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Wizer.m
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c
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In
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t
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ie
s,
Co
ll
e
g
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o
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Law
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G
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De
p
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Un
iv
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Ah
m
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Da
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Th
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is
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sh
a
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v
iew
p
o
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t
o
n
u
sin
g
Wi
z
e
r.
m
e
a
n
d
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o
c
ra
ti
v
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a
p
p
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ica
ti
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s
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s
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teg
ra
ti
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TP
ACK
a
n
d
S
o
c
ial
L
e
a
rn
in
g
Th
e
o
r
y
(S
LT
)
a
t
h
ig
h
e
r
e
d
u
c
a
ti
o
n
.
Th
e
a
p
p
li
c
a
ti
o
n
s
we
re
u
se
d
t
o
tea
c
h
4
4
u
n
d
e
rg
ra
d
u
a
te
stu
d
e
n
ts
wh
o
re
g
istere
d
fo
r
Cro
ss
-
Cu
lt
u
ra
l
M
a
n
a
g
e
m
e
n
t
c
o
u
rse
a
t
Un
i
v
e
rsiti
Uta
ra
M
a
lay
sia
(UU
M
).
At
first,
th
e
le
c
tu
re
r
u
se
d
Wi
z
e
r.
m
e
b
e
fo
re
t
h
e
c
las
s
sta
rts
a
n
d
re
q
u
e
stin
g
th
e
stu
d
e
n
ts
t
o
a
n
sw
e
r
se
v
e
ra
l
q
u
e
stio
n
s
b
e
fo
re
c
o
m
in
g
t
o
th
e
c
las
s.
Afte
r
c
o
m
p
letin
g
e
a
c
h
c
h
a
p
ter,
th
e
stu
d
e
n
ts
re
q
u
e
ste
d
to
a
n
sw
e
r
so
m
e
q
u
e
stio
n
s
u
sin
g
S
o
c
ra
ti
v
e
a
p
p
li
c
a
ti
o
n
to
tes
t
th
e
ir
u
n
d
e
rsta
n
d
i
n
g
lev
e
l.
T
h
e
re
se
a
rc
h
re
v
e
a
led
th
a
t
a
t
th
e
b
e
g
in
n
in
g
o
f
th
e
se
m
e
ste
r,
th
e
st
u
d
e
n
ts
n
o
t
a
wa
re
o
f
th
e
se
tw
o
a
p
p
li
c
a
ti
o
n
s.
Ho
w
e
v
e
r,
a
t
th
e
e
n
d
o
f
th
e
se
m
e
ste
r,
e
v
e
ry
stu
d
e
n
t
fa
m
il
iar
wit
h
t
h
e
se
a
p
p
li
c
a
ti
o
n
s
a
n
d
o
v
e
ra
ll
p
ro
v
id
e
d
p
o
siti
v
e
fe
e
d
b
a
c
k
o
n
t
h
e
u
sa
g
e
o
f
Wi
z
e
r.
m
e
a
n
d
S
o
c
ra
ti
v
e
a
p
p
li
c
a
ti
o
n
in
t
h
e
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
p
r
o
c
e
ss
.
Th
is
st
u
d
y
u
se
d
In
ten
C
h
e
c
k
se
n
ti
m
e
n
t
a
n
a
l
y
sis
s
o
ftwa
re
to
e
v
a
lu
a
te
th
e
st
u
d
e
n
ts’
fe
e
d
b
a
c
k
.
S
t
u
d
e
n
t’s
o
p
i
n
io
n
o
n
u
sin
g
Wi
z
e
r.
m
e
a
n
d
S
o
c
ra
ti
v
e
a
p
p
li
c
a
ti
o
n
a
s
a
n
in
n
o
v
a
ti
v
e
tea
c
h
in
g
m
e
th
o
d
n
o
t
e
x
p
lo
re
d
b
e
fo
re
a
t
UU
M
.
T
h
e
re
fo
re
,
t
h
is
v
iew
p
o
in
t
c
o
u
ld
p
r
o
v
i
d
e
u
se
fu
l
in
sig
h
t
f
o
r
u
n
i
v
e
rsity
lec
tu
re
rs
to
u
se
th
e
se
a
p
p
l
ica
ti
o
n
s
in
th
e
ir
tea
c
h
in
g
a
n
d
lea
rn
in
g
p
r
o
c
e
ss
.
K
ey
w
o
r
d
s
:
Activ
ity
b
ased
teac
h
in
g
C
r
o
s
s
-
cu
ltu
r
al
m
an
ag
em
en
t
So
cial
lear
n
in
g
th
eo
r
y
So
cr
ativ
e
T
PAC
K
W
izer
.
m
e
T
h
is i
s
a
n
o
p
e
n
a
c
c
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ss
a
rticle
u
n
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e
CC B
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C
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p
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A
uth
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:
Nar
en
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Kaliap
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Sch
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o
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I
n
ter
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al
Stu
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C
o
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L
aw,
Go
v
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m
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t
&
I
n
ter
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Stu
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Un
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s
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ia,
Ma
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E
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n
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@
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u
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.
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u
.
m
y
1.
