e
lear
n
i
n
g
s
u
cc
ess
in
th
e
C
OVI
D
-
1
9
er
a
in
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
,
W
est
Pap
u
a.
T
h
e
an
aly
s
is
r
esu
lts
o
f
th
e
im
p
ac
t
o
f
a
p
o
s
itiv
e
r
eg
r
ess
io
n
m
o
d
el
o
f
2
4
.
6
%
ar
e
s
h
o
wn
in
T
ab
le
3
.
I
n
T
a
b
le
5
also
co
n
f
ir
m
e
d
th
at
th
e
p
-
v
al
u
e
0
.
0
4
9
<0
.
0
5
,
wh
ich
m
ea
n
s
th
e
h
y
p
o
th
esis
ca
n
b
e
ac
ce
p
te
d
.
T
h
e
en
th
u
s
iasm
o
f
s
tu
d
en
ts
an
d
lectu
r
e
r
s
in
lear
n
in
g
o
n
lin
e
will
ce
r
tain
ly
f
ac
i
litate
lear
n
in
g
.
T
h
e
m
o
r
e
s
tu
d
en
t
en
th
u
s
iasm
f
o
r
lear
n
in
g
,
an
d
also
th
e
teac
h
er
'
s
p
o
s
itiv
e
r
esp
o
n
s
e,
will
f
ac
ilit
ate
lear
n
in
g
.
T
h
ese
f
in
d
in
g
s
c
o
n
f
ir
m
th
e
f
in
d
in
g
s
[
2
5
]
th
at
m
o
tiv
atio
n
ca
n
m
a
x
im
ize
th
e
im
p
lem
en
tatio
n
o
f
o
n
lin
e
lear
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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2252
-
8
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to
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C
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era
:
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199
F
o
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r
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,
it
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f
o
u
n
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th
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in
s
titu
tio
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s
'
q
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ality
an
d
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er
v
ice
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d
a
p
o
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itiv
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ig
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ess
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th
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C
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1
9
er
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s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
,
W
est
Pap
u
a.
I
t
ca
n
b
e
s
ee
n
in
T
ab
le
4
,
wh
er
e
th
e
an
aly
s
is
o
f
th
e
in
f
l
u
en
ce
o
f
th
e
r
eg
r
ess
io
n
m
o
d
el
is
o
n
l
y
p
o
s
itiv
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at
6
.
3
%.
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o
n
f
ir
m
atio
n
i
n
T
ab
le
5
also
s
h
o
ws
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p
-
v
alu
e
0
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3
9
7
<
0
.
0
5
,
wh
ich
m
ea
n
s
t
h
e
h
y
p
o
th
es
is
is
r
ejec
ted
.
T
h
is
f
in
d
in
g
r
ejec
ts
th
e
f
in
d
in
g
s
[
1
0
,
12]
o
n
in
s
titu
tio
n
al
q
u
ality
an
d
s
er
v
ices
asp
ec
ts
.
I
t
i
s
f
o
ll
o
win
g
r
esp
o
n
d
en
ts
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v
iews
in
T
ab
le
1
,
in
s
titu
tio
n
s
'
q
u
ality
a
n
d
s
er
v
ice
ar
e
in
a
g
o
o
d
ca
teg
o
r
y
.
D
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
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em
i
c,
in
s
titu
tio
n
s
n
o
lo
n
g
er
h
ad
a
s
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b
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tan
tial
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o
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On
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r
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in
g
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r
r
ie
d
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t
i
n
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ll
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ch
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e
(
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a
n
d
th
e
p
r
ev
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n
tio
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o
f
C
OVI
D
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1
9
t
r
an
s
m
is
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io
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[
3
,
19
,
3
4
]
.
T
h
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wh
at
m
ak
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in
s
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ices
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elate
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a
n
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h
e
q
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er
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ices
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f
in
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t
itu
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aj
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im
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r
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t
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r
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r
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T
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d
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g
u
a
r
an
t
ee
o
n
lin
e
le
a
r
n
in
g
s
u
cc
ess
in
t
h
e
C
OVI
D
-
1
9
er
a
in
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
in
th
e
W
est Pap
u
a
r
eg
io
n
.
