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o
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ate
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Ma
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atch
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u
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t
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im
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HE
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lear
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o
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t
to
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m
o
s
t
en
r
ich
in
g
ex
p
er
ien
ce
f
o
r
t
h
e
s
tu
d
en
ts
.
M
-
lear
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in
g
,
as
a
to
o
l,
allo
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n
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s
ity
lear
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s
to
u
s
e
s
o
cial
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ed
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in
s
tan
tly
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o
n
th
e
g
o
,
wh
er
ev
e
r
th
ey
ar
e.
So
,
lear
n
i
n
g
b
y
u
s
in
g
W
h
atsAp
p
m
ay
b
ec
o
m
e
a
s
e
am
less
ex
p
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co
m
p
ar
ed
to
th
e
Mo
o
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le
p
latf
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r
m
,
wh
ich
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ically
ef
f
icien
t.
Hen
ce
,
th
is
p
ap
er
ex
am
in
es
th
e
f
r
eq
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e
n
cy
o
f
u
s
ag
e
o
f
s
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cial
m
ed
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n
etwo
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k
s
(
Fa
ce
b
o
o
k
,
T
witter
,
I
n
s
tag
r
am
,
W
h
atsAp
p
,
an
d
o
th
e
r
s
)
b
y
u
n
d
er
g
r
ad
u
ate
an
d
g
r
a
d
u
ate
s
tu
d
en
ts
in
Ma
u
r
itiu
s
,
an
d
ex
p
lo
r
es
h
o
w
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
p
er
ce
iv
e
Mo
o
d
le
v
er
s
u
s
s
o
cial
m
ed
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n
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r
k
s
f
o
r
t
h
eir
lear
n
in
g
p
u
r
p
o
s
es.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
ec
tio
n
p
r
o
v
id
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a
d
escr
ip
tio
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o
f
th
e
p
r
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s
es
an
d
ap
p
r
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ac
h
es
u
s
ed
b
y
th
e
r
esear
ch
er
s
.
I
t
also
ex
p
lain
s
th
e
cr
iter
ia
f
o
r
t
h
e
s
elec
tio
n
o
f
r
esp
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n
d
en
ts
as
well
as
th
e
to
o
ls
th
at
wer
e
u
s
ed
f
o
r
d
ata
co
llectio
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an
d
an
aly
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is
.
A
m
ix
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m
eth
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p
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r
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m
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r
o
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th
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f
f
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in
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co
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in
b
len
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m
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T
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q
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en
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o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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.
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N:
2252
-
8
8
2
2
P
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tr
e
f
o
r
Op
en
an
d
Dis
tan
ce
L
ea
r
n
in
g
o
f
th
e
Ma
u
r
itiu
s
I
n
s
titu
te
o
f
E
d
u
ca
tio
n
(
MI
E
)
(
a
p
u
r
el
y
o
n
lin
e
ce
n
tr
e)
.
T
o
g
iv
e
m
ea
n
i
n
g
to
q
u
an
tit
ativ
e
f
in
d
in
g
s
,
th
e
r
esear
ch
er
s
co
n
d
u
cted
two
f
o
cu
s
g
r
o
u
p
in
ter
v
iews
with
s
tu
d
en
ts
o
f
ea
c
h
in
s
titu
tio
n
.
Du
e
to
th
e
n
atu
r
e
o
f
t
h
e
s
tu
d
y
,
p
ar
ticip
a
n
ts
wer
e
s
elec
ted
th
r
o
u
g
h
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e
wh
ich
i
s
‘
a
n
o
n
p
r
o
b
ab
ilit
y
tech
n
iq
u
e
o
f
estab
lis
h
in
g
a
s
a
m
p
le
s
p
ac
e
f
o
r
a
g
iv
en
s
tu
d
y
'
[
2
5
]
.
C
o
n
s
eq
u
en
tly
,
t
h
e
r
esp
o
n
d
en
ts
wer
e
s
elec
ted
b
ased
o
n
th
eir
u
n
iq
u
e
q
u
alities
,
n
am
ely
th
at
t
h
ey
wer
e
all
u
s
in
g
a
b
len
d
e
d
m
o
d
e
o
f
lear
n
i
n
g
—
tr
ad
itio
n
al
f
ac
e
to
f
ac
e
lectu
r
es
a
n
d
o
n
lin
e
tu
t
o
r
ials
,
th
ey
wer
e
all
m
atu
r
e
g
r
ad
u
ate
a
n
d
p
o
s
tg
r
ad
u
ate
s
tu
d
e
n
ts
an
d
,
th
u
s
,
th
ey
wer
e
lik
ely
to
p
r
o
v
id
e
th
eir
o
p
in
io
n
s
an
d
ex
p
e
r
ien
ce
s
o
n
t
h
e
u
s
e
o
f
M
o
o
d
le
a
n
d
s
o
cial
m
ed
ia
n
etwo
r
k
s
in
th
eir
lear
n
in
g
.
T
h
e
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
allo
wed
f
o
r
a
r
ich
ex
p
lo
r
atio
n
o
f
v
iews
an
d
p
er
ce
p
tio
n
s
o
f
s
tu
d
en
ts
u
s
in
g
th
e
Mo
o
d
le
p
latf
o
r
m
f
o
r
e
-
lea
r
n
in
g
.
T
h
e
an
s
wer
s
em
an
atin
g
f
r
o
m
t
h
e
in
ter
v
iews
wer
e
ce
n
ter
e
d
o
n
th
e
f
ac
to
r
s
th
at
ea
s
e
th
eir
u
s
e
o
f
th
e
ap
p
licatio
n
o
f
th
e
ir
ch
o
ice.
