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k
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ta
State
U
n
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n
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th
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asp
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m
s
[
8
]
.
Als
o
,
o
n
lin
e
lear
n
in
g
ca
n
p
r
o
v
id
e
m
o
r
e
c
o
n
tr
o
l
a
n
d
r
e
d
u
cin
g
th
e
c
o
s
t
o
f
co
m
p
letin
g
lear
n
in
g
ac
tiv
ities
th
at
b
en
ef
it
s
tu
d
en
ts
[9
,
1
0
]
.
H
o
wev
er
,
l
ea
r
n
in
g
s
tr
ateg
ies
n
e
ed
to
b
e
a
p
p
lied
s
o
th
at
s
tu
d
en
t p
ar
ticip
an
ts
h
a
v
e
t
h
e
s
k
ills
an
d
co
m
p
ete
n
cies r
eq
u
ir
ed
f
o
r
th
eir
f
u
tu
r
e
ca
r
ee
r
s
[
1
1
]
.
T
h
e
lear
n
in
g
p
r
o
ce
s
s
in
v
o
ca
t
io
n
al
s
ch
o
o
ls
em
p
h
asizes
th
at
s
tu
d
en
ts
h
av
e
s
k
ills
an
d
co
m
p
eten
cies
th
r
o
u
g
h
th
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
wo
r
ld
o
f
wo
r
k
[
1
2
,
1
3
]
.
T
h
er
ef
o
r
e,
th
e
d
o
m
ain
o
f
t
h
e
lear
n
in
g
p
r
o
ce
s
s
,
esp
ec
ially
in
v
o
ca
tio
n
al
e
d
u
c
atio
n
,
m
u
s
t
in
clu
d
e
co
g
n
itiv
e
(
k
n
o
wled
g
e)
,
p
s
y
ch
o
m
o
to
r
(
s
k
ills
)
,
an
d
af
f
ec
tiv
e
(
attitu
d
e)
.
An
a
ly
s
is
in
o
n
lin
e
l
ea
r
n
in
g
with
q
u
esti
o
n
n
air
es
is
n
ee
d
ed
to
h
a
v
e
a
b
ette
r
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
e
n
t
lear
n
in
g
s
ty
les
an
d
c
o
m
f
o
r
t
in
o
n
lin
e
lear
n
in
g
[
1
4
]
.
T
h
e
ef
f
e
ctiv
en
ess
o
f
o
n
lin
e
lear
n
in
g
d
ep
en
d
s
o
n
h
o
w
th
e
co
n
ten
t is d
esig
n
ed
to
o
v
er
c
o
m
e
an
d
u
n
d
er
s
tan
d
th
e
o
b
s
tacl
es f
ac
ed
b
y
s
tu
d
e
n
ts
[
1
5
]
.
On
lin
e
lear
n
in
g
r
eq
u
i
r
es
a
lo
t o
f
r
eso
u
r
ce
s
an
d
ca
r
ef
u
l
p
lan
n
in
g
to
ac
h
iev
e
lear
n
in
g
o
b
jectiv
es
[
7
]
.
T
h
e
im
p
ac
t
o
f
th
e
C
o
v
id
-
1
9
p
an
d
em
ic
o
n
Me
ch
an
ical
E
n
g
in
ee
r
in
g
E
d
u
ca
tio
n
f
o
r
lec
tu
r
er
s
was
r
eq
u
ir
ed
to
d
esig
n
o
n
lin
e
lear
n
in
g
in
a
r
elativ
ely
s
h
o
r
t
am
o
u
n
t
o
f
tim
e
r
eg
ar
d
less
o
f
th
e
co
u
r
s
e,
wh
ile
s
tu
d
e
n
ts
wer
e
f
o
r
ce
d
t
o
ch
an
g
e
th
eir
w
ay
o
f
lear
n
i
n
g
.
On
t
h
e
o
th
er
h
an
d
,
n
o
t
all
lectu
r
er
s
h
av
e
th
e
ex
p
er
tis
e
to
d
esig
n
an
d
ar
e
f
a
m
iliar
with
o
n
lin
e
le
ar
n
in
g
.
Fer
r
ei
r
a
,
et
a
l
.
e
x
p
lain
th
at
a
teac
h
er
m
u
s
t
b
e
ab
le
t
o
ex
p
lo
r
e
a
n
d
u
s
e
all
tech
n
o
lo
g
ies r
ela
ted
t
o
th
e
lear
n
in
g
p
r
o
ce
s
s
[
4
]
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
e
x
am
in
es
h
o
w
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
Me
ch
a
n
ical
E
n
g
in
e
er
in
g
E
d
u
ca
tio
n
ab
o
u
t
o
n
lin
e
lear
n
i
n
g
d
u
r
in
g
th
e
C
o
v
id
-
1
9
p
a
n
d
em
ic.
T
h
e
m
ain
asp
ec
ts
o
f
th
is
r
esea
r
ch
ar
e
a
b
o
u
t
h
o
w
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
ab
o
u
t
t
h
e
q
u
ality
o
f
o
n
lin
e
lear
n
in
g
th
at
ar
e
d
esig
n
ed
an
d
r
u
n
,
ea
s
e
o
f
ac
ce
s
s
,
an
d
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
ab
o
u
t
th
e
co
n
tin
u
ed
u
s
e
o
f
th
e
c
o
n
s
eq
u
en
ce
s
o
f
th
e
C
o
v
id
-
1
9
p
an
d
e
m
ic.
Dim
en
s
io
n
s
o
f
ess
en
tial f
ac
to
r
s
in
o
n
lin
e
lear
n
in
g
ar
e
b
ased
o
n
th
eo
r
ies,
as
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
o
p
er
atio
n
al
d
im
en
s
io
n
s
u
s
ed
in
th
e
s
tu
d
y
D
i
me
n
si
o
n
D
e
f
i
n
i
t
i
o
n
s
Te
a
c
h
e
r
R
e
f
e
r
t
o
h
o
w
t
e
a
c
h
e
r
s
i
n
me
n
t
o
r
i
n
g
,
g
i
v
e
a
r
e
s
p
o
n
se
,
f
e
e
d
b
a
c
k
,
d
i
s
c
u
ss
i
o
n
,
a
n
d
c
l
e
a
r
i
n
f
o
r
mat
i
o
n
[1
6
-
1
8
]
.
K
n
o
w
l
e
d
g
e
Tr
a
n
sf
e
r
R
e
f
e
r
t
o
h
o
w
o
n
l
i
n
e
l
e
a
r
n
i
n
g
i
n
c
r
e
a
s
e
i
n
b
e
t
t
e
r
k
n
o
w
l
e
d
g
e
,
b
e
t
t
e
r
p
e
r
f
o
r
man
c
e
a
n
d
p
r
o
d
u
c
t
i
v
i
t
y
,
b
e
t
t
e
r
l
e
a
r
n
i
n
g
,
a
n
d
m
a
k
e
i
t
e
a
s
y
t
o
l
e
a
r
n
[
1
9
,
2
0
]
.