Fifth
,
in
f
r
astru
ctu
r
e
asp
ec
ts
,
a
n
d
s
y
s
tem
q
u
ality
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
in
f
r
astru
ctu
r
e
an
d
s
y
s
tem
q
u
ality
p
o
s
itiv
ely
an
d
s
ig
n
if
ic
an
tly
af
f
ec
t
o
n
lin
e
lear
n
i
n
g
s
u
cc
ess
in
th
e
C
OVI
D
-
1
9
er
a
i
n
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
,
W
est
Pap
u
a
.
T
h
e
an
aly
s
is
r
esu
lts
o
f
th
e
i
n
f
lu
en
ce
o
f
a
p
o
s
itiv
e
r
eg
r
ess
io
n
m
o
d
el
o
f
9
4
.
2
%
ar
e
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
5
also
c
o
n
f
ir
m
e
d
t
h
at
th
e
p
-
v
alu
e
0
.
0
0
0
<
0
.
0
5
,
wh
ic
h
m
ea
n
s
th
e
h
y
p
o
th
esis
ca
n
b
e
ac
ce
p
ted
.
W
h
en
v
iewe
d
co
m
p
r
eh
en
s
iv
ely
f
r
o
m
s
ev
er
al
v
ar
iab
les
test
ed
,
in
f
r
astru
ctu
r
e
an
d
s
y
s
tem
q
u
ality
h
av
e
th
e
m
o
s
t
s
ig
n
if
ican
t
im
p
ac
t.
T
h
e
n
etwo
r
k
i
n
f
r
astru
ctu
r
e
an
d
s
y
s
tem
s
u
s
ed
d
u
r
in
g
o
n
l
in
e
lear
n
in
g
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
lear
n
in
g
.
I
f
n
etwo
r
k
ac
ce
s
s
,
q
u
o
tas,
an
d
d
ig
ita
l
p
latf
o
r
m
s
ar
e
in
ad
eq
u
ate,
o
n
l
in
e
lear
n
in
g
b
ec
o
m
es
d
if
f
ic
u
lt
to
im
p
lem
en
t
p
r
o
p
er
ly
,
an
d
v
ice
v
er
s
a.
T
h
is
f
in
d
in
g
co
n
f
ir
m
s
th
e
f
in
d
in
g
s
[
2
5
]
th
at
d
i
g
ital
s
y
s
tem
s
'
i
n
f
r
astru
ctu
r
e
an
d
q
u
ality
h
a
v
e
a
cr
u
cial
r
o
le
in
s
u
p
p
o
r
tin
g
th
e
im
p
lem
en
tatio
n
o
f
o
n
lin
e
lear
n
in
g
[
3
5
]
.
I
f
in
ter
n
et
ac
ce
s
s
is
lim
ited
,
t
h
e
im
p
lem
en
tatio
n
o
f
o
n
lin
e
le
ar
n
in
g
is
d
if
f
icu
lt to
r
ea
lize
[
1
3
,
16
,
1
9
]
.
Six
th
,
r
elate
d
to
asp
ec
ts
o
f
th
e
q
u
ality
o
f
co
u
r
s
es
an
d
in
f
o
r
m
atio
n
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
th
e
co
u
r
s
e
an
d
in
f
o
r
m
atio
n
q
u
ality
h
av
e
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t e
f
f
e
ct
o
n
o
n
lin
e
lear
n
in
g
s
u
cc
ess
i
n
th
e
C
OVI
D
-
1
9
er
a
in
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
,
W
est
Pap
u
a.
T
h
e
an
aly
s
is
r
esu
lts
o
f
th
e
i
m
p
ac
t
o
f
a
p
o
s
itiv
e
r
eg
r
ess
io
n
m
o
d
el
o
f
3
3
.
5
%
a
r
e
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
5
a
ls
o
c
o
n
f
ir
m
e
d
th
at
th
e
p
-
v
alu
e
0
.
0
0
8
<0
.