T
h
e
q
u
esti
o
n
s
th
at
wer
e
ask
ed
to
th
e
p
ar
ticip
an
ts
wer
e:
1
)
W
h
y
d
o
y
o
u
h
av
e
a
p
r
e
f
er
en
ce
f
o
r
W
h
atsAp
p
as
co
m
p
a
r
ed
t
o
o
th
er
s
o
cial
m
e
d
ia
n
etwo
r
k
s
?
2
)
W
h
y
ar
e
y
o
u
m
ak
in
g
less
u
s
e
o
f
th
e
e
-
lear
n
in
g
p
latf
o
r
m
Mo
o
d
le
f
o
r
in
ter
ac
tio
n
with
p
ee
r
s
an
d
tu
to
r
s
?
3
)
W
h
at
ca
n
ex
p
lain
y
o
u
r
in
ter
est
f
o
r
u
s
in
g
W
h
atsAp
p
as
co
m
p
ar
ed
to
Mo
o
d
le
as
a
m
ea
n
s
o
f
in
ter
ac
tio
n
?
Prio
r
to
an
aly
s
is
,
th
e
d
ata
w
er
e
clea
n
ed
f
o
r
co
m
p
leten
ess
an
d
clar
ity
,
an
d
wer
e
co
d
ed
.
T
h
em
atic
co
n
ten
t
an
al
y
s
is
was
u
s
ed
to
an
aly
s
e
th
e
q
u
alitativ
e
d
ata.
T
h
e
d
ataset
was
an
aly
s
ed
q
u
a
n
titativ
ely
u
s
in
g
th
e
s
tatis
t
ical
an
aly
s
is
s
o
f
twar
e
S
PS
S.
C
hi
-
s
q
u
ar
e
test
s
wer
e
p
er
f
o
r
m
e
d
to
d
eter
m
in
e
ass
o
ciatio
n
s
b
etwe
en
th
e
u
s
e
o
f
Mo
o
d
le
an
d
ty
p
es
o
f
in
s
titu
tio
n
s
.
Descr
ip
tiv
e
s
tati
s
tics
wer
e
u
s
ed
to
d
escr
ib
e
th
e
u
s
e
o
f
s
o
cial
m
ed
ia,
Mo
o
d
le
an
d
s
o
cio
d
em
o
g
r
a
p
h
i
c
ch
ar
ac
ter
is
tics
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
So
cio
dem
o
g
ra
ph
ic
cha
ra
ct
er
is
t
ics
T
h
e
s
am
p
le
co
n
s
id
er
ed
f
o
r
t
h
e
r
esear
ch
co
n
s
is
ted
o
f
a
t
o
tal
o
f
4
3
3
p
ar
ticip
an
ts
,
o
u
t
o
f
w
h
ich
2
8
.
6
%
wer
e
m
ale
an
d
7
1
.
4
%
wer
e
f
e
m
ale.
T
h
e
p
ar
ticip
an
ts
wer
e
s
t
u
d
en
ts
s
tu
d
y
in
g
in
th
e
b
le
n
d
e
d
m
o
d
e
o
f
lear
n
in
g
f
r
o
m
t
h
r
ee
p
u
b
lic
HE
I
s
.
T
h
e
m
ajo
r
ity
o
f
th
e
r
esp
o
n
d
e
n
ts
wer
e
b
etwe
en
th
e
ag
e
o
f
1
8
-
2
5
y
ea
r
s
(
4
6
.
7
%
)
f
o
llo
wed
b
y
2
6
-
3
5
y
ea
r
s
(
2
4
.
7
%),
3
5
-
5
0
y
ea
r
s
(
2
4
.
2
%)
an
d
a
b
o
v
e
5
0
y
ea
r
s
(
4
.
4
%)
r
esp
ec
tiv
ely
.
I
n
Ma
u
r
itiu
s
,
th
e
s
tu
d
e
n
t
p
o
p
u
latio
n
s
tu
d
y
in
g
in
t
h
e
b
le
n
d
ed
m
o
d
e
o
f
lear
n
in
g
is
p
r
e
d
o
m
in
an
tly
f
em
ale
[
2
6
]
.
T
h
is
is
ac
co
u
n
tab
le
to
th
e
f
lex
ib
ilit
y
th
at
b
len
d
ed
m
o
d
e
o
f
lear
n
in
g
o
f
f
e
r
s
an
d
th
at
f
em
ale
s
tu
d
en
ts
ca
n
co
p
e
with
th
eir
wo
r
k
as
well
as
th
eir
f
am
ily
o
b
lig
atio
n
s
[
2
7
]
.
Als
o
,
f
em
ale
s
tu
d
en
ts
wer
e
les
s
lik
ely
to
g
et
e
n
g
ag
e
d
in
STE
M
as
co
m
p
a
r
ed
to
t
h
eir
m
ale
co
u
n
ter
p
a
r
ts
[
2
8
]
.
T
h
e
r
esp
o
n
d
en
ts
wer
e
m
o
s
tly
at
th
e
u
n
d
er
g
r
ad
u
ate
lev
el
o
f
ed
u
ca
tio
n
(
7
2
.
7
%),
f
o
llo
wed
b
y
g
r
ad
u
ate
-
le
v
el
(
2
5
.
6
%)
an
d
d
o
cto
r
al
lev
el
(
1
.
7
%).
T
h
ey
wer
e
f
r
o
m
b
o
th
u
r
b
a
n
a
n
d
r
u
r
al
r
e
g
io
n
s
.
T
h
er
e
was
a
f
air
ly
u
n
if
o
r
m
d
is
tr
ib
u
tio
n
o
f
t
h
e
st
u
d
en
ts
in
r
u
r
al
(
5
1
.
8
%)
an
d
u
r
b
a
n
r
eg
io
n
s
(
4
8
.
2
%).