I
NT
RO
D
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I
O
N
On
e
o
f
t
h
e
m
ain
g
o
als
o
f
to
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a
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ter
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ates
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tech
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wth
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I
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R
ev
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0
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wh
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k
n
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wled
g
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a
n
d
s
k
i
ll
n
ee
d
ed
[
1
]
,
[
2
]
.
T
h
u
s
,
th
e
s
tu
d
en
t
ex
p
er
ien
ce
at
h
ig
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ca
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in
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titu
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allo
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tu
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lear
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in
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v
ativ
ely
,
ac
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ir
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ll p
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So
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ity
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?
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th
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atew
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to
tech
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lo
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ical
p
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d
im
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o
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in
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tan
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s
f
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h
ig
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d
u
ca
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in
s
titu
tio
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s
[
3
]
.
E
d
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ca
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in
s
titu
tio
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s
m
u
s
t b
e
r
esil
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t to
ch
an
g
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an
d
co
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tin
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ally
d
ev
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o
p
th
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p
r
a
ctice
s
an
d
d
eliv
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y
m
eth
o
d
s
[
4
]
,
[
5
]
.
On
e
o
f
th
e
m
ain
co
m
p
eten
cies
f
o
r
s
u
s
tain
ab
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d
ev
elo
p
m
en
t
is
in
n
o
v
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.
An
ess
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tial
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d
s
ig
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if
ican
t
co
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p
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f
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ab
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in
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in
k
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cr
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p
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.
I
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th
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ca
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,
cr
ea
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ity
alwa
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s
lies
in
th
e
ar
ea
o
f
teac
h
in
g
[
6
]
,
[
7
]
.
I
t
ca
n
tak
e
th
e
f
o
r
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
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ills
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ch
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g
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m
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cr
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th
in
k
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g
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d
in
te
r
cu
ltu
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al
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d
cr
o
s
s
-
cu
ltu
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al
s
k
ills
to
co
llab
o
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ate
with
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o
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at
o
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s
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u
s
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ess
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ar
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n
d
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s
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r
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m
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asized
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s
,
an
d
c
r
o
s
s
-
cu
ltu
r
al
m
an
ag
em
en
t
p
r
o
b
lem
s
an
d
th
ei
r
ef
f
ec
t
o
n
t
h
e
in
ter
n
atio
n
al
b
u
s
in
ess
,
ex
p
lain
th
e
cu
ltu
r
a
l
f
ac
to
r
s
an
d
im
p
ac
ts
o
f
g
l
o
b
al
g
o
v
er
n
a
n
ce
a
n
d
r
esu
lts
,
ex
am
in
e
c
u
ltu
r
al
ch
allen
g
es a
t w
o
r
k
a
n
d
e
v
alu
a
te
in
an
in
ter
n
ati
o
n
al
co
n
tex
t t
h
e
r
elate
d
co
n
ce
p
ts
o
f
c
r
o
s
s
-
cu
ltu
r
al
s
itu
atio
n
s
.
B
ased
o
n
th
e
ab
o
v
e
e
x
p
lan
a
ti
o
n
,
it
is
co
n
clu
d
e
d
th
at
th
is
C
C
M
is
co
n
ten
t
an
d
th
eo
r
y
-
b
as
ed
co
u
r
s
e.
T
h
e
teac
h
er
ha
s
tau
g
h
t
th
is
C
C
M
co
u
r
s
e
f
o
r
two
s
em
ester
s
.
B
ased
o
n
th
e
class
o
b
s
er
v
at
io
n
,
m
o
s
t
s
tu
d
en
ts
wer
e
p
ass
iv
e
an
d
d
is
en
g
ag
e
d
i
n
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
let
th
e
r
esear
ch
er
s
’
m
o
tiv
atio
n
d
o
wn
.
T
h
e
teac
h
er
also
h
ad
a
ch
a
n
c
e
to
in
ter
v
iew
a
f
ew
s
tu
d
e
n
ts
r
ep
ea
tin
g
th
is
co
u
r
s
e
as
th
e
y
f
ailed
in
p
r
ev
i
o
u
s
s
em
ester
s
.
T
h
ese
s
tu
d
en
ts
we
r
e
ask
ed
wh
y
t
h
ey
f
ailed
t
h
e
C
C
M
co
u
r
s
e.
T
h
ey
m
en
tio
n
ed
th
at
th
ey
d
o
n
o
t
u
n
d
er
s
tan
d
wh
at
t
h
e
lectu
r
e
r
t
au
g
h
t
i
n
class
.
So
m
e
e
v
en
s
aid
th
at
t
h
e
lectu
r
e
r
ju
s
t
r
ea
d
th
e
s
lid
es.
So
m
e
s
aid
th
ey
ev
en
d
o
n
o
t
k
n
o
w
h
o
w
t
o
an
s
wer
th
e
q
u
esti
o
n
s
in
ex
am
s
.
T
h
ey
h
av
e
n
ev
er
e
x
p
o
s
e
d
to
q
u
esti
o
n
s
an
d
an
s
wer
s
ac
tiv
ity
in
clas
s
.
Ver
y
m
u
ch
teac
h
er
-
ce
n
tr
ic!
s
aid
s
o
m
e
s
tu
d
en
ts
.