I
n
st
r
u
c
t
i
o
n
a
l
M
a
t
e
r
i
a
l
R
e
f
e
r
s
t
o
h
o
w
o
n
l
i
n
e
l
e
a
r
n
i
n
g
i
s
e
a
s
y
t
o
u
n
d
e
r
s
t
a
n
d
a
n
d
l
e
a
r
n
,
t
h
e
ma
t
e
r
i
a
l
i
s
n
o
t
t
o
o
d
i
f
f
i
c
u
l
t
o
r
n
o
t
t
o
o
e
a
s
y
,
f
e
e
l
m
o
t
i
v
a
t
e
d
t
o
d
o
a
ss
i
g
n
me
n
t
s
a
n
d
s
t
u
d
y
ma
t
e
r
i
a
l
,
e
n
o
u
g
h
t
i
me
t
o
st
u
d
y
t
h
e
c
o
n
t
e
n
t
,
i
n
l
i
n
e
w
i
t
h
e
x
p
e
c
t
a
t
i
o
n
s,
a
n
d
ma
t
e
r
i
a
l
p
r
e
s
e
n
t
e
d
i
n
l
a
n
g
u
a
g
e
t
h
a
t
i
s e
a
sy
t
o
u
n
d
e
r
st
a
n
d
[
1
8
,
20
,
21]
.
A
c
c
e
ss
t
o
R
e
s
o
u
r
c
e
s
R
e
f
e
r
s
t
o
h
o
w
o
n
l
i
n
e
l
e
a
r
n
i
n
g
i
s
c
a
n
b
e
a
c
c
e
sse
d
w
i
t
h
v
a
r
i
o
u
s
d
e
v
i
c
e
s
,
c
a
n
b
e
a
c
c
e
ss
e
d
c
h
e
a
p
l
y
,
c
a
n
b
e
a
c
c
e
sse
d
i
n
mu
l
t
i
p
l
e
p
l
a
c
e
s
a
n
d
t
i
me
s
,
c
a
n
b
e
a
c
c
e
sse
d
w
i
t
h
t
h
e
u
s
e
r
's
h
a
r
d
w
a
r
e
a
n
d
s
o
f
t
w
a
r
e
,
e
a
s
i
l
y
g
e
t
a
n
i
n
t
e
r
n
e
t
n
e
t
w
o
r
k
t
o
a
c
c
e
ss
,
a
n
d
i
n
s
t
i
t
u
t
i
o
n
a
l
s
u
p
p
o
r
t
[
2
0
,
22
]
.
C
o
n
t
i
n
u
e
U
si
n
g
R
e
f
e
r
s
t
o
h
o
w
o
n
l
i
n
e
l
e
a
r
n
i
n
g
f
e
e
l
s
c
o
mf
o
r
t
a
b
l
e
,
u
se
d
c
o
n
t
i
n
u
o
u
sl
y
i
n
t
h
e
f
u
t
u
r
e
,
f
e
e
l
i
n
g
h
a
p
p
y
,
a
n
d
c
r
e
a
t
e
e
n
t
h
u
s
i
a
sm
a
n
d
b
e
m
o
t
i
v
a
t
e
d
i
n
l
e
a
r
n
i
n
g
[
2
1
,
23
,
24]
.
T
h
is
r
esear
ch
is
im
p
o
r
tan
t
d
u
e
to
a
s
u
d
d
en
an
d
m
ass
iv
e
s
h
if
t
in
th
e
u
s
e
o
f
o
n
lin
e
lear
n
i
n
g
th
at
h
as
n
ev
er
h
a
p
p
en
e
d
b
ef
o
r
e,
esp
ec
i
ally
in
th
e
f
ield
o
f
Me
ch
an
ical
E
n
g
in
ee
r
in
g
E
d
u
ca
tio
n
.
T
h
e
i
n
s
titu
tio
n
d
o
es
n
o
t
h
av
e
en
o
u
g
h
tim
e
to
d
esig
n
an
d
p
lan
o
n
lin
e
lea
r
n
in
g
.
T
h
e
le
n
g
th
o
f
t
h
e
C
o
v
id
-
1
9
p
an
d
em
i
c
m
ay
cr
ea
te
a
n
ew
lear
n
in
g
s
ty
le
civ
ilizatio
n
f
o
r
teac
h
er
s
an
d
s
tu
d
e
n
ts
in
th
e
f
u
tu
r
e.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ca
n
b
e
u
s
ed
as
ess
en
tial in
p
u
t in
d
eter
m
in
in
g
ef
f
ec
tiv
e
o
n
lin
e
lear
n
in
g
s
ee
n
f
r
o
m
s
tu
d
e
n
ts
'
p
er
ce
p
tio
n
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
e
d
s
u
r
v
ey
m
eth
o
d
s
an
d
q
u
esti
o
n
n
air
e
in
s
tr
u
m
en
ts
to
co
llect
d
ata.
T
h
is
r
e
s
ea
r
ch
was
co
n
d
u
cte
d
in
th
e
Dep
ar
tm
en
t
o
f
Me
ch
an
ical
E
n
g
in
ee
r
in
g
E
d
u
ca
tio
n
,
Y
o
g
y
a
k
ar
ta
Stat
e
Un
iv
er
s
ity
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
o
n
lin
e
u
s
in
g
Go
o
g
le
f
o
r
m
to
5
8
s
tu
d
e
n
ts
(
s
ev
en
f
em
ales
an
d
5
1
m
ales)
o
f
Me
ch
an
ical
E
n
g
in
ee
r
in
g
E
d
u
ca
tio
n
.
T
h
e
s
u
r
v
ey
in
s
tr
u
m
en
t
was
co
m
p
iled
b
ased
o
n
th
e
s
tu
d
y
o
f
ex
is
tin
g
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
tu
d
en
ts
’
p
ercep
tio
n
s
to
w
a
r
d
vo
ca
tio
n
a
l e
d
u
ca
tio
n
o
n
o
n
lin
e
lea
r
n
in
g
d
u
r
in
g
th
e
… (
K
h
u
s
n
i S
ya
u
q
i
)
883
th
eo
r
ies
an
d
th
en
v
alid
ated
b
y
ex
p
e
r
t
ju
d
g
m
en
t.
T
h
e
in
s
tr
u
m
en
t
was
d
ev
elo
p
ed
with
a
t
o
tal
o
f
2
7
q
u
esti
o
n
s
u
s
in
g
a
L
ik
e
r
t
s
ca
le
with
f
o
u
r
alter
n
ativ
e
an
s
wer
s
,
n
am
ely
:
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
,
2
(
d
is
ag
r
ee
)
,
3
(
ag
r
ee
)
,
a
n
d
4
(
s
tr
o
n
g
ly
a
g
r
ee
)
.
T
h
e
L
ik
er
t
s
ca
le
u
s
ed
to
m
ea
s
u
r
e
attitu
d
es,
o
p
in
io
n
s
,
an
d
p
er
ce
p
tio
n
s
o
f
ev
en
ts
o
r
s
o
cial
p
h
en
o
m
en
a
[
2
5
]
.
T
h
is
s
tu
d
y
u
s
es
q
u
an
titativ
e
d
escr
ip
tiv
e
an
aly
s
is
with
b
a
r
g
r
ap
h
s
to
test
th
e
o
u
tco
m
e
d
ata
o
f
s
tu
d
e
n
t
ass
es
s
m
en
ts
r
elate
d
to
f
ee
d
b
ac
k
in
o
n
lin
e
lear
n
in
g
d
u
r
in
g
t
h
e
C
o
v
id
-
1
9
p
a
n
d
em
ic.
D
escr
ip
tiv
e
an
aly
s
is
i
s
a
way
to
r
ev
iew
o
r
ex
p
lain
th
e
co
llected
d
ata
as
it
i
s
[
2
5
,
26]
.
Data
r
esu
lts
o
f
s
tu
d
en
t
f
ee
d
b
ac
k
f
o
r
m
th
e
n
ca
lcu
late
th
e
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
,
an
d
p
er
ce
n
tag
es
to
d
escr
ib
e
in
a
f
o
r
m
at
th
at
i
s
ea
s
y
to
r
ea
d
an
d
u
n
d
er
s
tan
d
.