T
h
e
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
wer
e
u
n
d
er
g
r
ad
u
ates
a
s
at
th
at
lev
el,
th
e
s
tu
d
en
t
p
o
p
u
latio
n
is
h
ig
h
er
d
u
e
to
h
ig
h
in
s
titu
tio
n
al
in
tak
e
an
d
d
u
e
to
th
e
o
f
f
er
in
g
o
f
s
ev
er
al
u
n
d
er
g
r
ad
u
ate
co
u
r
s
es [
2
6
]
.
3
.
2
.
So
cia
l
m
edia
us
e
T
h
e
p
ar
ticip
an
ts
wer
e
ask
ed
wh
ich
ty
p
es
o
f
s
o
cial
n
etwo
r
k
in
g
s
ites
th
ey
u
s
ed
f
o
r
lear
n
in
g
p
u
r
p
o
s
es.
I
t
was
f
o
u
n
d
th
at
t
h
e
m
ajo
r
it
y
o
f
th
e
r
esp
o
n
d
e
n
ts
h
av
e
a
p
r
ef
er
en
ce
f
o
r
W
h
atsAp
p
(
6
8
.
4
%)
f
o
llo
wed
b
y
Face
b
o
o
k
(
5
2
.
6
%),
I
n
s
tag
r
am
(
1
6
.
1
%),
o
th
e
r
s
(
1
4
.
3
%),
n
o
n
e
(
1
3
.
9
%)
an
d
T
witter
(
2
.
9
%).
T
h
e
o
th
er
s
o
cial
m
ed
ia
n
etwo
r
k
s
in
clu
d
e
Sn
a
p
ch
at,
Q
-
zo
n
e,
W
eCh
at,
an
d
G
o
o
g
le+
.
Fro
m
th
e
f
i
n
d
in
g
s
,
it
is
o
b
s
er
v
ed
th
at
th
e
s
tu
d
en
ts
,
wh
o
wer
e
u
s
in
g
s
o
ci
al
m
ed
ia
f
o
r
th
eir
lear
n
in
g
,
h
a
v
e
a
p
r
ef
e
r
en
ce
f
o
r
W
h
atsAp
p
an
d
Face
b
o
o
k
f
o
r
th
eir
s
o
cial
in
ter
ac
tio
n
.
T
h
e
m
ajo
r
ity
o
f
th
e
s
tu
d
en
ts
wer
e
u
s
in
g
s
o
cial
m
ed
ia
at
lea
s
t
t
h
r
ice
wee
k
ly
(
5
7
%),
o
n
ce
wee
k
ly
(
3
8
%),
o
n
ce
m
o
n
th
ly
(
3
%),
o
n
ce
in
a
s
em
ester
(
2
%).
3
.
3
.
Use o
f
M
o
o
dle
I
t w
as o
b
s
er
v
ed
th
at
2
3
.
6
% o
f
th
e
s
tu
d
en
ts
u
s
ed
Mo
o
d
le
at
least t
h
r
ice
wee
k
ly
(
v
er
y
o
f
ten
)
,
4
2
.
6
% o
f
th
em
at
least
o
n
ce
wee
k
l
y
(
o
f
t
en
)
,
2
0
.
3
%
o
f
th
em
at
least
o
n
ce
a
m
o
n
t
h
(
r
a
r
ely
)
,
4
.
6
%
o
f
t
h
em
at
least
o
n
ce
a
s
em
ester
an
d
9
%
d
id
n
o
t
m
ak
e
u
s
e
o
f
it
at
all.
I
t
was
f
o
u
n
d
th
at
th
er
e
was
n
o
s
tatis
tically
s
ig
n
if
i
ca
n
t
ass
o
ciatio
n
b
etwe
en
th
e
u
s
e
o
f
Mo
o
d
le
an
d
(
i)
th
e
g
e
n
d
er
o
f
th
e
r
esp
o
n
d
en
ts
(
p
>
0
.
0
5
)
,
(
ii)
th
e
in
s
titu
tio
n
s
th
ey
b
elo
n
g
to
(
p
>
0
.
0
5
)
,
(
iii
)
th
e
lev
el
o
f
s
tu
d
y
(
p
>
0
.
0
5
)
,
an
d
(
i
v
)
r
e
g
io
n
wh
er
e
th
e
r
e
s
p
o
n
d
en
ts
liv
e
(
p
>
0
.
0
5
)
.
No
ass
o
ciatio
n
was
als
o
n
o
te
d
with
th
e
f
r
eq
u
en
cy
o
f
u
s
e
o
f
W
h
atsAp
p
an
d
th
e
f
r
eq
u
en
c
y
o
f
u
s
e
o
f
Mo
o
d
le
(
p
>
0
.
0
5
)
.
Fig
u
r
e
1
s
h
o
ws th
e
f
r
eq
u
en
cy
o
f
u
s
e
o
f
Mo
o
d
le
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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2
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2
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8
2
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I
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t
.
J
.
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&
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Vo
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9
,
No
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4
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Dec
em
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e
r
2
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836
Fig
u
r
e
1.
Fre
q
u
en
cy
o
f
u
s
e
o
f
M
o
o
d
le
3
.
4
.
P
er
ce
ptio
ns
a
nd
ex
per
ience
s
t
o
wa
rd
s
o
cia
l m
edia
a
nd
m
o
o
dle
T
h
e
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
r
ev
ea
led
th
at
th
e
s
tu
d
en
ts
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e
k
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to
u
s
e
W
h
atsAp
p
o
r
Face
b
o
o
k
in
co
n
tr
ad
ictio
n
to
Mo
o
d
le
as
s
o
cial
m
ed
ia
is
m
o
r
e
u
s
er
s
f
r
ien
d
ly
an
d
co
n
v
en
ien
t
an
d
it
is
e
asil
y
ac
ce
s
s
ib
le
o
n
s
m
ar
tp
h
o
n
es.