Fro
m
th
is
,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
th
e
p
r
o
b
lem
is
in
th
e
d
eliv
e
r
y
m
et
hod.
T
h
ese
an
s
wer
s
tr
ig
g
er
ed
to
d
ev
elo
p
s
o
m
eth
in
g
th
at
will
en
co
u
r
ag
e
s
tu
d
en
ts
to
b
e
ac
tiv
e
an
d
en
g
ag
e
d
in
lear
n
in
g
C
C
M.
T
he
ap
p
r
o
a
ch
es
f
o
cu
s
ed
o
n
s
tu
d
en
t
lear
n
in
g
m
ay
s
ig
n
if
ican
tl
y
im
p
r
o
v
e
s
tu
d
en
ts
'
lear
n
in
g
,
m
o
tiv
atio
n
,
a
n
d
th
in
k
in
g
s
k
ill
s
.
T
h
e
teac
h
er
h
as
tak
e
n
ac
tiv
i
ty
-
b
ased
lear
n
in
g
f
o
r
a
s
u
cc
es
s
f
u
l
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
h
ip
to
m
a
k
e
s
tu
d
en
t
-
c
en
ter
ed
lear
n
i
n
g
p
o
s
s
ib
le.
Activ
e
lear
n
in
g
en
ab
les
s
tu
d
en
ts
t
o
ask
,
to
d
is
co
v
er
,
to
ex
p
er
im
e
n
t,
to
co
llab
o
r
ate
an
d
to
en
jo
y
th
e
f
u
n
o
f
lea
r
n
in
g
.
T
ea
ch
er
s
'
r
o
le
ch
an
g
es
f
r
o
m
k
n
o
wled
g
e
-
b
u
ild
in
g
t
o
in
s
p
ir
atio
n
with
t
h
is
tech
n
iq
u
e
[
1
4
]
-
[
1
6
]
.
T
h
er
ef
o
r
e,
th
is
r
esear
c
h
'
s
p
r
o
b
lem
is
th
e
lo
w
lear
n
in
g
in
ter
ac
tio
n
af
f
ec
tin
g
th
e
s
tu
d
en
ts
'
lear
n
in
g
p
er
f
o
r
m
a
n
ce
in
C
C
M
co
u
r
s
e.
T
h
is
co
n
d
itio
n
d
u
e
to
th
e
lac
k
o
f
teac
h
in
g
an
d
lear
n
i
n
g
m
et
h
o
d
s
.
T
h
is
r
esear
ch
aim
is
to
co
n
d
u
ct
f
r
u
itfu
l
lear
n
i
n
g
u
s
in
g
W
izer
.
m
e
an
d
So
cr
ativ
e
ap
p
licatio
n
t
o
en
co
u
n
ter
th
is
p
r
o
b
lem
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Wizer
.
m
e
W
izer
.
m
e
is
o
n
lin
e
s
o
f
twar
e
an
d
th
e
b
asic
f
ea
tu
r
e
is
f
r
ee
to
d
o
wn
lo
ad
a
n
d
u
s
ed
b
y
th
e
ac
a
d
em
ics.
T
h
e
W
izer
.
m
e
wo
r
k
s
h
ee
t
b
u
il
d
er
co
m
p
lim
en
ts
teac
h
er
s
’
e
x
p
er
ien
ce
an
d
cr
ea
tiv
ity
b
y
allo
win
g
q
u
ic
k
cr
ea
tio
n
o
f
a
wid
e
v
ar
iety
o
f
q
u
esti
o
n
ty
p
es:
o
p
en
q
u
esti
o
n
s
,
m
u
ltip
le
-
ch
o
ice,
m
atch
in
g
p
air
s
,
f
ill
in
th
e
b
l
an
k
,
f
ill
o
n
an
im
ag
e
an
d
tab
les
[1
7
].
W
izer
.
m
e
wo
r
k
s
h
ee
ts
ar
e
v
is
u
ally
en
ticin
g
an
d
in
s
p
ir
e
s
tu
d
e
n
ts
to
lear
n
m
o
r
e
an
d
s
p
en
d
m
o
r
e
tim
e
ca
r
ef
u
lly
en
g
a
g
in
g
.
T
h
e
wo
r
k
s
h
ee
ts
o
f
W
izer
.
m
e
ar
e
m
ag
n
if
icen
t,
an
d
teac
h
er
s
ca
n
ch
o
o
s
e
f
r
o
m
a
r
an
g
e
o
f
b
ac
k
g
r
o
u
n
d
s
an
d
th
em
es.
W
i
ze
r
.
m
e
will
allo
w
m
e
to
ad
d
r
ich
m
e
d
ia
t
o
th
e
m
ix
ed
wo
r
k
s
h
ee
t
(
v
id
e
o
,
a
u
d
io
,
im
ag
es).
Vid
eo
s
ca
n
ca
p
tiv
ate
th
e
m
in
d
to
lea
r
n
o
r
p
r
ac
tice
n
ew
s
k
ills
an
d
f
an
c
y
cr
ea
tiv
e
task
s
.