Als
o
,
th
e
r
esu
lts
o
f
d
ata
a
n
aly
s
is
wer
e
in
ter
p
r
eted
b
ased
o
n
th
e
le
v
el
o
f
r
elatio
n
s
h
ip
u
s
in
g
co
r
r
elatio
n
Pear
s
o
n
Pro
d
u
ct
M
o
m
en
t w
ith
a
t
-
tab
le
v
alu
e
o
f
0
.
2
6
6
(
n
=
5
8
)
a
n
d
a
s
ig
n
if
ica
n
c
e
lev
el
o
f
0
.
5
%.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
Stu
d
en
ts
ar
e
ask
ed
to
p
r
o
v
id
e
f
ee
d
b
ac
k
a
b
o
u
t
th
ei
r
ex
p
e
r
ien
ce
s
in
o
n
lin
e
lear
n
in
g
d
u
r
in
g
t
h
e
C
o
v
id
-
1
9
p
a
n
d
em
ic.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
en
t
r
esp
o
n
s
es
wer
e
th
en
an
aly
ze
d
d
escr
ip
tiv
ely
with
th
e
h
elp
o
f
th
e
SP
SS
2
5
s
o
f
twar
e.
T
h
e
d
escr
ip
tio
n
o
f
th
e
d
ata
p
r
esen
ted
is
th
e
t
o
tal
s
co
r
e
o
f
ea
ch
d
im
en
s
io
n
,
wh
ich
in
clu
d
es
th
e
m
ax
im
u
m
s
co
r
e
,
m
ax
im
u
m
s
co
r
e,
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
,
as sh
o
wn
in
T
ab
le
2
.
T
ab
le
2.
De
s
cr
ip
tiv
e
s
tatis
tics
o
f
s
tu
d
en
t p
er
ce
p
tio
n
s
in
o
n
lin
e
lear
n
in
g
D
i
me
n
si
on
n
M
i
n
i
m
u
m
M
a
x
i
m
u
m
M
e
a
n
S
t
a
n
d
a
r
d
D
e
v
i
a
t
i
o
n
Te
a
c
h
e
r
58
11
21
1
5
.
5
9
2
.
1
9
3
K
n
o
w
l
e
d
g
e
Tr
a
n
s
f
e
r
58
5
16
1
1
.
6
6
2
.
4
1
7
I
n
st
r
u
c
t
i
o
n
a
l
M
a
t
e
r
i
a
l
58
8
21
1
4
.
6
0
2
.
7
7
8
A
c
c
e
ss
t
o
R
e
s
o
u
r
c
e
ss
58
10
23
1
5
.
9
0
2
.
6
2
0
C
o
n
t
i
n
u
e
U
si
n
g
58
4
12
8
.
4
5
2
.
0
0
2
T
ab
le
2
r
ev
ea
ls
th
at
th
e
teac
h
er
d
im
e
n
s
io
n
s
r
an
g
e
f
r
o
m
1
1
to
2
1
,
with
an
av
e
r
ag
e
o
f
1
5
.
5
9
a
n
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
2
.
1
9
3
.
K
n
o
wled
g
e
tr
an
s
f
er
s
r
an
g
e
f
r
o
m
5
to
1
6
,
with
an
av
er
a
g
e
o
f
1
1
.
6
6
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
2
.
4
1
7
.
I
n
s
tr
u
ctio
n
al
m
ater
ials
r
an
g
e
f
r
o
m
8
t
o
1
6
,
with
an
a
v
er
ag
e
o
f
1
4
.
6
0
an
d
a
s
tan
d
a
r
d
d
ev
iatio
n
o
f
2
.
7
7
8
.
Acc
ess
to
r
eso
u
r
ce
s
r
a
n
g
es
f
r
o
m
1
0
t
o
2
3
,
with
an
a
v
er
ag
e
o
f
1
5
.
9
0
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
2
.
6
2
0
.
Fin
ally
,
co
n
tin
u
e
u
s
in
g
r
an
g
es
f
r
o
m
4
to
1
2
with
an
av
er
a
g
e
o
f
8
.
4
5
an
d
a
s
tan
d
a
r
d
d
ev
iat
io
n
o
f
2
.
0
0
2
.
Data
o
n
th
e
f
r
e
q
u
en
c
y
d
is
tr
ib
u
tio
n
r
e
s
u
lts
o
b
tain
ed
f
r
o
m
s
tu
d
en
t
r
esp
o
n
s
es
ar
e
t
h
en
r
ec
ap
itu
lated
b
ased
o
n
th
e
t
o
tal
s
co
r
e
o
f
th
e
alter
n
ativ
e
an
s
w
er
s
an
d
p
r
esen
te
d
,
as sh
o
wn
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Fre
q
u
en
cy
o
f
s
tu
d
e
n
t
p
er
ce
p
tio
n
s
in
o
n
lin
e
lear
n
in
g
I
n
th
e
f
ir
s
t
p
ar
t,
th
e
s
tu
d
e
n
t
s
'
p
er
ce
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ab
o
u
t
th
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h
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p
r
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v
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esp
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s
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f
o
r
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in
o
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is
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s
e
s
ed
.
T
h
e
r
esu
lt
r
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ea
ls
th
at
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d
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ts
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r
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d
3
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r
e
e.
T
h
is
d
ata
in
d
icate
s
th
at
th
e
t
ea
ch
er
in
m
an
ag
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
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8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
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Dec
em
b
e
r
2
0
2
0
:
8
8
1
-
8
8
6
884
o
n
lin
e
lear
n
in
g
is
s
till
n
o
t
in
lin
e
with
s
tu
d
en
t
ex
p
ec
tatio
n
s
.
T
h
ese
au
th
o
r
s
s
u
g
g
ested
th
a
t
th
is
was
b
ec
au
s
e
s
o
m
e
o
f
th
e
teac
h
er
s
wer
e
n
o
t
y
et
f
am
iliar
with
o
n
lin
e
lear
n
in
g
,
f
o
r
ex
am
p
le:
h
o
w
to
p
r
o
v
id
e
in
itial
lear
n
in
g
in
f
o
r
m
atio
n
,
d
esig
n
d
is
cu
s
s
io
n
r
o
o
m
s
,
an
d
p
r
o
v
id
e
f
ee
d
b
ac
k
with
s
tu
d
en
ts
.
T
ea
ch
er
s
m
u
s
t
u
s
e
tech
n
o
lo
g
y
in
a
way
to
s
u
p
p
o
r
t
th
e
c
u
r
r
icu
l
u
m
r
ath
er
t
h
an
m
aster
it
[
27]
.
Fo
llo
win
g
wh
at
C
h
en
a
n
d
L
u
s
aid
t
h
at
s
o
m
e
teac
h
er
s
f
in
d
it
c
h
allen
g
in
g
to
ch
o
o
s
e
th
e
r
ig
h
t
lear
n
in
g
m
o
d
el
[
14
]
.
I
n
th
e
o
n
lin
e
lear
n
in
g
p
r
o
ce
s
s
,
teac
h
er
s
n
ee
d
to
u
n
d
er
s
tan
d
s
tu
d
e
n
t
f
ee
d
b
ac
k
a
b
o
u
t
th
e
lear
n
in
g
p
ar
t
[
2
8
]
.
E
s
p
ec
ially
th
at
i
n
ter
ac
tiv
e
ac
tiv
ities
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
t
s
w
ill
h
av
e
an
im
p
ac
t
o
n
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
in
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
ac
tiv
ities
[
2
9
]
.