T
h
e
s
tu
d
en
ts
wan
ted
to
h
a
v
e
th
eir
i
d
en
ti
ty
g
r
o
u
p
o
f
s
tu
d
en
ts
with
wh
o
m
th
ey
co
u
ld
co
m
m
u
n
icate
to
a
n
d
s
h
ar
e
th
e
ir
wo
r
k
with
.
W
h
atsAp
p
allo
wed
th
em
to
c
r
ea
te
th
eir
clo
s
ed
g
r
o
u
p
s
with
wh
o
m
th
ey
wer
e
f
r
ee
to
in
ter
ac
t a
n
d
h
av
e
a
m
o
r
e
f
o
cu
s
m
ea
n
s
o
f
c
o
m
m
u
n
icatio
n
.
Par
ticip
an
ts
m
en
tio
n
ed
th
at
W
h
atsA
p
p
is
a
v
er
y
lig
h
t
s
o
f
twar
e
in
ter
m
s
o
f
o
cc
u
p
ie
d
m
em
o
r
y
as
co
m
p
ar
ed
to
Mo
o
d
le
wh
er
e
b
y
d
o
wn
lo
ad
in
g
r
eq
u
i
r
es
h
ig
h
er
in
ter
n
et
ca
p
ac
ity
an
d
is
tim
e
-
co
n
s
u
m
in
g
.
T
h
e
s
o
cial
m
ed
ia
ap
p
s
h
ad
r
ec
o
r
d
i
n
g
f
ac
ilit
ies
an
d
allo
wed
th
e
s
h
ar
in
g
o
f
f
iles
an
d
in
s
tan
t
n
o
tific
at
io
n
.
Stu
d
en
ts
p
er
ce
iv
ed
s
o
cial
m
ed
ia
n
etwo
r
k
s
as
v
er
y
p
r
iv
ate
m
ea
n
s
o
f
co
m
m
u
n
icatio
n
.
T
h
ey
c
o
u
ld
i
n
v
ite
th
eir
p
ee
r
s
f
o
r
s
o
cial
in
ter
ac
tio
n
an
d
ev
en
h
i
d
e
th
eir
p
o
s
ts
f
r
o
m
th
eir
tu
to
r
s
o
r
p
ee
r
s
with
wh
o
m
th
ey
wer
e
s
h
y
o
r
d
i
d
n
o
t
wan
t to
s
h
ar
e
th
eir
wo
r
k
.
All
t
h
ese
f
ea
tu
r
es we
r
e
n
o
t a
v
ailab
le
o
n
Mo
o
d
le
f
o
r
th
e
s
tu
d
e
n
ts
.
Stu
d
en
ts
p
er
ce
iv
ed
Mo
o
d
le
as
a
f
o
r
m
al
m
ea
n
s
o
f
co
m
m
u
n
icatio
n
wh
e
r
eb
y
ev
e
r
y
o
n
e
f
r
o
m
th
e
c
o
u
r
s
e
c
o
u
ld
h
av
e
ac
ce
s
s
to
th
ei
r
p
o
s
ts
an
d
was
r
estricte
d
to
o
n
ly
t
h
o
s
e
s
tu
d
en
ts
o
n
t
h
e
s
am
e
p
r
o
g
r
am
m
e
o
f
s
tu
d
y
.
I
t
d
id
n
o
t
allo
w
f
o
r
d
iv
er
s
if
icatio
n
in
k
n
o
wled
g
e
c
r
ea
tio
n
.
Stu
d
en
ts
f
o
u
n
d
th
at
W
h
atsAp
p
was v
er
y
h
an
d
y
an
d
c
o
u
ld
b
e
u
s
ed
f
r
o
m
a
s
m
ar
tp
h
o
n
e
.
W
h
atsAp
p
allo
wed
th
e
u
s
er
s
to
b
e
in
c
o
n
s
tan
t
co
m
m
u
n
icatio
n
at
an
y
tim
e
an
d
an
y
p
lac
e
th
r
o
u
g
h
th
eir
s
m
ar
t
p
h
o
n
e,
p
r
o
v
id
ed
with
in
ter
n
et
co
v
e
r
ag
e.
Fin
d
in
g
s
f
r
o
m
th
e
q
u
alitativ
e
d
ata
p
r
o
v
id
e
d
d
etails
r
eg
ar
d
in
g
th
e
p
er
ce
p
tio
n
s
o
f
s
tu
d
en
ts
ab
o
u
t
th
eir
u
s
e
o
f
in
ter
ac
tiv
e
o
n
lin
e
lear
n
in
g
tech
n
o
lo
g
ies
i
n
Ma
u
r
itiu
s
,
ir
r
esp
ec
tiv
e
o
f
wh
eth
er
th
ey
wer
e
s
tu
d
y
in
g
in
a
b
len
d
ed
m
o
d
e
in
s
titu
tio
n
,
p
u
r
e
ly
o
n
lin
e
in
s
titu
tio
n
o
r
a
co
n
v
e
n
tio
n
al
b
r
ick
an
d
m
o
r
tar
i
n
s
titu
tio
n
.
T
h
e
f
ea
tu
r
es
th
at
th
ey
wer
e
lo
o
k
i
n
g
f
o
r
to
u
s
e
m
o
r
e
f
r
eq
u
e
n
tly
in
t
h
eir
lea
r
n
in
g
we
r
e
th
e
s
h
a
r
in
g
o
f
id
ea
s
,
g
r
ea
ter
u
s
ab
ilit
y
,
r
esp
ec
t
f
o
r
p
r
iv
ac
y
,
in
ter
ac
tiv
ity
a
n
d
in
s
tan
t
c
o
m
m
u
n
icatio
n
.