0
5
,
wh
ich
m
ea
n
s
th
e
h
y
p
o
th
esis
ca
n
b
e
ac
ce
p
ted
.
T
h
ese
f
in
d
in
g
s
a
r
e
i
n
lin
e
with
r
esu
lts
t
h
at
th
e
q
u
ality
o
f
co
u
r
s
es
an
d
s
er
v
ices
h
as
im
p
licatio
n
s
f
o
r
t
h
e
s
u
cc
e
s
s
o
f
o
n
lin
e
lear
n
in
g
[
2
5
,
2
7
]
.
T
h
e
co
u
r
s
e'
s
q
u
ality
in
q
u
esti
o
n
is
o
n
lin
e
lear
n
in
g
s
er
v
ice
u
s
er
u
n
d
er
s
tan
d
in
g
i
n
ter
m
s
o
f
tr
ain
in
g
a
n
d
in
f
o
r
m
atio
n
o
r
tec
h
n
ical
g
u
id
elin
es
f
o
r
u
s
in
g
d
ig
ital
p
latf
o
r
m
s
in
lear
n
in
g
.
User
s
m
u
s
t
b
e
in
tr
o
d
u
ce
d
to
d
ig
ital
p
latf
o
r
m
s
th
at
will
b
e
u
s
ed
in
lear
n
in
g
[
1
1
]
.
L
ea
r
n
in
g
an
d
s
k
illed
lear
n
in
g
u
s
er
s
will
im
p
ac
t
th
e
s
p
ee
d
o
f
ex
is
tin
g
lear
n
in
g
[7
,
2
2
]
.
I
n
f
o
r
m
atio
n
r
elate
d
t
o
tech
n
ical
g
u
id
elin
es a
n
d
tu
to
r
i
als o
n
o
n
lin
e
lear
n
in
g
is
also
n
ee
d
ed
[
1
7
]
.
Sev
en
th
,
r
elate
d
to
asp
ec
ts
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
.
A
co
n
d
u
civ
e
,
s
af
e,
an
d
c
o
m
f
o
r
ta
b
le
en
v
ir
o
n
m
en
t
will
u
n
d
o
u
b
ted
l
y
m
ak
e
it
ea
s
ier
f
o
r
s
o
m
eo
n
e
to
lear
n
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
h
as
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
ef
f
ec
t
o
n
o
n
lin
e
lear
n
in
g
s
u
cc
ess
in
th
e
C
OVI
D
-
1
9
er
a
in
I
s
lam
ic
R
elig
io
u
s
Hig
h
er
E
d
u
ca
tio
n
,
W
est
Pap
u
a.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
o
f
th
e
in
f
lu
e
n
ce
o
f
t
h
e
r
eg
r
ess
io
n
m
o
d
el
o
b
tain
ed
b
y
p
o
s
itiv
e
2
1
.
0
%
ar
e
s
h
o
wn
in
T
a
b
le
3
.
T
ab
le
5
al
s
o
co
n
f
ir
m
e
d
th
at
th
e
p
-
v
alu
e
0
.
0
4
8
<
0
.
0
5
,
wh
ich
m
ea
n
s
th
e
h
y
p
o
th
esis
ca
n
b
e
ac
ce
p
ted
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
th
e
r
esu
l
t
th
at
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t h
as
im
p
licatio
n
s
f
o
r
o
n
lin
e
lear
n
in
g
[
2
5
]
.
A
s
af
e,
co
m
f
o
r
tab
le,
a
n
d
r
elax
ed
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t
allo
ws f
o
r
a
m
o
r
e
r
elax
ed
,
f
lex
ib
le,
an
d
h
ea
lth
y
lear
n
in
g
[
3
6
,
37]
.
4.
CO
NCLU
SI
O
N
I
t
tu
r
n
s
o
u
t
th
at
in
s
titu
tio
n
s
'
q
u
ality
an
d
s
er
v
ice
is
n
o
t
a
d
eter
m
in
an
t
f
ac
to
r
o
f
th
e
s
u
cc
ess
o
f
o
n
lin
e
lear
n
in
g
i
n
th
e
C
OVI
D
-
1
9
E
r
a
o
f
I
s
lam
ic
Hig
h
er
E
d
u
ca
tio
n
in
W
est
Pap
u
a.