Fu
r
th
er
m
o
r
e,
W
izer
.
m
e
s
av
es
t
im
e
with
a
u
to
m
atic
ch
ec
k
in
g
&
g
r
ad
in
g
o
r
r
ev
iew
o
n
e
b
y
o
n
e
to
g
iv
e
m
o
r
e
p
er
s
o
n
al
f
ee
d
b
ac
k
.
User
/teac
h
er
co
u
ld
d
o
p
e
r
s
o
n
alize
d
te
ac
h
i
n
g
an
d
lear
n
in
g
in
th
e
class
.
T
ea
ch
er
co
u
l
d
s
ee
th
e
s
tu
d
en
ts
en
jo
y
d
o
in
g
t
h
ese
ac
tiv
ities
in
class
ev
er
y
tim
e.
2
.
2
.
So
cr
a
t
iv
e
a
pp
lica
t
io
n
Ap
ar
t
f
r
o
m
th
is
W
izer
.
m
e
s
o
f
twar
e,
So
cr
ativ
e
a
p
p
licatio
n
was
also
u
s
ed
to
g
iv
e
s
o
m
e
r
ef
lectio
n
q
u
esti
o
n
s
to
g
et
f
ee
d
b
ac
k
f
r
o
m
th
e
s
tu
d
en
ts
.
So
cr
ativ
e
is
a
clo
u
d
-
b
ased
s
tu
d
en
t
r
esp
o
n
s
e
s
y
s
tem
,
an
d
it
allo
ws
cr
ea
tin
g
s
im
p
le
q
u
izze
s
th
at
s
tu
d
en
ts
ca
n
tak
e
q
u
ick
ly
o
n
th
eir
s
m
ar
tp
h
o
n
es.
T
h
er
e
is
also
a
g
am
in
g
elem
e
n
t:
th
e
“Sp
ac
e
R
ac
e”
f
ea
tu
r
e
ca
n
s
et
u
p
a
q
u
iz
s
o
th
at
team
s
o
f
s
tu
d
en
ts
ca
n
co
m
p
ete
ag
ai
n
s
t
o
n
e
an
o
th
er
to
lau
n
ch
r
o
ck
ets
in
to
s
p
ac
e
.
B
e
s
id
es,
th
e
teac
h
er
ca
n
s
et
wh
e
th
er
th
e
co
r
r
ec
t
an
s
wer
to
th
e
g
iv
en
q
u
esti
o
n
s
is
d
is
p
lay
ed
o
n
th
e
a
p
p
t
h
ey
ar
e
u
s
in
g
,
o
r
o
n
ly
o
n
th
e
f
r
o
n
t
o
f
th
e
teac
h
in
g
r
o
o
m
s
cr
ee
n
[
1
8
]
,
[
1
9
]
.
T
h
is
So
cr
ativ
e
ap
p
licatio
n
h
el
p
ed
teac
h
er
to
m
ak
e
p
er
s
o
n
alize
teac
h
in
g
b
ased
o
n
th
e
s
tu
d
en
ts
’
an
s
wer
s
.
T
h
e
teac
h
er
co
u
ld
m
o
n
ito
r
ev
e
r
y
s
tu
d
en
t’
s
wo
r
k
an
d
g
iv
e
in
s
tan
t
f
ee
d
b
ac
k
.
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
.
3
,
Sep
tem
b
er
2
0
2
1
:
1
0
2
8
-
1
0
3
7
1030
2
.
3
.
T
P
ACK
M
o
del a
s
a
peda
g
o
g
ica
l f
ra
m
ew
o
rk
f
o
r
inn
o
v
a
t
i
v
e
t
ea
ching
m
e
t
ho
d
T
h
e
T
PAC
K
p
ar
ad
ig
m
in
teg
r
ates
th
r
ee
in
f
o
r
m
atio
n
ar
ea
s
o
f
tech
n
o
l
o
g
y
,
co
n
ten
t
a
n
d
p
ed
ag
o
g
y
wo
r
k
in
g
to
g
eth
er
in
o
r
d
e
r
to
i
m
p
r
o
v
e
s
tu
d
en
ts
'
m
o
tiv
atio
n
an
d
ac
ce
s
s
ib
ilit
y
to
co
n
ten
t.
O
n
e
s
u
ch
m
o
d
el
h
as
p
o
ten
tial
an
d
r
elev
an
ce
to
to
d
ay
'
s
Hig
h
er
E
d
u
ca
tio
n
en
v
i
r
o
n
m
en
t,
wh
ich
h
as
r
ec
en
tly
g
ain
ed
s
ig
n
i
f
ican
t
v
is
ib
ilit
y
[
2
0
]
,
[
2
1
]
.
T
h
e
s
u
b
j
ec
t
m
atter
is
d
ef
in
ed
in
th
e
m
ater
ial.
Ped
ag
o
g
y
s
tr
iv
es
to
f
i
n
d
th
e
b
est
way
to
co
n
v
ey
t
h
is
k
n
o
wled
g
e
,
wh
et
h
er
th
r
o
u
g
h
d
ir
ec
t
g
u
id
an
ce
,
r
esear
ch
,
d
is
cu
s
s
io
n
,
m
o
d
ellin
g
,
ad
ap
tiv
e
lea
r
n
in
g
,
o
r
co
m
m
u
n
ity
m
et
h
o
d
s
.