W
h
atsAp
p
p
r
o
v
id
ed
th
em
with
s
u
ch
f
ea
tu
r
es,
m
o
r
e
th
an
Mo
o
d
le
.
a.
Sh
a
ring
o
f
idea
s
E
-
lear
n
in
g
is
b
ased
o
n
s
o
cio
-
co
n
s
tr
u
ctiv
is
m
,
wh
er
eb
y
s
tu
d
en
ts
ar
e
ab
le
to
g
en
e
r
ate
th
e
co
n
ten
t
o
f
th
eir
lear
n
in
g
an
d
k
n
o
wled
g
e
th
r
o
u
g
h
co
llab
o
r
ativ
e
o
n
lin
e
l
ea
r
n
in
g
t
h
r
o
u
g
h
th
e
o
n
lin
e
p
l
atf
o
r
m
.
I
n
d
ee
d
,
th
e
b
asis
o
f
e
-
lear
n
in
g
f
r
o
m
th
e
s
o
cial
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
y
is
k
n
o
wled
g
e
s
h
ar
in
g
,
n
o
t
k
n
o
wled
g
e
r
ec
eiv
in
g
;
t
h
in
k
in
g
an
d
a
n
al
y
s
in
g
,
n
o
t
ac
c
u
m
u
latin
g
o
r
m
em
o
r
is
in
g
;
u
n
d
e
r
s
tan
d
in
g
a
n
d
a
p
p
ly
in
g
,
n
o
t
r
ep
ea
tin
g
b
ac
k
k
n
o
wled
g
e;
a
n
d
b
ein
g
ac
tiv
e
,
n
o
t
p
ass
iv
e
[
2
9
]
.
Par
ticip
an
t
B
o
f
FG1
ju
s
tifie
d
th
e
p
o
s
s
ib
ilit
y
o
f
u
s
in
g
W
h
atsAp
p
f
o
r
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
,
b
y
s
tatin
g
:
"We
ca
n
s
h
a
r
e
n
o
tes,
p
r
esen
ta
tio
n
s
,
d
is
cu
s
s
ev
eryth
in
g
,
b
y
m
a
kin
g
g
r
o
u
p
s
o
n
Wh
a
ts
A
p
p
.
”
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
wi
th
th
e
d
ig
ital
B
lo
o
m
s
'
Py
r
am
id
,
wh
ich
illu
s
tr
ates
th
at
s
tu
d
en
ts
ca
n
s
h
ar
e
id
ea
s
an
d
k
n
o
wled
g
e
th
r
o
u
g
h
r
em
em
b
er
in
g
,
u
n
d
er
s
tan
d
in
g
,
ap
p
ly
in
g
,
an
aly
s
in
g
,
ev
alu
atio
n
an
d
cr
ea
tin
g
.
All
th
ese
ar
e
ac
h
iev
ed
th
r
o
u
g
h
t
h
e
u
s
e
o
f
s
o
cial
n
etwo
r
k
in
g
,
b
lo
g
jo
u
r
n
alin
g
,
s
u
b
s
cr
ib
in
g
,
ed
itin
g
,
cr
ea
tin
g
m
ash
u
p
s
,
u
p
lo
a
d
in
g
a
n
d
s
h
ar
i
n
g
o
f
o
n
lin
e
r
eso
u
r
ce
s
,
an
d
lev
er
ag
in
g
o
f
Go
o
g
le
d
o
cs [
3
0
]
.
b.
G
re
a
t
er
us
a
bil
it
y
Usab
ilit
y
is
d
ef
in
ed
as
th
e
ef
f
ec
tiv
en
ess
,
ef
f
icien
cy
an
d
s
atis
f
ac
tio
n
wit
h
wh
ich
th
e
s
tu
d
e
n
t
ac
h
iev
es
s
p
ec
if
ic
g
o
als
in
th
e
o
n
lin
e
l
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t
[
3
1
]
.
I
n
th
is
cu
r
r
e
n
t
s
tu
d
y
,
it
was
f
o
u
n
d
t
h
at
s
tu
d
en
ts
in
Ma
u
r
itiu
s
co
u
ld
ea
s
ily
u
s
e
W
h
atsAp
p
to
r
ec
o
r
d
lectu
r
es
an
d
s
en
d
t
h
em
to
th
eir
class
m
ates
wh
o
co
u
ld
n
o
t
atten
d
o
n
-
ca
m
p
u
s
tu
to
r
ials
.
Par
ticip
an
t E
p
o
i
n
ted
o
u
t th
at
th
e
y
co
u
ld
d
o
e
v
er
y
th
i
n
g
b
y
u
s
in
g
W
h
atsAp
p
:
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
P
ercep
tio
n
s
a
n
d
ex
p
erien
ce
s
o
f stu
d
en
ts
o
n
th
e
u
s
e
o
f in
tera
c
tive
o
n
lin
e
…
(
P
a
r
mesw
a
r
R
a
mkiss
o
o
n
)
837
"I
n
terms
o
f
r
ec
o
r
d
in
g
,
w
e
c
a
n
r
ec
o
r
d
a
n
d
th
en
s
en
d
it
t
o
th
e
g
r
o
u
p
.
A
s
co
m
p
a
r
ed
t
o
Mo
o
d
le,
Wh
a
ts
A
p
p
is
h
a
n
d
ier.
E
ve
r
yth
in
g
ca
n
b
e
d
o
n
e
o
n
th
e
s
ma
r
tp
h
o
n
e.
"
Ho
wev
er
,
th
er
e
is
a
tr
ad
e
-
o
f
f
b
etwe
en
u
s
ab
ilit
y
an
d
s
ec
u
r
i
ty
o
r
p
r
iv
ac
y
[
3
2
]
.