I
n
s
titu
tio
n
s
n
o
lo
n
g
er
h
av
e
a
ce
n
tr
al
r
o
le
in
o
n
lin
e
lear
n
in
g
.
On
lin
e
lear
n
in
g
is
ca
r
r
ied
o
u
t
in
f
u
ll
in
th
eir
r
esp
ec
tiv
e
h
o
m
es
(
lear
n
in
g
f
r
o
m
h
o
m
e)
an
d
p
r
e
v
en
tin
g
tr
a
n
s
m
is
s
io
n
o
f
C
OVI
D
-
1
9
.
T
h
is
is
w
h
at
m
ak
es
th
e
q
u
ality
an
d
s
er
v
ices
o
f
in
s
titu
tio
n
s
in
ter
m
s
o
f
o
n
lin
e
lear
n
in
g
ir
r
elev
an
t.
T
h
e
in
s
titu
tio
n
'
s
q
u
a
lity
an
d
s
er
v
ice
will
h
a
v
e
a
b
ig
im
p
ac
t
if
o
n
lin
e
lear
n
in
g
is
ca
r
r
ied
o
u
t
d
u
r
in
g
n
o
r
m
al
tim
es.
T
h
er
e
f
o
r
e,
in
s
titu
tio
n
al
s
er
v
ices
an
d
in
s
titu
tio
n
al
q
u
ality
d
o
n
o
t
g
u
ar
an
t
ee
o
n
lin
e
lear
n
in
g
s
u
c
ce
s
s
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
er
io
d
,
esp
ec
ially
at
I
s
lam
ic
R
elig
io
u
s
C
o
lleg
es
in
W
est
Pap
u
a.
Ho
wev
er
,
t
h
e
o
th
er
s
ix
asp
ec
ts
also
n
ee
d
atten
tio
n
.
Asp
ec
ts
o
f
s
tu
d
en
t
ch
a
r
ac
ter
is
tics
,
in
ter
n
al
m
o
tiv
atio
n
,
teac
h
er
/lectu
r
e
r
c
h
ar
ac
ter
is
tics
,
in
f
r
astru
ctu
r
e,
s
y
s
tem
q
u
ality
,
c
o
u
r
s
e
q
u
alit
y
an
d
in
f
o
r
m
atio
n
,
an
d
an
o
n
lin
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t g
u
ar
a
n
tee
ex
is
tin
g
lear
n
in
g
s
u
cc
ess
.
Of
th
e
s
ix
asp
ec
ts
th
at
h
av
e
p
o
s
itiv
e
im
p
licatio
n
s
,
th
e
s
y
s
tem
'
s
in
f
r
astru
ctu
r
e
an
d
q
u
alit
y
h
av
e
th
e
m
o
s
t
s
ig
n
if
ican
t
in
f
l
u
en
ce
o
n
o
n
lin
e
lear
n
in
g
s
u
cc
ess
.
T
h
is
m
atter
n
ee
d
s
m
o
r
e
atten
tio
n
b
y
th
e
g
o
v
er
n
m
e
n
t
an
d
au
th
o
r
ities
.
Fu
lf
illme
n
t
o
f
in
ter
n
et
n
etwo
r
k
in
f
r
astru
ctu
r
e
with
q
u
alif
ied
b
a
n
d
wid
th
an
d
ac
ce
s
s
p
o
in
ts
in
v
ar
io
u
s
s
tr
ateg
ic
ar
ea
s
m
u
s
t
b
e
o
p
tim
ized
.
I
n
th
e
C
OVI
D
-
1
9
er
a,
wh
ich
r
e
q
u
ir
es
o
n
lin
e
le
ar
n
in
g
,
th
e
n
ee
d
f
o
r
an
d
ea
s
e
o
f
in
ter
n
et
ac
ce
s
s
is
ab
s
o
lu
te.