T
ec
h
n
o
lo
g
y
tr
ies
to
f
in
d
th
e
b
est
to
o
ls
to
m
ak
e
c
o
n
ten
t m
o
r
e
ac
ce
s
s
ib
le
wh
ile
s
u
p
p
o
r
tin
g
p
ed
ag
o
g
y
[
22
]
,
[
23
]
.
T
h
e
d
ig
ital
wo
r
k
s
h
ee
t
cr
ea
ted
b
y
W
izer
.
m
e
an
d
So
cr
ativ
e
ap
p
licatio
n
f
o
r
th
is
r
esear
ch
ar
e
f
u
n
d
am
e
n
tal
in
r
ea
ch
in
g
th
e
lear
n
in
g
o
u
tco
m
es
f
o
r
CCM
.
T
h
e
T
PAC
K
p
ed
ag
o
g
ical
m
o
d
el
r
ep
r
esen
ts
th
e
p
er
f
ec
t
o
v
er
lap
o
f
c
o
n
ten
t,
tec
h
n
o
lo
g
y
a
n
d
lear
n
in
g
m
o
d
es
t
o
d
eliv
e
r
a
n
d
attain
th
e
d
esire
d
o
u
tco
m
es.
I
n
th
is
r
esear
ch
,
co
n
ten
t
is
C
r
o
s
s
-
C
u
ltu
r
al
Ma
n
ag
em
en
t;
tech
n
o
lo
g
ies
ar
e
W
izer
.
m
e
an
d
So
cr
ativ
e
(
Dig
ital
wo
r
k
s
h
ee
t)
an
d
p
ed
a
g
o
g
y
is
ac
tiv
ity
-
b
ased
teac
h
in
g
an
d
lea
r
n
in
g
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
e
d
a
class
r
o
o
m
ac
tio
n
r
esear
ch
ap
p
r
o
ac
h
.
At
th
e
b
eg
in
n
in
g
o
f
th
e
lectu
r
e
,
s
tu
d
en
ts
'
p
er
ce
p
tio
n
o
f
u
s
in
g
a
d
ig
ital
wo
r
k
s
h
ee
t
an
d
th
eir
awa
r
en
ess
o
f
W
izer
.
m
e
an
d
th
e
So
cr
at
iv
e
ap
p
lic
atio
n
was
m
ea
s
u
r
ed
.
B
ased
o
n
th
ese
r
e
s
u
lts
,
lear
n
in
g
m
ater
ials
was
d
ev
elo
p
ed
ac
c
o
r
d
in
g
to
th
ei
r
n
ee
d
s
.
A
f
ter
th
e
lear
n
in
g
ac
tiv
ities
in
o
n
e
s
em
ester
,
th
e
r
esear
ch
er
c
o
llected
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
en
ts
r
eg
a
r
d
in
g
o
n
lin
e
lear
n
in
g
s
atis
f
ac
tio
n
u
s
in
g
s
en
tim
en
t te
x
t a
n
aly
s
is
.
I
n
ten
C
h
ec
k
[
2
4
]
was
u
s
ed
t
o
an
aly
ze
th
e
f
ee
d
b
ac
k
d
ata
af
ter
lear
n
in
g
u
s
in
g
W
izer
.
m
e
an
d
So
cr
ativ
e.
T
h
is
in
s
tr
u
m
en
t
m
ea
s
u
r
es
th
e
tex
t
b
ased
o
n
s
ix
p
s
y
ch
o
lin
g
u
is
tic
ca
teg
o
r
ies:
attitu
d
e,
em
o
tio
n
s
,
in
s
in
ce
r
ity
,
co
m
m
u
n
icatio
n
s
ty
le,
tim
elin
e,
an
d
m
o
tiv
atio
n
.
T
h
e
p
ar
ticip
an
t
o
f
t
h
is
r
esear
ch
was
f
o
r
t
y
-
f
o
u
r
s
tu
d
en
ts
.
T
h
e
v
alu
e
o
f
th
is
a
n
aly
s
is
was
0
-
1
0
0
.
T
h
e
s
co
r
e
f
o
r
attitu
d
e
s
h
o
ws
1
0
0
,
wh
ich
s
h
o
ws
th
at
th
e
s
tu
d
en
ts
p
r
o
v
id
e
p
o
s
itiv
e
f
ee
d
b
ac
k
ab
o
u
t th
e
u
s
ag
e
o
f
W
izer
.
m
e
an
d
So
c
r
ativ
e.
4.
RE
SU
L
T
S
4
.
1
.
E
x
perim
ent
p
urpo
s
e
T
h
e
teac
h
er
ex
p
er
i
m
en
ted
at
th
e
b
eg
in
n
i
n
g
o
f
th
e
s
em
ester
to
r
ate
h
o
w
m
y
s
tu
d
en
ts
p
er
ce
i
v
e
to
u
s
e
th
e
d
ig
ital w
o
r
k
s
h
ee
t in
t
h
e
class
r
o
o
m
,
d
o
th
e
s
tu
d
en
ts
awa
r
e
o
f
W
izer
.
m
e
s
o
f
twar
e
an
d
So
cr
ativ
e
ap
p
licatio
n
.