T
h
is
is
s
u
e
was
n
o
t
r
ev
ea
led
in
th
e
s
tu
d
y
in
Ma
u
r
i
tiu
s
.
c.
Respect
f
o
r
priv
a
cy
T
h
is
s
tu
d
y
r
ev
ea
led
th
at
th
e
s
tu
d
en
ts
p
er
ce
iv
ed
th
at
th
eir
p
r
iv
ac
y
was
m
o
r
e
p
r
o
tecte
d
wh
en
th
e
y
u
s
ed
W
h
atsAp
p
co
m
p
ar
e
d
to
Mo
o
d
le.
Par
ticip
an
t B o
f
FG2
av
er
r
ed
:
“
Wh
a
ts
A
p
p
is
a
mo
r
e
fo
r
ma
l
w
a
y
a
s
w
e
ju
s
t
n
ee
d
th
e
p
h
o
n
e
n
u
mb
er
o
f
th
e
p
ers
o
n
a
n
d
w
e
d
o
n
’
t n
ee
d
to
kn
o
w
h
is
p
ers
o
n
a
l
a
n
d
p
r
iva
te
life
a
n
d
th
e
g
r
o
u
p
is
crea
ted
a
n
d
th
e
mess
a
g
e
is
s
en
t to
th
e
g
r
o
u
p
.
”
Ho
wev
er
,
m
an
y
s
tu
d
ies
h
av
e
f
o
u
n
d
th
at
u
s
in
g
W
h
atsAp
p
is
n
o
t
th
at
s
ec
u
r
ed
f
o
r
th
e
u
s
er
as
well
a
s
th
e
s
en
d
er
.
T
h
o
u
g
h
m
ess
ag
es,
v
id
eo
s
,
p
h
o
n
e
ca
lls
,
an
d
au
d
io
s
ca
n
n
o
t
b
e
en
c
r
y
p
te
d
b
y
an
o
th
er
p
e
r
s
o
n
,
y
et
s
im
p
ly
en
cr
y
p
tin
g
th
e
en
d
-
to
-
en
d
c
h
an
n
el
o
f
W
h
atsAp
p
d
o
es
n
o
t
g
u
ar
an
t
y
th
e
s
ec
u
r
ity
a
n
d
p
r
iv
ac
y
o
f
b
o
th
th
e
u
s
er
a
n
d
th
e
s
en
d
er
[
3
3
]
.
All
d
ep
e
n
d
o
n
th
e
s
ec
u
r
ity
f
u
n
d
am
e
n
tals
s
u
ch
as
t
h
e
e
n
d
-
to
-
en
d
e
n
cr
y
p
tio
n
(
E
2
E
E
)
,
s
ig
n
al
p
r
o
to
co
l,
p
lau
s
ib
le
d
en
iab
ilit
y
,
an
d
th
e
f
o
r
war
d
-
s
ec
r
ec
y
.
T
h
e
lin
k
s
to
W
h
atsAp
p
ch
ats
ar
e
ea
s
ily
av
ailab
le
an
d
ac
ce
s
s
ib
le
o
n
o
th
er
s
ea
r
ch
en
g
in
es,
allo
win
g
in
f
o
r
m
atio
n
ab
o
u
t
t
h
e
p
eo
p
le
in
th
e
W
h
atsAp
p
ch
ats
an
d
wh
en
th
e
y
wer
e
lo
g
g
e
d
i
n
[
3
4
]
.
So
,
it
is
o
b
v
io
u
s
th
at
th
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
ab
o
u
t
th
e
r
esp
ec
t f
o
r
th
eir
p
r
iv
ac
y
wer
e
o
n
ly
a
p
er
ce
p
tio
n
th
at
th
ey
d
id
n
o
t c
o
n
s
id
er
in
ter
m
s
o
f
tech
n
icality
.
d.
I
nte
ra
ct
iv
it
y
T
h
is
s
tu
d
y
s
h
o
wed
th
at
s
tu
d
en
ts
wer
e
v
er
y
ac
tiv
e
in
ex
ch
an
g
in
g
in
f
o
r
m
atio
n
,
id
ea
s
an
d
lear
n
in
g
co
n
ten
t
am
o
n
g
th
em
s
elv
es
t
h
r
o
u
g
h
W
h
atsAp
p
th
an
th
r
o
u
g
h
Mo
o
d
le.
T
h
e
y
u
s
ed
i
t
f
o
r
ch
attin
g
am
o
n
g
class
m
ates
an
d
with
th
e
lect
u
r
er
s
to
d
is
cu
s
s
th
e
s
u
b
ject
co
n
ten
t.
T
h
e
r
e
was
a
h
ig
h
le
v
el
o
f
in
ter
ac
tiv
ity
.
Par
ticip
an
t A
o
f
FG1
u
n
h
esit
atin
g
ly
r
ep
o
r
ted
:
“Y
o
u
ca
n
d
o
g
r
o
u
p
ch
a
t a
n
d
i
n
tera
ct
w
ith
p
ee
r
s
.
.
.
”
I
n
d
ee
d
,
th
e
s
tu
d
e
n
ts
d
o
i
n
ter
ac
t
f
o
r
h
o
u
r
s
o
n
W
h
atsAp
p
.
Ho
wev
er
,
t
h
ey
also
u
s
e
it
f
o
r
s
o
cial
in
ter
ac
tio
n
s
an
d
c
o
m
m
u
n
icatio
n
,
ex
tr
a
-
cu
r
r
icu
lar
ac
tiv
ities
,
wis
h
es
an
d
co
n
g
r
atu
latio
n
s
,
an
d
en
ter
tain
m
en
t
p
u
r
p
o
s
es a
ls
o
[
3
5
]
.
So
,
th
e
in
t
er
ac
tio
n
s
ar
e
r
elate
d
to
b
o
th
ac
ad
em
ic
an
d
n
o
n
-
ac
ad
em
i
c
p
u
r
p
o
s
es [
3
6
]
.
e.