T
h
er
ef
o
r
e,
th
ese
f
i
n
d
i
n
g
s
ca
n
b
e
u
s
ed
b
y
a
u
th
o
r
ities
in
d
eter
m
in
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
1
9
3
-
2
0
1
200
p
o
licies
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
h
ig
h
er
ed
u
ca
tio
n
,
esp
ec
ia
lly
in
W
est
Pap
u
a.
An
ar
ea
with
a
c
o
m
p
l
e
x
ity
o
f
p
r
o
b
lem
s
,
a
v
ar
iety
o
f
d
em
o
g
r
ap
h
ics
am
id
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
th
at
co
n
tin
u
es
to
in
cr
ea
s
e,
th
ese
f
in
d
i
n
g
s
ar
e
q
u
ite
wo
r
t
h
y
o
f
r
ef
e
r
en
ce
.
Sev
er
al
lim
itatio
n
s
in
th
is
r
esear
ch
n
ee
d
to
b
e
co
n
v
ey
e
d
,
in
clu
d
in
g
th
o
s
e
r
elate
d
t
o
d
etailed
in
f
o
r
m
atio
n
.
T
h
e
in
f
r
astru
ctu
r
e
an
d
q
u
ality
o
f
th
e
lear
n
i
n
g
s
y
s
tem
th
at
co
n
tr
ib
u
ted
th
e
m
o
s
t
to
o
n
lin
e
lear
n
in
g
s
u
cc
ess
in
th
e
C
OVI
D
-
1
9
er
a
in
W
est
Pap
u
a
n
ee
d
to
b
e
ex
p
lo
r
ed
f
u
r
t
h
er
.
T
h
e
c
h
o
ice
o
f
a
q
u
alitativ
e
m
eth
o
d
with
an
eth
n
o
g
r
ap
h
ic
p
er
s
p
e
ctiv
e
is
s
u
itab
le
as
a
u
n
it
o
f
an
aly
s
is
.
T
h
ey
ar
e
c
o
m
b
in
in
g
d
ata
co
llectio
n
tech
n
iq
u
es,
b
o
th
in
-
d
ep
th
in
te
r
v
iews,
o
b
s
er
v
atio
n
s
,
an
d
o
th
er
s
tu
d
ies.
T
h
e
g
o
al
is
th
at
th
e
r
esear
ch
f
in
d
i
n
g
s
'
s
u
b
s
tan
ce
ca
n
ex
p
lain
m
o
r
e
c
o
m
p
r
eh
en
s
iv
ely
th
e
ex
is
tin
g
o
n
lin
e
lear
n
in
g
s
itu
atio
n
.
ACK
NO
WL
E
DG
E
M
E
NT
S
Au
th
o
r
s
ar
e
v
er
y
g
r
ate
f
u
l
to
t
h
e
lead
er
s
o
f
th
e
I
s
lam
ic
C
o
lleg
e
in
W
est
Pap
u
a:
T
h
e
R
ec
t
o
r
o
f
th
e
So
r
o
n
g
State
I
s
lam
ic
I
n
s
titu
te
;
th
e
Hea
d
o
f
th
e
T
ar
b
iy
ah
Sch
o
o
l
o
f
Scien
ce
,
Yap
is
Ma
n
o
k
war
i,
an
d
th
e
Hea
d
o
f
th
e
Al
-
Ma
h
d
i
Fak
f
ak
I
s
lam
ic
C
o
lleg
e
f
o
r
allo
win
g
u
s
to
c
o
n
d
u
ct
th
e
r
esear
ch
.
Fu
r
th
er
m
o
r
e,
au
th
o
r
s
wo
u
ld
also
lik
e
to
th
an
k
th
e
r
esp
o
n
d
en
ts
an
d
co
lleag
u
es
wh
o
h
a
v
e
p
r
o
v
id
e
d
a
lo
t
o
f
m
ea
n
in
g
f
u
l
in
f
o
r
m
atio
n
t
o
co
m
p
lete
th
is
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
A.