I
n
th
e
s
ec
o
n
d
p
ar
t,
r
eg
ar
d
i
n
g
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
h
o
w
t
h
eir
ex
p
e
r
ien
ce
in
g
ain
in
g
k
n
o
wled
g
e
in
o
n
lin
e
lear
n
in
g
is
s
ee
n
f
r
o
m
a
s
p
ec
ts
o
f
th
e
in
cr
ea
s
e
in
b
etter
k
n
o
wled
g
e
,
b
etter
p
er
f
o
r
m
a
n
ce
an
d
p
r
o
d
u
ctiv
ity
,
b
etter
lear
n
in
g
,
an
d
m
ak
e
it
e
asy
to
lear
n
.
T
h
e
r
esu
lt
s
h
o
w
s
th
at
5
2
.
4
3
%
o
f
r
esp
o
n
d
en
ts
an
s
wer
ed
d
is
ag
r
ee
,
an
d
3
9
.
5
8
%
s
tated
ag
r
ee
d
.
T
h
is
d
ata
in
d
icate
s
th
at
s
tu
d
en
ts
'
ex
p
er
ie
n
ce
s
in
o
n
lin
e
lear
n
in
g
as
an
alter
n
ativ
e
lear
n
in
g
m
o
d
el
h
av
e
n
o
t
h
ad
an
ef
f
ec
tiv
e
ef
f
ec
t
o
f
in
c
r
ea
s
in
g
th
eir
k
n
o
wled
g
e.
T
h
is
f
in
d
in
g
is
n
o
t
f
o
llo
win
g
th
e
o
p
in
io
n
o
f
Kis
an
jar
a
et
a
l.
th
at
e
-
lear
n
in
g
u
s
ef
u
l
in
in
cr
ea
s
in
g
k
n
o
wled
g
e
an
d
s
k
ills
f
o
r
ef
f
ec
tiv
en
ess
,
p
r
o
d
u
ctiv
ity
in
th
eir
lear
n
in
g
,
an
d
ac
co
m
p
lis
h
in
g
th
eir
co
u
r
s
e
task
s
q
u
ick
ly
[
2
]
.
T
h
ese
a
u
th
o
r
s
also
s
u
g
g
est
th
at
p
ar
t o
f
th
e
lear
n
in
g
cu
r
r
ic
u
lu
m
in
Me
ch
an
ical
E
n
g
in
ee
r
i
n
g
E
d
u
ca
tio
n
p
lace
s
m
o
r
e
em
p
h
asis
o
n
m
aster
in
g
s
k
ills
th
an
o
n
s
o
f
t
s
k
ills
.
B
es
id
es,
th
e
teac
h
er
in
d
esig
n
in
g
an
d
p
lan
n
in
g
to
lear
n
is
s
till
n
o
t
f
o
llo
win
g
th
e
o
b
jectiv
es
to
b
e
ac
h
iev
e
d
.
T
h
ese
f
in
d
in
g
s
ar
e
d
u
e
t
o
th
e
s
h
o
r
t
tim
e
t
o
d
esig
n
an
d
p
l
an
o
n
lin
e
lear
n
in
g
.
Acc
o
r
d
in
g
t
o
C
ak
r
awa
ti,
teac
h
er
m
u
s
t b
e
ab
le
t
o
in
teg
r
ate
tec
h
n
o
lo
g
y
with
co
n
ten
t a
n
d
p
ed
ag
o
g
y
[
3
0
]
.
I
n
th
e
th
ir
d
p
a
r
t,
r
eg
a
r
d
in
g
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
h
o
w
in
s
tr
u
ctio
n
al
m
ater
ial
is
v
ie
wed
f
r
o
m
asp
ec
t
s
o
f
ea
s
y
to
u
n
d
er
s
tan
d
an
d
lear
n
,
th
e
co
n
ten
t
is
n
o
t
to
o
d
if
f
icu
lt
o
r
n
o
t
to
o
ea
s
y
,
f
ee
l
m
o
tiv
ated
to
d
o
ass
ig
n
m
en
ts
an
d
s
tu
d
y
m
ater
ial,
en
o
u
g
h
tim
e
to
s
tu
d
y
th
e
co
n
ten
t,
in
lin
e
with
ex
p
ec
tatio
n
s
,
an
d
m
ater
ial
p
r
esen
ted
in
la
n
g
u
a
g
e
th
at
is
ea
s
y
to
u
n
d
er
s
tan
d
.
T
h
e
r
esu
l
ts
s
h
o
wed
th
at
4
6
.
6
6
%
o
f
r
es
p
o
n
d
e
n
ts
an
s
wer
ed
th
ey
a
g
r
ee
,
b
u
t
4
3
.
3
9
%
e
x
p
lai
n
ed
d
is
ag
r
ee
d
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
s
tu
d
e
n
t
lear
n
in
g
m
ater
ials
th
at
ar
e
d
esig
n
ed
a
n
d
ar
r
a
n
g
ed
ar
e
s
till
n
o
t
i
n
lin
e
with
s
tu
d
e
n
t
e
x
p
ec
tatio
n
s
.
E
s
p
ec
ially
i
n
v
o
ca
tio
n
al
s
ch
o
o
ls
t
h
at
em
p
h
asize
m
aster
y
o
f
s
k
ills
b
y
th
eir
f
ield
s
.
Acc
o
r
d
in
g
to
Al
-
alak
an
d
Aln
awa
s
th
at
s
t
u
d
en
ts
wh
o
h
av
e
a
p
o
s
itiv
e
attitu
d
e
t
o
war
d
s
tech
n
o
lo
g
y
will
h
a
v
e
a
h
i
g
h
er
ac
c
ep
tan
ce
o
f
t
h
e
u
s
e
o
f
tech
n
o
lo
g
y
[
2
3
]
.
Mo
r
eo
v
e
r
,
s
tu
d
en
ts
ar
e
in
ter
este
d
in
lea
r
n
in
g
th
at
p
r
o
v
id
es
v
ar
io
u
s
f
o
r
m
ats
s
u
ch
as
th
e
u
s
e
o
f
v
i
d
eo
,
au
d
i
o
,
o
r
o
th
e
r
tech
n
o
lo
g
ies
th
at
a
r
e
d
esig
n
e
d
to
b
e
m
o
r
e
e
x
citin
g
an
d
allo
w
s
tu
d
en
ts
to
r
esp
o
n
d
ef
f
icien
tly
[
31
]
.
T
h
e
q
u
ality
o
f
th
e
m
ater
ial
is
an
ess
en
tial
d
eter
m
in
an
t
b
ec
au
s
e
it
h
as
a
p
o
s
itiv
e
im
p
ac
t
an
d
s
tu
d
en
t
s
atis
f
ac
tio
n
[
2
0
,
3
2
]
.
Als
o
,
s
tu
d
en
ts
n
ee
d
d
if
f
er
en
t
attr
ib
u
tes
s
u
ch
as
k
n
o
wled
g
e
ab
o
u
t
tech
n
o
lo
g
y
u
s
e,
tim
e
m
an
ag
e
m
en
t
a
n
d
o
r
g
an
izatio
n
,
an
d
in
ter
ac
tio
n
s
u
s
in
g
o
n
lin
e
tec
h
n
o
lo
g
y
[
9
]
.