I
ns
t
a
nt
co
m
m
un
ica
t
io
n
T
h
e
m
ain
r
ea
s
o
n
f
o
r
u
s
in
g
W
h
atsAp
p
was u
n
d
o
u
b
ted
ly
f
o
r
co
m
m
u
n
icatio
n
p
u
r
p
o
s
es.
I
n
th
is
s
tu
d
y
,
it
was
f
o
u
n
d
th
at
s
tu
d
en
ts
p
r
ef
er
r
ed
u
s
in
g
W
h
atsAp
p
th
an
Mo
o
d
le
as
it
p
r
o
v
id
ed
th
em
with
in
s
tan
t
co
m
m
u
n
icatio
n
.
Am
o
n
g
all
th
e
in
s
tan
t
m
es
s
en
g
er
s
,
W
h
atsA
p
p
is
th
e
m
o
s
t
p
o
p
u
lar
[
3
7
]
.
Fo
r
th
e
s
tu
d
en
ts
o
f
th
is
s
tu
d
y
,
it a
llo
wed
th
em
to
co
m
m
u
n
icate
m
o
s
t c
o
n
v
e
n
ien
t
ly
.
Par
ticip
an
t D
o
f
FG1
p
o
in
t
ed
o
u
t:
“
I
t
is
n
o
t
mo
tiva
tin
g
to
g
o
a
n
d
ch
ec
k
lectu
r
e
n
o
tes
o
n
Mo
o
d
le
a
s
it
r
eq
u
ir
es
b
ig
g
er
d
o
w
n
lo
a
d
in
g
fa
cilities
a
n
d
is
time
-
co
n
s
u
min
g
to
lo
a
d
.
Th
ere
is
a
ls
o
a
d
is
tr
a
cti
o
n
ev
eryw
h
ere.
We
h
a
ve
to
g
o
th
r
o
u
g
h
lo
n
g
p
r
o
ce
d
u
r
es
b
efo
r
e
g
ettin
g
o
u
r
lectu
r
e
n
o
tes
f
o
r
in
s
ta
n
ce
.
We
n
ee
d
to
s
ea
r
ch
f
o
r
th
e
mo
d
u
le,
to
b
r
o
w
s
e
th
r
o
u
g
h
it
w
h
erea
s
w
i
th
Wh
a
ts
A
p
p
w
e
h
a
ve
in
s
ta
n
t c
o
mmu
n
ic
a
tio
n
a
n
d
is
ve
r
y
in
tera
ctive
.
"
So
,
s
tu
d
en
ts
p
er
ce
iv
ed
n
u
m
e
r
o
u
s
ad
v
a
n
tag
es
o
f
in
s
tan
t
c
o
m
m
u
n
icatio
n
wh
en
u
s
in
g
W
h
atsAp
p
,
wh
ich
o
v
er
weig
h
ed
th
o
s
e
o
f
u
s
in
g
Mo
o
d
le,
v
iewe
d
as
less
in
ter
ac
tiv
e
b
y
th
em
.
Ho
wev
er
,
in
s
tan
t
co
m
m
u
n
icatio
n
an
d
th
e
h
o
u
r
s
s
p
en
t
o
n
W
h
atsAp
p
m
ay
b
ec
o
m
e
m
is
co
m
m
u
n
icatio
n
[
3
8
]
.
I
t
h
as
n
e
g
ativ
e
ef
f
ec
ts
o
n
in
ter
p
er
s
o
n
al
r
ela
tio
n
s
h
ip
s
an
d
co
m
m
u
n
icatio
n
s
b
etwe
en
s
tu
d
en
ts
an
d
lectu
r
er
s
an
d
am
o
n
g
s
tu
d
en
ts
,
an
d
th
is
m
ay
h
av
e
a
n
ad
v
e
r
s
e
im
p
ac
t
o
n
ef
f
ec
tiv
e
lear
n
in
g
,
th
r
o
u
g
h
r
ea
l
g
r
o
u
p
wo
r
k
,
r
o
le
p
lay
a
n
d
o
th
er
au
t
h
en
tic
teac
h
in
g
a
n
d
l
ea
r
n
in
g
ap
p
r
o
ac
h
es
[
3
9
]
.
Yet,
a
r
ec
en
t
s
tu
d
y
f
o
u
n
d
t
h
at
th
e
lear
n
in
g
o
u
tc
o
m
es
ac
h
iev
ed
b
y
s
tu
d
e
n
ts
wer
e
n
o
t
d
if
f
er
en
t
f
o
r
o
n
lin
e/b
len
d
ed
lear
n
in
g
as
co
m
p
ar
e
d
to
o
n
-
ca
m
p
u
s
lectu
r
es
in
u
n
iv
er
s
i
ties
[
4
0
]
.
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.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
3
3
-
8
3
9
838
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
r
ev
ea
led
t
h
at
Ma
u
r
itian
s
tu
d
en
ts
in
HE
I
s
wer
e
k
ee
n
to
u
s
e
W
h
atsAp
p
d
u
e
to
its
au
g
m
en
ted
f
ea
tu
r
es
as
c
o
m
p
a
r
ed
to
M
o
o
d
le.
T
h
ey
co
n
s
id
e
r
ed
Mo
o
d
le
as
a
f
o
r
m
al
p
latf
o
r
m
wh
er
eb
y
th
er
e
was
n
o
p
r
iv
ac
y
wh
ile
co
m
m
u
n
icatin
g
.
T
h
ey
wan
ted
to
id
e
n
tify
th
eir
o
wn
p
ee
r
s
with
wh
o
m
to
in
ter
ac
t.