P
in
i
n
ta,
“
M
in
ister
o
f
Ed
u
c
a
ti
o
n
a
n
d
Cu
lt
u
re
:
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
in
All
Zo
n
e
s
P
ro
h
ib
it
e
d
F
a
c
e
-
to
-
F
a
c
e
Lec
tu
re
,
”
Ko
m
p
a
s
,
2
0
2
0
.
[O
n
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
ww
w.k
o
m
p
a
s.c
o
m
/ed
u
/rea
d
/
2
0
2
0
/
0
6
/1
6
/1
0
3
9
1
7
5
7
1
/me
n
d
ik
b
u
d
(a
c
c
e
s
se
d
Ju
n
.
1
7
,
2
0
2
0
).
[2
]
S
.
Ad
n
a
n
,
“
Isla
m
ic
U
n
iv
e
rsiti
e
s
a
re
Urg
e
d
to
S
tart
Dista
n
c
e
Lea
rn
in
g
P
r
o
c
e
ss
,
”
Oa
se
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/m.o
a
se
.
id
/rea
d
/a
3
K8
9
W
-
(
a
c
c
e
s
se
d
M
a
y
1
7
,
2
0
2
0
).
[3
]
G
TP
P
COV
ID
-
1
9
RI
,
Pro
to
c
o
l
f
o
r
t
h
e
Acc
e
ler
a
ti
o
n
o
f
H
a
n
d
li
n
g
t
h
e
COVID
-
1
9
P
a
n
d
e
mic
(Co
r
o
n
a
Vi
r
u
s
Dise
a
se
2
0
1
9
)
.
Ja
k
a
rta:
In
d
o
n
e
sia
n
COV
ID
-
1
9
Ha
n
d
li
n
g
Ac
c
e
lera
ti
o
n
Tas
k
F
o
rc
e
,
2
0
2
0
.
[4
]
I.
Hid
a
y
a
ti
,
“
Hist
o
ry
o
f
P
o
p
u
latio
n
M
o
b
il
i
ty
t
o
t
h
e
Cit
y
o
f
S
o
ro
n
g
-
Wes
t
P
a
p
u
a
,
”
LIP
I
,
2
0
1
9
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/k
e
p
e
n
d
u
d
u
k
a
n
.
li
p
i
.
g
o
.
i
d
/i
d
/k
a
ji
a
n
-
k
e
p
e
n
d
u
d
u
k
a
n
/mig
ra
s
i/
6
3
2
(a
c
c
e
ss
e
d
Ju
l.
0
6
,
2
0
2
0
).
[5
]
K.
D.
I.
K.
M
.
Din
a
s
P
e
rsa
n
d
ian
,
“
Histo
r
y
o
f
M
a
n
o
k
wa
ri
&
Its
De
v
e
lo
p
m
e
n
t,
”
De
p
a
rtme
n
t
o
f
E
n
c
ry
p
ti
o
n
,
2
0
1
9
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
:/
/www
.
m
a
n
o
k
wa
rik
a
b
.
g
o
.
id
/h
a
lam
a
n
/se
jara
h
-
m
a
n
o
k
wa
ri
(a
c
c
e
ss
e
d
Ju
n
.
0
2
,
2
0
2
0
).
[6
]
M
.
Ra
j
a
b
,
“
Ev
a
l
u
a
ti
o
n
a
n
d
Op
ti
m
iza
ti
o
n
o
f
On
li
n
e
Lea
rn
in
g
,
”
De
ti
k
Ne
ws
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/n
e
ws
.
d
e
ti
k
.
c
o
m
/
k
o
l
o
m
/d
-
4
9
6
0
9
0
5
/ev
a
l
u
a
si (
a
c
c
e
ss
e
d
Ju
n
.
1
2
,
2
0
2
0
).
[7
]
S
.
Ag
a
rwa
l
a
n
d
J.
S
.
Ka
u
sh
i
k
,
“
S
tu
d
e
n
t’s
P
e
rc
e
p
ti
o
n
o
f
On
li
n
e
Lea
rn
in
g
d
u
rin
g
COV
ID
Pa
n
d
e
m
ic,”
In
d
ia
n
J
.
Ped
ia
tr.
,
v
o
l.