I
n
th
e
f
o
u
r
th
p
a
r
t,
r
eg
ar
d
i
n
g
s
tu
d
en
ts
'
p
e
r
ce
p
tio
n
s
o
f
h
o
w
to
g
et
ac
ce
s
s
to
r
eso
u
r
ce
s
v
iewe
d
f
r
o
m
asp
ec
ts
ac
ce
s
s
ed
with
v
ar
io
u
s
d
ev
ices,
ca
n
b
e
ac
ce
s
s
ed
ch
ea
p
ly
,
ca
n
b
e
ac
ce
s
s
ed
in
m
u
ltip
le
p
lace
s
an
d
tim
es,
ca
n
b
e
ac
ce
s
s
ed
with
th
e
u
s
er
'
s
h
ar
d
war
e
an
d
s
o
f
twar
e,
ea
s
ily
g
et
an
in
ter
n
et
n
etwo
r
k
to
a
cc
ess
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
h
e
r
e
s
u
lts
s
h
o
w
th
at
5
2
.
8
7
%
o
f
r
esp
o
n
d
en
ts
an
s
wer
ed
t
h
ey
ag
r
ee
,
an
d
3
5
.
0
6
%
d
is
ag
r
ee
.
T
h
ese
f
in
d
i
n
g
s
in
d
ic
ate
th
at
s
tu
d
en
ts
h
av
e
n
o
t
h
ad
s
ig
n
if
ican
t
d
if
f
icu
lties
ac
ce
s
s
i
n
g
o
n
lin
e
lear
n
in
g
.
T
h
ese
au
th
o
r
s
s
u
g
g
est
t
h
at
s
tu
d
en
ts
alr
ea
d
y
f
ee
l
th
e
y
h
av
e
n
o
o
b
s
tacle
s
in
o
n
lin
e
lear
n
i
n
g
b
ec
au
s
e
th
e
y
ar
e
ea
s
ily
ac
ce
s
s
ed
b
y
th
e
d
ev
ice
s
th
ey
h
av
e
an
d
ea
s
ily
ac
ce
s
s
ib
le.
T
h
e
u
s
e
o
f
o
n
lin
e
lear
n
in
g
r
eso
u
r
ce
s
e
n
ab
les
s
tu
d
en
ts
to
cr
ea
te
lear
n
i
n
g
e
n
v
ir
o
n
m
e
n
ts
th
at
ar
e
m
o
s
t
s
u
itab
le
f
o
r
th
ei
r
lear
n
in
g
n
ee
d
s
an
d
s
ty
les
[
33
].
As
ex
p
lain
ed
b
y
Mu
t
h
u
p
r
asad
,
o
n
lin
e
class
es
will
b
e
s
u
cc
ess
f
u
l
o
n
ly
if
th
e
in
ter
n
et
f
ac
ilit
y
is
p
r
o
v
id
ed
to
all
b
y
m
ak
in
g
it e
q
u
itab
le
an
d
af
f
o
r
d
ab
le
[
15
].
I
n
th
e
f
if
th
p
ar
t,
s
tu
d
e
n
ts
'
p
er
ce
p
tio
n
s
ab
o
u
t
h
o
w
to
c
o
n
tin
u
e
u
s
i
n
g
i
n
o
n
lin
e
lear
n
in
g
v
i
ewe
d
f
r
o
m
th
e
asp
ec
ts
o
f
f
ee
lin
g
co
m
f
o
r
tab
le,
b
ein
g
u
s
ed
c
o
n
tin
u
o
u
s
ly
in
th
e
f
u
t
u
r
e,
f
ee
lin
g
h
ap
p
y
,
an
d
cr
ea
tin
g
en
th
u
s
iasm
an
d
b
ei
n
g
m
o
tiv
a
ted
in
lear
n
in
g
.
T
h
e
r
esu
lts
s
h
o
w
th
at
5
5
.
1
7
%
o
f
r
esp
o
n
d
en
ts
an
s
wer
ed
th
ey
d
is
ag
r
ee
,
an
d
2
8
.
0
2
%
ag
r
ee
d
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
s
tu
d
en
ts
f
ee
l
u
n
co
m
f
o
r
tab
le
a
n
d
h
ap
p
y
with
th
e
o
n
lin
e
lear
n
in
g
th
at
is
f
o
llo
we
d
.
T
h
ese
au
th
o
r
s
s
u
g
g
est
th
at
i
f
s
tu
d
en
ts
o
f
ten
f
ee
l
o
n
lin
e
lea
r
n
in
g
ca
n
in
cr
ea
s
e
k
n
o
wled
g
e,
f
in
d
it
ea
s
y
to
u
s
e,
an
d
ar
e
q
u
ick
to
c
o
m
p
le
te
ass
ig
n
m
en
ts
,
th
ey
will
ex
p
er
i
en
ce
a
s
atis
f
ac
tio
n
.
Acc
o
r
d
in
g
t
o
Ap
ar
icio
,
th
at
s
a
tis
f
ac
tio
n
ca
n
h
av
e
a
n
im
p
ac
t
o
n
s
tu
d
en
t
b
e
h
av
io
r
f
o
r
s
u
s
tain
ab
le
u
s
e
[
3
2
]
.
T
h
e
u
s
e
o
f
tech
n
o
lo
g
y
s
h
o
u
ld
r
es
u
lt
in
b
etter
ac
h
iev
em
en
t
in
s
tu
d
en
t
lear
n
in
g
s
o
th
at
th
ey
will
c
o
n
tin
u
e
to
u
s
e
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
s
[
3
4
]
.
T
ab
le
3
s
h
o
ws
th
e
d
im
en
s
io
n
s
o
f
th
e
teac
h
er
,
k
n
o
wled
g
e
tr
a
n
s
f
er
,
an
d
in
s
tr
u
ctio
n
al
m
ater
i
al,
h
av
in
g
a
v
er
y
s
tr
o
n
g
r
elatio
n
s
h
ip
in
o
n
lin
e
lear
n
in
g
.
T
h
ese
r
esu
l
ts
co
n
tr
ad
ict
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
tu
d
ies
o
f
i
n
s
tr
u
cto
r
s
,
k
n
o
wled
g
e
tr
a
n
s
f
er
,
an
d
in
s
tr
u
cto
r
m
ater
ial
ab
le
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
o
n
lin
e
lear
n
i
n
g
f
o
r
s
tu
d
en
ts
[
35
]
.
W
h
ile
ac
ce
s
s
to
r
eso
u
r
ce
s
h
as
a
s
tr
o
n
g
en
o
u
g
h
r
elatio
n
s
h
ip
an
d
co
n
tin
u
es
to
u
s
e,
it
h
as
a
s
tr
o
n
g
r
elatio
n
s
h
ip
in
o
n
lin
e
lear
n
in
g
.
Ov
er
all,
th
is
d
is
cu
s
s
es
f
iv
e
d
im
en
s
io
n
s
r
elate
d
to
c
r
itical
le
ar
n
in
g
an
d
ca
n
b
e
m
ad
e
as a
r
ef
er
e
n
ce
to
f
a
cto
r
s
in
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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en
ts
o
n
lin
e
[
16
,
17
]
.
E
d
u
ca
tio
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in
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titu
tio
n
s
n
ee
d
tr
ain
in
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teac
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ter
ac
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4.
CO
NCLU
SI
O
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B
ased
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esp
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Me
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d
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m
ajo
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ity
o
f
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is
s
till
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id
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less
ef
f
ec
tiv
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an
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in
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with
th
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ex
p
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tatio
n
s
.
T
h
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ev
id
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ce
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b
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m
ag
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itu
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'
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ca
r
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d
in
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f
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ee
d
ed
to
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tr
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ly
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f
f
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tiv
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e
im
p
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m
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t
is
b
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in
cr
ea
s
in
g
th
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teac
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er
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s
ab
il
ity
to
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ater
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in
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b
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'
k
n
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s
k
ills
.