T
h
is
s
u
r
v
ey
was
c
o
n
d
u
cted
to
u
n
d
e
r
s
tan
d
th
e
lear
n
er
s
,
wh
ic
h
co
u
l
d
h
el
p
m
e
d
esig
n
a
p
p
r
o
p
r
iate
teac
h
in
g
an
d
lear
n
in
g
m
ater
ials
.
T
h
e
r
esu
lts
in
Fig
u
r
e
1
s
h
o
w
th
at
7
2
.
7
%
o
f
s
tu
d
en
ts
lik
e
to
u
s
e
in
ter
ac
tiv
e
wo
r
k
s
h
ee
ts
in
th
eir
class
es.
T
h
ese
f
in
d
in
g
s
ar
e
n
o
s
u
r
p
r
is
e
an
d
r
ep
r
esen
t
wo
r
ld
wid
e
r
esear
ch
o
n
th
e
p
r
o
f
ile
an
d
t
h
e
n
atu
r
al
af
f
in
ities
b
etwe
en
a
ty
p
ical
u
n
iv
er
s
ity
s
tu
d
en
t a
n
d
m
o
b
ile
tec
h
n
o
lo
g
y
[
20
]
,
[
2
5
].
An
o
th
er
r
esu
lt
in
Fig
u
r
e
2
in
d
icate
d
th
at
8
8
.
6
%
o
f
s
tu
d
en
ts
an
s
wer
e
d
th
ey
d
o
n
o
t
k
n
o
w
ab
o
u
t
W
izer
.
m
e
s
o
f
twar
e.
I
t
was
an
o
p
p
o
r
tu
n
ity
f
o
r
m
e
to
in
tr
o
d
u
ce
a
to
o
l
th
a
t
th
ey
d
id
n
o
t
k
n
o
w
b
ef
o
r
e.
B
esid
es,
9
3
.
2
%
o
f
s
tu
d
en
ts
m
en
tio
n
e
d
th
at
th
ey
d
id
n
o
t
k
n
o
w
ab
o
u
t
th
e
So
cr
ativ
e
ap
p
licatio
n
.
T
h
is
also
ex
cites
m
e
to
in
tr
o
d
u
ce
a
n
o
th
e
r
to
o
l th
at
m
y
s
tu
d
en
ts
d
id
n
o
t
k
n
o
w
b
ef
o
r
e.
Fig
u
r
e
1
.
Dig
ital w
o
r
k
s
h
ee
t u
s
ag
e
Fig
u
r
e
2
.
W
izer
.
m
e
k
n
o
wled
g
e
Af
ter
th
is
in
f
o
r
m
atio
n
was
f
o
u
n
d
,
th
e
teac
h
e
r
s
tar
ted
u
s
in
g
W
izer
.
m
e
an
d
So
cr
ativ
e
ap
p
licatio
n
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
As
m
en
tio
n
ed
b
ef
o
r
e,
th
e
s
lid
es
wer
e
u
p
lo
ad
ed
in
th
e
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
an
d
r
eq
u
ested
s
tu
d
en
ts
to
an
s
wer
th
e
q
u
esti
o
n
s
wh
ich
is
cr
ea
ted
u
s
in
g
W
izer
.
m
e
b
ef
o
r
e
s
tar
tin
g
t
h
e
class
.
T
h
eir
an
s
wer
s
wer
e
ch
ec
k
ed
b
y
th
e
teac
h
e
r
an
d
d
id
th
e
d
is
cu
s
s
io
n
an
d
ex
p
lan
ati
o
n
in
class
af
ter
th
e
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
Wiz
er.me
a
n
d
S
o
cra
tive
a
s
in
n
o
va
tive
tea
ch
in
g
meth
o
d
to
o
ls
:
I
n
teg
r
a
tin
g
…
(
N
a
r
en
th
eren
K
a
lia
p
p
en
)
1031
teac
h
er
ex
p
lain
e
d
th
e
less
o
n
.
On
ce
,
th
e
less
o
n
is
co
m
p
leted
,
an
d
th
en
s
tu
d
en
ts
wer
e
r
eq
u
ested
to
an
s
wer
th
e
q
u
esti
o
n
s
th
at
wer
e
cr
ea
ted
u
s
in
g
So
cr
ativ
e
ap
p
licatio
n
.
T
h
i
s
ex
er
cise
is
to
en
s
u
r
e
th
e
s
tu
d
en
ts
u
n
d
er
s
tan
d
th
e
less
o
n
.
T
h
e
teac
h
er
d
id
th
e
s
a
m
e
m
eth
o
d
to
teac
h
all
th
e
ei
g
h
t to
p
ics in
C
C
M
f
o
r
th
at
s
em
ester
.
At
th
e
en
d
o
f
th
e
s
em
ester
,
th
e
teac
h
er
ask
ed
th
e
s
tu
d
en
ts
:
“D
o
y
o
u
lik
e
m
y
t
ea
ch
in
g
an
d
lear
n
in
g
m
eth
o
d
;
An
y
th
in
g
th
at
I
s
h
o
u
ld
ch
an
g
e?