8
7
,
n
o
.
7
,
p
p
.
5
5
4
–
5
5
4
,
J
u
l.
2
0
2
0
,
d
o
i:
1
0
.
1
0
0
7
/s1
2
0
9
8
-
0
2
0
-
0
3
3
2
7
-
7.
[8
]
M
.
M
a
ste
rso
n
,
“
An
Ex
p
lo
ra
ti
o
n
o
f
t
h
e
P
o
ten
ti
a
l
R
o
le
o
f
Dig
i
tal
Tec
h
n
o
l
o
g
ies
f
o
r
P
r
o
m
o
ti
n
g
Lea
rn
in
g
i
n
F
o
re
ig
n
Lan
g
u
a
g
e
Clas
sro
o
m
s:
Les
so
n
s
f
o
r
a
P
a
n
d
e
m
ic,”
In
t
.
J
.
Eme
rg
.
T
e
c
h
n
o
l.
L
e
a
rn
.
,
v
o
l.
1
5
,
n
o
.
1
4
,
p
.
8
3
,
Ju
l
.
2
0
2
0
,
d
o
i:
1
0
.
3
9
9
1
/i
jet.
v
1
5
i
1
4
.
1
3
2
9
7
.
[9
]
R.
A.
P
a
n
g
o
n
d
ian
,
P
.
I.
S
a
n
t
o
sa
,
a
n
d
E.
Nu
g
ro
h
o
,
“
F
a
c
to
rs
Af
fe
c
ti
n
g
th
e
S
u
c
c
e
ss
o
f
On
li
n
e
Lea
rn
in
g
i
n
th
e
In
d
u
strial
Re
v
o
lu
ti
o
n
4
.
0
,
”
i
n
N
a
t
io
n
a
l
S
e
min
a
r
o
n
Co
mp
u
ter
T
e
c
h
n
o
l
o
g
y
&
S
c
ien
c
e
,
2
0
1
9
,
v
o
l.
1
,
n
o
.
1
.
[1
0
]
N.
G
.
Biav
a
rd
i,
“
Be
in
g
a
n
Italian
m
e
d
ica
l
stu
d
e
n
t
d
u
ri
n
g
t
h
e
COV
ID
-
1
9
o
u
tb
r
e
a
k
,
”
I
n
t.
J
.
M
e
d
.
S
tu
d
e
n
ts
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
4
9
–
5
0
,
Ap
r
.
2
0
2
0
,
d
o
i
:
1
0
.
5
1
9
5
/
ij
m
s.0
.
4
8
9
.
[1
1
]
C.
Ow
u
su
-
F
o
rd
jo
u
r
,
C
.
K.
Ko
o
m
so
n
,
a
n
d
D.
Ha
n
s
o
n
,
“
Th
e
im
p
a
c
t
o
f
COV
ID
-
1
9
o
n
lea
rn
i
n
g
-
t
h
e
p
e
rsp
e
c
ti
v
e
o
f
th
e
G
h
a
n
a
ian
stu
d
e
n
t,
”
Eu
r.
J
.
Ed
u
c
.
S
tu
d
.
,
v
o
l.
7
,
n
o
.
3
,
p
p
.
8
8
–
1
0
1
,
2
0
2
0
,
d
o
i:
1
0
.
5
2
8
1
/ze
n
o
d
o
.
3
7
5
3
5
8
6
.
[1
2
]
T.
F
a
v
a
le,
F
.
S
o
r
o
,
M
.
Tre
v
isa
n
,
I.
Dra
g
o
,
a
n
d
M
.
M
e
ll
ia,
“
Ca
m
p
u
s
traffic
a
n
d
e
-
Lea
rn
i
n
g
d
u
r
in
g
COV
ID
-
19
p
a
n
d
e
m
ic,”
Co
mp
u
t.
Ne
two
rk
s
,
v
o
l.
1
7
6
,
n
o
.
Ju
l
y
,
p
.
1
0
7
2
9
0
,
Ju
l.
2
0
2
0
,
d
o
i:
1
0
.
1
0
1
6
/j
.
c
o
m
n
e
t.