ACK
NO
WL
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h
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ap
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to
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d
u
ca
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Fu
n
d
Ma
n
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m
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t
I
n
s
titu
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n
(
L
PDP)
an
d
Yo
g
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ak
ar
ta
State
Un
iv
er
s
ity
wh
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av
e
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u
p
p
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r
ted
th
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im
p
lem
en
tatio
n
o
f
t
h
is
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
Wen
tl
in
g
,
T
.
,
Wai
g
h
t
,
C.
,
G
a
ll
a
h
e
r,
J.,
F
leu
r,
J.,
Wan
g
,
C.
,
a
n
d
Ka
n
fe
r,
A.,
"
E
-
lea
rn
in
g
:
A
re
v
iew
o
f
th
e
li
tera
tu
re
,"
NCSA,
Th
e
Un
iv
e
rsity
o
f
I
ll
in
o
is
a
t
Urb
a
n
a
-
Ch
a
m
p
a
ig
n
,
2
0
0
0
.
[2
]
Kisa
n
jara
,
S
.
,
T
o
ss
y
,
T.
,
S
ife,
A.,
a
n
d
M
sa
n
ji
la,
S
.
,
"
A
n
i
n
teg
ra
ted
m
o
d
e
l
fo
r
m
e
a
su
rin
g
th
e
imp
a
c
t
s
o
f
E
-
lea
rn
i
n
g
o
n
stu
d
e
n
ts'
a
c
h
iev
e
m
e
n
t
i
n
d
e
v
e
lo
p
i
n
g
c
o
u
n
tri
e
s
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
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l
o
f
E
d
u
c
a
ti
o
n
a
n
d
De
v
e
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p
me
n
t
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si
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g
In
fo
rm
a
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io
n
a
n
d
Co
mm
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n
ica
ti
o
n
T
e
c
h
n
o
l
o
g
y
,
v
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l.
1
3
,
n
o
.
3
,
p
p
.
1
0
9
-
1
2
7
,
2
0
1
7
.
[3
]
M
.
F
l
o
re
n
c
e
a
n
d
B
.
An
t
h
o
n
y
,
"
O
n
li
n
e
lea
rn
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n
g
,
"
I
n
Di
g
it
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l
M
e
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ia
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r
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e
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r
n
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g
.
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ri
n
g
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r
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tern
a
ti
o
n
a
l
P
u
b
li
sh
in
g
,
pp.
1
1
1
-
1
2
7
,
2
0
1
9
.
[4
]
F
e
rre
ira,
J.,
e
t
a
l
.
,
"
T
h
e
n
e
c
e
ss
a
ry
k
n
o
wle
d
g
e
f
o
r
o
n
li
n
e
e
d
u
c
a
ti
o
n
:
tea
c
h
in
g
a
n
d
lea
rn
in
g
t
o
p
r
o
d
u
c
e
k
n
o
wle
d
g
e
,
"
Eu
ra
sia
J
o
u
r
n
a
l
o
f
M
a
th
e
ma
t
ics
,
S
c
ien
c
e
a
n
d
T
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c
h
n
o
l
o
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y
E
d
u
c
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ti
o
n
,
v
o
l
.
1
4
,
n
o
.
6
,
p
p
.
2
0
9
7
-
2
1
0
6
,
2
0
1
8
.
[5
]
Be
lay
a
,
V.,
"
Th
e
u
se
o
f
e
-
lea
r
n
in
g
i
n
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
a
n
d
train
i
n
g
(VET
):
S
y
ste
m
a
ti
z
a
ti
o
n
o
f
e
x
isti
n
g
th
e
o
re
ti
c
a
l
a
p
p
r
o
a
c
h
e
s,"
J
o
u
rn
a
l
o
f
E
d
u
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a
n
d
L
e
a
rn
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g
,
v
o
l.
7
,
n
o
.
5
,
p
p
.
9
2
-
1
0
1
,
2
0
1
8
.
[6
]
Big
n
o
u
x
,
S
.
a
n
d
S
u
n
d
,
K
.
,
"
T
u
to
ri
n
g
e
x
e
c
u
ti
v
e
s
o
n
li
n
e
:
W
h
a
t
Driv
e
s
P
e
rc
e
iv
e
d
Qu
a
li
t
y
?
"
Beh
a
v
io
u
r
a
n
d
In
fo
rm
a
t
io
n
T
e
c
h
n
o
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o
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y
,
v
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l
.
3
7
,
n
o
.
7
,
p
p
.
1
-
1
1
,
2
0
1
8
.
[7
]
D
.
In
d
ira
a
n
d
A
.
S
a
k
sh
i
,
"
On
li
n
e
lea
rn
in
g
,
"
In
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
&
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l
.
3
,
n
o
.
8
,
p
p
.
3
2
-
3
4
,
20
17
.
[8
]
Ha
rsa
si,
M
.
,
"
Th
e
u
se
o
f
o
p
e
n
e
d
u
c
a
ti
o
n
a
l
re
so
u
rc
e
s
in
o
n
li
n
e
le
a
rn
in
g
:
A
stu
d
y
o
f
stu
d
e
n
ts'
p
e
rc
e
p
ti
o
n
,
"
T
u
rk
ish
On
li
n
e
J
o
u
rn
a
l
o
f
Dista
n
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Ed
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ti
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n
,
v
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l
.
1
6
,
n
o
.
3
,
p
p
.
7
4
-
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7
,
2
0
1
5
.
[9
]
T
.
Jo
o
ste
n
a
n
d
R
.
Cu
sa
ti
s
,
"
O
n
li
n
e
lea
rn
in
g
re
a
d
i
n
e
ss
,
"
Ame
ric
a
n
J
o
u
rn
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o
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Dista
n
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e
Ed
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c
a
ti
o
n
,
v
o
l.
3
4
,
n
o
.
3
,
p
p
.
1
-
1
4
,
2
0
2
0
.
[1
0
]
Cid
ra
l,
W.
A
.
,
Ol
iv
e
ira,
T.
,
Di
F
e
li
c
e
,
M
.
,
a
n
d
A
p
a
ricio
,
M
.
,
"
E
-
le
a
rn
in
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su
c
c
e
ss
d
e
term
in
a
n
ts:
Bra
z
il
ian
e
m
p
iri
c
a
l
stu
d
y
,
"
C
o
mp
u
ter
s &
Ed
u
c
a
ti
o
n
,
v
o
l
.
1
2
2
,
p
p
.
2
7
3
–
2
9
0
,
Ju
l.
2
0
1
8
.
[1
1
]
Ke
lz,
A.,
"
E
-
lea
rn
in
g
stra
teg
ies
in
tec
h
n
i
c
a
l
p
a
rt
-
t
ime
st
u
d
ies
a
t
Ca
m
p
u
s
P
in
k
a
fe
ld
–
a
m
o
d
e
ra
t
e
c
o
n
stru
c
ti
v
is
t
a
p
p
ro
a
c
h
to
lea
rn
in
g
a
n
d
tea
c
h
in
g
,
"
I
n
ter
n
a
t
io
n
a
l
J
o
u
r
n
a
l
o
f
Ad
v
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n
c
e
d
Co
rp
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ra
te
L
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rn
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,
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.
2
,
n
o
.
1
,
p
p
.
2
5
-
3
0
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2
0
0
9
.
[1
2
]
Wi
d
iatn
a
,
A.D.