T
h
ey
p
r
ef
er
r
e
d
p
latf
o
r
m
s
th
at
wer
e
r
estricte
d
to
s
tu
d
en
ts
o
f
th
ei
r
ch
o
ice
s
o
th
at
th
e
y
co
u
ld
e
x
p
r
ess
th
em
s
elv
e
s
,
esp
ec
ially
f
o
r
s
h
y
s
tu
d
en
ts
.
S
o
cial
m
ed
ia
was
ea
s
ily
av
aila
b
le
o
n
th
eir
s
m
ar
tp
h
o
n
es
an
d
th
ey
co
u
ld
ea
s
ily
co
n
n
ec
t
s
o
cial
m
ed
ia
a
p
p
s
to
in
ter
n
et
f
ac
ilit
ies.
Do
wn
lo
ad
in
g
an
d
u
p
lo
a
d
in
g
o
f
f
iles
d
i
d
n
o
t
r
e
q
u
ir
e
h
ig
h
in
ter
n
et
ca
p
ac
ity
o
n
s
o
cial
m
ed
ia
ap
p
s
.
T
h
is
s
tu
d
y
ca
lls
u
p
o
n
th
e
in
s
titu
tio
n
s
to
r
ev
i
s
it
th
e
lo
g
g
in
g
a
n
d
acc
ess
ib
ilit
y
cr
iter
ia
o
f
th
e
e
-
lear
n
in
g
p
latf
o
r
m
s
o
t
h
at
it
m
ee
ts
th
e
r
eq
u
ir
em
en
ts
an
d
ex
p
ec
tatio
n
s
o
f
th
e
s
tu
d
en
ts
.
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
,
n
u
m
er
o
u
s
r
ec
o
m
m
en
d
atio
n
s
ar
e
m
a
d
e.
Hig
h
er
E
d
u
ca
tio
n
I
n
s
titu
tio
n
s
s
h
o
u
ld
a
d
ap
t
t
h
eir
e
-
lear
n
i
n
g
p
latf
o
r
m
to
s
tu
d
en
ts
'
tech
n
o
lo
g
ical
n
ee
d
s
a
n
d
in
ter
ests
.
T
h
e
e
-
lear
n
in
g
p
latf
o
r
m
s
h
o
u
ld
b
e
l
ess
o
f
a
d
ep
o
s
ito
r
y
ty
p
e
o
f
e
n
v
ir
o
n
m
en
t
an
d
m
o
r
e
o
f
an
i
n
ter
ac
tiv
e
an
d
u
s
er
-
f
r
ien
d
ly
o
n
e,
an
d
wh
er
e
s
tu
d
en
ts
ar
e
f
r
ee
to
en
g
a
g
e
in
th
eir
lear
n
in
g
with
o
u
t
f
ea
r
o
f
t
h
eir
p
r
iv
ac
y
b
ein
g
v
io
lated
.
Mo
r
eo
v
er
,
e
-
lear
n
in
g
to
o
ls
m
u
s
t
p
r
o
m
o
te
th
e
s
o
c
ial
co
n
s
tr
u
ctio
n
o
f
k
n
o
wled
g
e
wh
er
eb
y
s
tu
d
en
ts
m
ay
s
h
ar
e
th
eir
id
ea
s
.
T
h
er
e
s
h
o
u
ld
b
e
a
s
h
if
t
in
th
e
teac
h
in
g
a
n
d
lear
n
in
g
ap
p
r
o
ac
h
es
with
r
esp
ec
t
to
e
-
lear
n
in
g
.
T
h
e
s
h
if
t
s
h
o
u
l
d
b
e
f
r
o
m
co
g
n
itiv
is
m
to
s
o
cial
co
n
s
tr
u
ctiv
is
m
,
co
n
n
ec
tiv
is
m
,
a
n
d
h
eu
tag
o
g
y
.
T
h
is
,
in
d
ee
d
,
ex
p
lain
s
th
e
tr
en
d
s
o
f
s
o
m
e
p
io
n
ee
r
o
p
en
u
n
iv
er
s
ities
in
ad
o
p
tin
g
th
e
u
s
e
o
f
s
o
cial
m
ed
ia
f
o
r
e
-
lear
n
in
g
,
e
-
f
ee
d
b
ac
k
,
an
d
e
-
ass
ess
m
en
t,
wh
ich
ar
e
m
o
r
e
in
li
n
e
with
th
e
ea
s
y
-
to
-
u
s
e
tech
n
o
lo
g
y
to
lear
n
in
th
e
co
n
tex
t
o
f
d
i
g
italis
ed
ed
u
ca
t
io
n
.
T
h
is
wo
u
ld
r
ed
u
ce
th
e
m
is
m
atch
b
etwe
en
i
n
s
titu
tio
n
al
ap
p
r
o
ac
h
es
to
teac
h
in
g
an
d
s
tu
d
e
n
ts
'
n
ee
d
s
an
d
en
g
a
g
em
en
t
f
o
r
lear
n
in
g
th
r
o
u
g
h
m
o
r
e
s
u
itab
le
in
ter
ac
tiv
e
o
n
lin
e
lear
n
in
g
tech
n
o
lo
g
ies.
RE
F
E
R
E
NC
E
S
[1
]
K.
P
a
rk
e
r,
A.
Len
h
a
rt
,
a
n
d
K.
M
o
o
re
,
T
h
e
d
i
g
it
a
l
re
v
o
lu
t
io
n
a
n
d
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
:
C
o
ll
e
g
e
p
re
sid
e
n
ts,
p
u
b
li
c
d
if
fer
o
n
t
h
e
v
a
l
u
e
o
f
o
n
li
n
e
lea
rn
i
n
g
.
Was
h
in
g
to
n
D.C:
P
e
w Res
e
a
rc
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Allen
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Ajjan
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teb
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9
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V.
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jy
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