2
0
2
0
.
1
0
7
2
9
0
.
[1
3
]
E.
Wi
n
d
h
i
y
a
n
a
,
“
Th
e
Im
p
a
c
t
o
f
COV
ID
-
1
9
o
n
O
n
li
n
e
Lea
rn
i
n
g
Ac
ti
v
it
ies
in
Ch
r
isti
a
n
Un
i
v
e
rsiti
e
s
in
In
d
o
n
e
sia
,
”
PIP
J
.
,
v
o
l.
3
4
,
n
o
.
1
,
p
p
.
1
–
8
,
A
p
r.
2
0
2
0
,
d
o
i:
1
0
.
2
1
0
0
9
/
P
IP
.
3
4
1
.
1
.
[1
4
]
Z.
I.
Alm
a
rz
o
o
q
,
M
.
L
o
p
e
s,
a
n
d
A.
K
o
c
h
a
r,
“
Virt
u
a
l
Lea
rn
i
n
g
Du
rin
g
t
h
e
COV
ID
-
1
9
P
a
n
d
e
m
i
c
,
”
J
.
Am.
Co
ll
.
Ca
rd
io
l.
,
v
o
l
.
7
5
,
n
o
.
2
0
,
p
p
.
2
6
3
5
–
2
6
3
8
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/j
.
jac
c
.
2
0
2
0
.
0
4
.
0
1
5
.
[1
5
]
A.
Yu
d
iaw
a
n
,
“
Lea
rn
in
g
Wi
th
COV
ID
1
9
:
Ev
a
l
u
a
ti
o
n
o
f
P
a
n
d
e
m
ic
Era
On
li
n
e
Lea
rn
in
g
a
t
t
h
e
S
tate
Isla
m
ic
Re
li
g
io
u
s
Co
l
leg
e
,
Wes
t
P
a
p
u
a
,
”
AL
-
FIKR
J
.
Pen
d
id
ik.
Isla
m
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
0
–
1
6
,
A
u
g
.
2
0
2
0
,
d
o
i:
1
0
.
3
2
4
8
9
/alfik
r
.
v
6
i1
.
6
4
.
[1
6
]
G
.
G
u
n
a
wa
n
,
N.
M
.
Y.
S
u
ra
n
ti
,
a
n
d
F
.
F
a
t
h
o
r
o
n
i
,
“
Va
riatio
n
s
o
f
M
o
d
e
ls
a
n
d
Lea
rn
in
g
P
latfo
rm
s
fo
r
P
ro
s
p
e
c
ti
v
e
Tea
c
h
e
rs Du
r
in
g
th
e
COV
ID
-
1
9
P
a
n
d
e
m
ic P
e
rio
d
,
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6
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7
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Alsa
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Ca
ter
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n
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S
o
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8
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[2
9
]
A.
Yu
d
iaw
a
n
a
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d
S
.
S
u
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rm
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k
o
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with
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-
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u
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.
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[3
0
]
T.
Le
sta
ri,
“
On
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Lea
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S
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rv
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9
P
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e
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Ci
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u
Ca
m
p
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s,”
In
d
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.
[3
1
]
T.
Vo
lery
a
n
d
D.
Lo
r
d
,
“
Crit
ic
a
l
su
c
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e
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to
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n
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ti
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,
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I
n
t.
J
.
Ed
u
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.
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.
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[3
2
]
H.
Um
a
r,
Res
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a
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M
e
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o
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s f
o
r T
h
e
sis a
n
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ra
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3
]
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.
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.
[3
4
]
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Ha
sa
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,
A.
S
.
Les
tari,
A.
Y.
Ra
h
m
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n
,
a
n
d
Y.
I.
Da
n
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l,
“
An
a
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Dja
ti
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d
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g
,
2
0
2
0
.
[3
5
]
L.
P
h
a
m
,
K.
Kim
,
B.
Walk
e
r,
T.
De
Na
rd
in
,
a
n
d
H.
Le,
“
De
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Va
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-
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Qu
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li
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In
t
.
J
.
En
ter
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.
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S
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