,
T
e
a
c
h
i
n
g
F
a
c
to
ry
:
A
n
e
w
d
ire
c
ti
o
n
fo
r
v
o
c
a
ti
o
n
a
l
h
ig
h
sc
h
o
o
l
ma
n
a
g
e
me
n
t
in
In
d
o
n
e
sia
(
in
Ba
h
a
sa
)
,
Ja
k
a
rta T
imu
r:
P
u
sta
k
a
Aji,
2
0
1
9
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Evaluation Warning : The document was created with Spire.PDF for Python.
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[1
3
]
Clark
,
L.
a
n
d
Wi
n
c
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,
C.
,
V
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
in
ter
n
a
ti
o
n
a
l
a
p
p
ro
a
c
h
e
s,
d
e
v
e
lo
p
me
n
t
a
n
d
sy
ste
ms
,
Ne
w
Yo
rk
:
Ro
u
tl
e
d
g
e
,
2
0
0
7
.
[1
4
]
Ch
e
n
,
S
.
a
n
d
Lu
,
Y.,
"
T
h
e
n
e
g
a
ti
v
e
e
ffe
c
ts
a
n
d
c
o
n
tr
o
l
o
f
b
len
d
e
d
lea
rn
in
g
in
u
n
i
v
e
rsity
,
"
I
n
ter
n
a
t
io
n
a
l
Co
n
fer
e
n
c
e
o
n
E
d
u
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ti
o
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T
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o
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n
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o
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S
y
ste
m
,
Atlan
ti
s P
re
ss
,
p
p
.
2
8
-
3
1
,
2
0
1
3
.
[1
5
]
M
u
th
u
p
ra
sa
d
,
T.
,
Aisw
a
ry
a
,
S
.
,
Ad
it
y
a
,
K.
S
.
,
a
n
d
J
h
a
,
G
.
K.,
"
S
tu
d
e
n
ts'
p
e
rc
e
p
ti
o
n
a
n
d
p
re
fe
re
n
c
e
fo
r
o
n
li
n
e
e
d
u
c
a
ti
o
n
i
n
I
n
d
ia
DU
RING
Co
v
id
-
1
9
P
a
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”
J
o
u
rn
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Fi
rs
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L
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S
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s
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H
u
ma
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it
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,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
:/
/
d
x
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.
3
5
9
6
0
5
6
[1
6
]
G
u
lb
a
h
a
r,
Y.
a
n
d
Ka
lelio
g
lu
,
F
.
,
"
Co
m
p
e
ten
c
ies
fo
r
E
-
i
n
stru
c
to
rs:
Ho
w
to
q
u
a
li
fy
a
n
d
g
u
a
ra
n
tee
su
sta
in
a
b
il
it
y
,
"
Co
n
tem
p
o
ra
ry
Ed
u
c
a
ti
o
n
a
l
T
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h
n
o
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o
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y
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
1
4
0
-
1
5
4
,
2
0
1
5
.
[1
7
]
Li
n
,
C.
a
n
d
Zh
e
n
g
,
B.
,
"
Tea
c
h
in
g
p
ra
c
ti
c
e
s
a
n
d
tea
c
h
e
r
p
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rc
e
p
ti
o
n
s
in
o
n
li
n
e
wo
rl
d
la
n
g
u
a
g
e
c
o
u
r
se
s
,
"
J
o
u
rn
a
l
o
f
On
li
n
e
L
e
a
rn
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n
g
Res
e
a
rc
h
,
v
o
l.
1
,
n
o
.
3
,
p
p
.
2
7
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,
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0
1
5
.
[1
8
]
Ca
ice
d
o
,
J.E
.
,
Be
rrío
,
S
.
P
.
,
a
n
d
P
in
z
ó
n
,
Ó.J.
,
"
S
e
r
v
ice
q
u
a
li
ty
f
o
r
c
o
n
ti
n
u
i
n
g
h
i
g
h
e
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e
d
u
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ti
o
n
i
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lea
rn
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n
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iro
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m
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ts
,
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tr
a
ma
d
o
,
v
o
l.
1
4
,
n
o
.
2
,
p
p
.
2
2
-
3
4
,
2
0
1
8
.
[1
9
]
Ha
n
se
n
,
D.E
.
,
"
K
n
o
wle
d
g
e
tran
s
fe
r
in
o
n
li
n
e
lea
rn
i
n
g
e
n
v
iro
n
m
e
n
ts
,
"
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o
u
rn
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l
o
f
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a
rk
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ti
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d
u
c
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ti
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v
o
l.
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o
.
2
,
p
p
.
9
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-
1
0
5
,
2
0
0
8
.
[2
0
]
S
u
n
,
P
.
,
Tsa
i,
R.
J.,
F
.
G
.
,
Ch
e
n
,
Y.
Y.,
a
n
d
Ye
h
,
D.,
"
W
h
a
t
d
riv
e
s
a
su
c
c
e
ss
fu
l
e
-
lea
rn
in
g
?
An
e
m
p
iri
c
a
l
in
v
e
stig
a
ti
o
n
o
f
t
h
e
c
rit
ica
l
fa
c
to
rs
in
fl
u
e
n
c
in
g
lea
rn
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r
sa
ti
sfa
c
ti
o
n
,
"
C
o
mp
u
ter
s
a
n
d
Ed
u
c
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ti
o
n
,
v
o
l.
5
0
,
n
o
.
4
,
p
p
.
1
1
8
3
-
1
2
0
2
,
2
0
0
8
.
[2
1
]
Li
n
,
K.M
.
,
"
E
-
lea
rn
in
g
c
o
n
ti
n
u
a
n
c
e
in
ten
ti
o
n
:
M
o
d
e
ra
ti
n
g
e
ffe
c
ts
o
f
u
s
e
r
E
-
lea
rn
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g
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x
p
e
rien
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e
,
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Co
mp
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ter
s
a
n
d
Ed
u
c
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ti
o
n
,
v
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l
.
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6
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n
o
.
2
,
p
p
.
5
1
5
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5
2
6
,
2
0
1
0
.
[2
2
]
Biss
e
t,
J.A.,
"
T
h
e
m
o
v
e
t
o
m
o
d
e
rn
lea
rn
in
g
e
n
v
iro
n
m
e
n
ts
in
Ne
w
Zea
lan
d
se
c
o
n
d
a
r
y
sc
h
o
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ls:
S
tep
fo
rwa
rd
o
r
sm
o
k
e
sc
re
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n
?
"
Th
e
sis,
Un
it
e
c
In
s
ti
tu
te
o
f
Tec
h
n
o
l
o
g
y
,
2
0
1
4
.
[2
3
]
Al
-
a
lak
,
B.
a
n
d
Al
n
a
wa
s,
I.
,
"
M
e
a
su
rin
g
th
e
Ac
c
e
p
tan
c
e
a
n
d
Ad
o
p
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i
o
n
o
f
E
-
lea
rn
in
g
b
y
Ac
a
d
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m
ic
S
taff,"
Kn
o
wled
g
e
M
a
n
a
g
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me
n
t
a
n
d
E
-
L
e
a
rn
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g
:
A
n
In
ter
n
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ti
o
n
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l
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o
u
rn
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l
,
v
o
l
.
3
,
n
o
.
2
,
p
p
.
2
0
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-
2
2
1
,
2
0
1
1
.