”
T
h
e
teac
h
er
r
ec
ei
v
ed
a
to
tal
o
f
4
4
r
esp
o
n
s
es
as
s
h
o
wn
in
Fig
u
r
e
3
,
an
d
it is
attac
h
ed
a
f
ew
a
n
s
wer
s
f
r
o
m
th
e
s
tu
d
e
n
ts
.
Fig
u
r
e
3
.
So
cr
ati
v
e
ap
p
licatio
n
k
n
o
wled
g
e
I
r
ea
lly
en
jo
y
in
y
o
u
r
cla
s
s
a
n
d
yo
u
r
lectu
r
es a
r
e
ea
s
ier to
u
n
d
ers
ta
n
d
.
(
Stu
d
e
n
t 1
)
Yes
.
I
like.
N
o
th
in
g
to
c
h
a
n
g
e
b
ec
a
u
s
e
y
o
u
h
a
ve
w
h
a
t
I
a
m
s
ea
r
ch
in
g
fo
r
.
Ho
w
yo
u
co
mmu
n
ica
te
w
ith
s
tu
d
en
ts
,
h
elp
th
e
s
tu
d
en
ts
.
N
o
t
a
ll
o
f
lec
tu
r
er
u
s
e
th
e
s
a
me
meth
o
d
a
s
y
ou
d
o
.
Th
a
n
k
yo
u
fo
r
tea
ch
in
g
me
.
(
Stu
d
en
t 2
)
Yes
,
I
like
yo
u
r
tea
ch
in
g
s
tyle
Dr.
I
t
is
mo
r
e
c
o
mfo
r
ta
b
le
a
n
d
c
o
n
ve
n
ie
n
t.
Dr
h
a
d
ta
u
g
h
t
u
s
w
ith
yo
u
r
o
w
n
s
tyle
a
n
d
ex
ce
ll
en
t p
r
esen
ta
tio
n
.
I
h
a
ve
e
n
jo
y
ed
in
yo
u
r
cla
s
s
.
Usu
a
lly,
I
u
s
ed
to
p
la
y
p
h
o
n
e
in
cla
s
s
if
I
g
et
b
o
r
in
g
.
Ho
w
ev
er,
in
th
is
cla
s
s
s
o
fa
r
,
I
lis
ten
to
yo
u
r
lectu
r
es
a
n
d
n
o
t
g
et
b
o
r
ed
b
ec
a
u
s
e
I
ca
n
g
et
fu
ll
ma
r
k
in
W
iz
er.me
/S
o
cra
tive
a
t
th
e
en
d
o
f
th
e
cla
s
s
.
(
Stu
d
en
t 3
)
Ove
r
a
ll,
I
like
a
lo
t h
o
w
Dr.
N
a
r
en
th
eren
tea
ch
es h
is
s
tu
d
en
t
.
His
tea
ch
in
g
s
tyle
is
u
n
iq
u
e.
F
o
r
ex
a
mp
le,
h
e
ke
ep
s
g
ivin
g
g
e
s
tu
r
es
a
n
d
mo
ve
men
t
w
h
ile
lectu
r
in
g
,
a
ls
o
Dr.
N
a
r
en
th
e
r
en
a
lw
a
ys
u
s
es
Wiz
e
r
.
me
o
r
S
o
cra
tive
fo
r
d
o
in
g
a
s
s
ig
n
men
t
o
r
q
u
iz
,
it
is
a
u
n
iq
u
e
w
a
y
to
tea
ch
th
e
s
tu
d
en
t.
(
Stu
d
e
n
t 4
)
Yes
.
Ove
r
a
ll,
I
r
ea
lly
like
yo
u
r
tea
ch
in
g
meth
o
d
b
ec
a
u
s
e
yo
u
co
n
d
u
ct
th
e
cla
s
s
in
tw
o
-
w
a
y
co
mmu
n
ica
tio
n
likes
yo
u
a
lw
a
ys
tr
y
to
co
mmu
n
ica
te
w
ith
t
h
e
s
tu
d
en
ts
.
I
n
a
d
d
itio
n
,
o
f
co
u
r
s
e
th
e
w
a
y
yo
u
d
elive
r
th
e
mess
a
g
e
is
ea
s
y
to
u
n
d
ers
ta
n
d
b
y
o
n
ly
u
s
in
g
th
e
m
a
in
ke
y
in
s
tea
d
o
f
r
ea
d
in
g
th
e
lo
n
g
s
en
ten
ce
fr
o
m
th
e
s
lid
es.
I
n
ev
er g
et
b
o
r
ed
o
r
s
leep
y
d
u
r
in
g
cla
s
s
.
(
Stu
d
e
n
t 5
)
Yes
,
I
d
o
!
B
ec
a
u
s
e
it
ma
ke
s
me
mo
r
e
in
tere
s
ted
w
h
en
lea
r
n
in
cla
s
s
.
I
t
h
a
s
b
u
ilt
s
o
met
h
in
g
n
ew
a
n
d
a
ttr
a
ctive
w
h
en
lea
r
n
in
g
th
e
s
u
b
ject.
I
a
ls
o
h
o
p
e
th
i
s
Wiz
e
r
.
me
ca
n
b
e
u
s
e
in
a
n
o
t
h
er
s
u
b
ject
to
o
.
(
Stu
d
e
n
t 6
)
4
.
2
.