[2
4
]
S
a
ll
o
u
m
,
S
.
a
n
d
S
h
a
a
lan
,
K.,
"
F
a
c
to
rs
a
ffe
c
ti
n
g
stu
d
e
n
ts'
a
c
c
e
p
tan
c
e
o
f
E
-
lea
rn
in
g
sy
ste
m
in
h
ig
h
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r
e
d
u
c
a
ti
o
n
u
sin
g
UTAU
T
a
n
d
stru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
a
p
p
r
o
a
c
h
e
s,"
Bo
o
k
Ch
a
p
ter
:
Pro
c
e
e
d
in
g
s
o
f
th
e
In
ter
n
a
ti
o
n
a
l
Co
n
fer
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n
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o
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Ad
v
a
n
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d
I
n
telli
g
e
n
t
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y
ste
ms
a
n
d
I
n
f
o
rm
a
ti
c
s
,
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p
ri
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r
In
tern
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ti
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a
l
P
u
b
li
sh
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g
,
p
p
.
4
6
9
-
4
8
0
,
2
0
1
9
.
[2
5
]
Rid
u
wa
n
a
n
d
S
u
n
a
rt
o
,
I
n
tro
d
u
c
t
io
n
to
sta
t
isti
c
s
fo
r
re
se
a
rc
h
:
E
d
u
c
a
t
io
n
a
l,
so
c
i
a
l,
e
c
o
n
o
mic
a
n
d
b
u
sin
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ss
(
i
n
B
a
h
a
sa
)
,
Ba
n
d
u
n
g
:
Alfa
b
e
ta,
p
.
2
0
,
2
0
0
7
.
[2
6
]
P
u
rwa
n
t
o
,
A.,
In
fer
e
n
ti
a
l
st
a
ti
stic
s la
b
g
u
id
e
(i
n
Ba
h
a
sa
)
,
Ja
k
a
rta:
G
ra
sin
d
o
,
2
0
0
7
.
[2
7
]
Zo
lfag
h
a
ri,
V.,
a
n
d
Ka
rg
o
z
a
ri,
M
.
,
"
In
fl
u
e
n
c
e
s
o
f
Dig
it
a
l
Clas
sro
o
m
s
o
n
E
d
u
c
a
ti
o
n
,
"
Pr
o
c
e
d
i
a
CS
,
v
o
l.
3
,
p
p
.
1
1
7
8
-
1
1
8
3
,
2
0
1
1
.
[2
8
]
Ng
u
y
e
n
,
V.
A
.
,
"
Th
e
i
m
p
a
c
t
o
f
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li
n
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lea
rn
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g
a
c
ti
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ies
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stu
d
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lea
rn
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n
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o
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tco
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b
len
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d
l
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rn
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g
c
o
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rs
e
,
"
J
o
u
rn
a
l
o
f
In
fo
rm
a
ti
o
n
&
Kn
o
wled
g
e
M
a
n
a
g
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me
n
t
,
v
o
l
.
16
,
n
o
.
4
,
2
0
1
7
.
[2
9
]
Ka
n
g
,
M
.
a
n
d
Im
,
T.
,
"
F
a
c
to
rs
o
f
lea
rn
e
r
in
stru
c
t
o
r
i
n
tera
c
ti
o
n
w
h
i
c
h
p
re
d
ict
p
e
rc
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d
lea
rn
in
g
o
u
t
c
o
m
e
s
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li
n
e
lea
rn
in
g
e
n
v
ir
o
n
m
e
n
t
,
"
J
o
u
rn
a
l
o
f
Co
mp
u
ter
Assiste
d
L
e
a
r
n
in
g
,
v
o
l
.
29
,
n
o
.
3
,
p
p
.
2
9
2
–
3
0
1
,
2
0
1
3
.
[3
0
]
Ca
k
ra
wa
ti
,
L.
M
.
,
"
S
t
u
d
e
n
ts'
P
e
rc
e
p
ti
o
n
s
o
n
T
h
e
Us
e
o
f
On
li
n
e
Le
a
rn
in
g
P
latf
o
rm
s
in
EF
L
Clas
sro
o
m
,
"
J
o
u
rn
a
l
o
f
En
g
li
s
h
L
a
n
g
u
a
g
e
T
e
a
c
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a
n
d
T
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c
h
n
o
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y
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
2
2
-
3
0
,
2
0
1
7
.
[3
1
]
S
u
n
,
A.
a
n
d
Ch
e
n
,
X.,
"
O
n
li
n
e
e
d
u
c
a
ti
o
n
a
n
d
it
s
e
ffe
c
ti
v
e
p
ra
c
ti
c
e
:
A
re
s
e
a
rc
h
re
v
iew
,
"
J
o
u
rn
a
l
o
f
In
f
o
rm
a
ti
o
n
T
e
c
h
n
o
l
o
g
y
E
d
u
c
a
ti
o
n
:
Res
e
a
rc
h
,
v
o
l
.
1
5
,
p
p
.
1
5
7
-
1
9
0
,
2
0
1
6
.
[3
2
]
Ap
a
ricio
,
M
.
,
Ba
c
a
o
,
F
.
,
a
n
d
Oli
v
e
ira,
T.
,
"
G
rit
in
t
h
e
p
a
th
to
e
-
le
a
rn
in
g
su
c
c
e
ss
,
"
Co
mp
u
ter
s
in
H
u
ma
n
Beh
a
v
i
o
r
,
vol
.
6
6
,
p
p
.
3
8
8
–
3
9
9
,
Ja
n
.
2
0
1
7
.
[3
3
]
Leb
e
n
ičn
i
k
,
M
.
,
P
it
t
,
I.
,
a
n
d
Ist
e
n
ic,
S
.
A.,
"
Us
e
o
f
o
n
li
n
e
lea
rn
in
g
re
so
u
rc
e
s
in
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
lea
rn
in
g
e
n
v
iro
n
m
e
n
ts
a
t
t
h
e
in
ters
e
c
ti
o
n
o
f
fo
rm
a
l
a
n
d
in
fo
rm
a
l
l
e
a
rn
in
g
:
Th
e
stu
d
e
n
t
a
s
a
u
t
o
n
o
m
o
u
s
d
e
sig
n
e
r,
"
Ce
n
ter
f
o
r
Ed
u
c
a
ti
o
n
a
l
Po
l
icy
S
tu
d
ies
J
o
u
rn
a
l
,
v
o
l
.
5
,
n
o
.
2
,
p
p
.
9
5
-
1
1
3
,
2
0
1
5
.
[3
4
]
Lwo
g
a
,
E.
a
n
d
Ko
m
b
a
,
M
.
,
"
An
t
e
c
e
d
e
n
ts
o
f
c
o
n
ti
n
u
e
d
u
sa
g
e
in
ten
ti
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n
s
o
f
we
b
-
b
a
se
d
lea
rn
i
n
g
m
a
n
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g
e
m
e
n
t
sy
ste
m
in
tan
z
a
n
ia,
"
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d
u
c
a
t
io
n
a
n
d
T
ra
i
n
in
g
,
v
o
l.
5
7
,
n
o
.
7
,
p
p
.
7
3
8
-
7
5
6
,
2
0
1
5
.
[3
5
]
G
ra
y
,
J.
a
n
d
Dilo
re
to
,
M
.
,
"
T
h
e
Eff
e
c
ts
o
f
S
tu
d
e
n
t
En
g
a
g
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m
e
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t,
S
tu
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a
ti
sfa
c
ti
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n
,
a
n
d
P
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rc
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e
d
Lea
rn
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g
i
n
On
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n
e
Lea
rn
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n
g
En
v
ir
o
n
m
e
n
ts
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
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ti
o
n
a
l
L
e
a
d
e
rs
h
i
p
Pre
p
a
ra
ti
o
n
,
v
o
l
.
11
,
n
o
.
1
,
p
p
.
8
9
-
1
1
9
,
2
0
1
6
.
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