Sentim
ent
a
na
ly
s
is
I
n
o
r
d
e
r
to
u
n
d
er
s
tan
d
th
e
r
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tu
d
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ac
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p
e
r
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ed
s
en
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t
tex
t
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aly
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u
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C
h
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k
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en
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tex
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aly
s
is
s
o
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twar
e
[
2
4
]
.
T
h
is
I
n
ten
C
h
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k
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twar
e
m
ea
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r
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ased
o
n
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ix
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s
y
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lin
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u
is
tic
ca
teg
o
r
ies:
attitu
d
e,
e
m
o
tio
n
s
,
in
s
in
ce
r
ity
,
c
o
m
m
u
n
icatio
n
s
ty
le,
tim
elin
e,
an
d
m
o
tiv
atio
n
.
W
e
in
s
er
ted
t
h
e
f
o
r
ty
-
f
o
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r
s
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d
en
ts
’
f
ee
d
b
ac
k
o
n
u
s
in
g
W
izer
.
m
e
an
d
So
cr
ativ
e
ap
p
licatio
n
i
n
I
n
ten
C
h
ec
k
s
o
f
twar
e
an
d
r
an
t
h
e
an
a
ly
s
is
.
T
h
e
f
i
g
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r
es
s
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o
w
th
e
f
in
d
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g
s
f
r
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m
th
e
I
n
ten
C
h
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k
s
o
f
twar
e
b
ased
o
n
co
r
r
esp
o
n
d
in
g
v
alu
e
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n
0
-
1
0
0
.
T
h
e
s
co
r
e
f
o
r
attitu
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in
F
i
g
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r
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4
s
h
o
ws
1
0
0
,
wh
ich
s
h
o
ws
th
at
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tu
d
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p
r
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id
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itiv
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t
th
e
u
s
ag
e
o
f
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izer
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m
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an
d
So
cr
ativ
e.
T
h
is
is
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ased
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ee
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er
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n
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en
jo
y
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le,
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f
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n
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t.
Nex
t,
th
e
s
co
r
e
f
o
r
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n
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Fig
u
r
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5
s
h
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at
9
2
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y
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h
at
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ap
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izer
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m
e
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cr
ativ
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Sev
e
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al
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r
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y
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x
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p
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u
l.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
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8
8
2
2
I
n
t
J
E
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&
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es E
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u
c
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l
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10
,
No
.
3
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tem
b
er
2
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Fig
u
r
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a
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Fig
u
r
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.
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m
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izer
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r
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ig
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r
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6
illu
s
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ated
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et
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l
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ly
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h
e
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co
r
e
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h
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ws
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f
o
r
in
s
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ce
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ity
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ic
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ea
n
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f
ee
d
b
ac
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en
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ar
e
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l
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d
t
h
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e
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r
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ed
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ar
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ich
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es
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t
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r
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o
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ty
le
in
Fig
u
r
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7
is
1
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o
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.
T
h
is
s
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at
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d
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th
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d
b
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lecte
d
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t
h
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k
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d
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Stu
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lect
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m
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Fig
u
r
e
6
.
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n
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m
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leted
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m
e
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c
r
ativ
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Fig
u
r
e
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.
C
o
m
m
u
n
icatio
n
a
f
ter
co
m
p
leted
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izer
.
m
e
a
n
d
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cr
ativ
e
T
h
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tim
elin
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s
co
r
e
in
F
ig
u
r
e
8
s
h
o
ws
5
0
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o
r
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t
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r
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h
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s
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at
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d
to
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h
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u
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t.
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I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Wiz
er.me
a
n
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o
cra
tive
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tive
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(
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Fig
u
r
e
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.
T
im
elin
e
af
ter
co
m
p
leted
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izer
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m
e
an
d
So
cr
ativ
e
Fig
u
r
e
9
.
Mo
tiv
ati
o
n
af
ter
co
m
p
leted
W
izer
.
m
e
an
d
So
cr
ativ
e
Ov
er
all,
s
tu
d
en
ts
s
h
o
wed
p
o
s
itiv
e
attitu
d
e
a
n
d
r
em
ain
ed
e
m
o
tio
n
ally
jo
y
o
u
s
as
s
h
o
wn
i
n
T
ab
le
1
.
Fu
r
th
er
m
o
r
e
,
s
tu
d
en
ts
also
d
is
p
lay
ed
s
in
ce
r
ity
alo
n
g
with
r
atio
n
al
co
m
m
u
n
icatio
n
.
B
esid
es,
wh
en
th
ey
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s
ed
f
u
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r
e
ten
s
e
an
d
d
is
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lay
e
d
h
ig
h
m
o
tiv
atio
n
,
it
clea
r
ly
s
h
o
we
d
h
o
w
m
u
c
h
th
e
y
a
n
ticip
ated
t
h
e
less
o
n
s
.
T
h
u
s
,
it
ca
n
b
e
s
aid
th
at
u
s
in
g
W
izer
.
m
e
an
d
So
cr
ativ
e
ap
p
licatio
n
is
h
ig
h
ly
r
ec
o
m
m
en
d
ed
m
et
h
o
d
f
o
r
tech
n
o
lo
g
y
en
ab
led
teac
h
in
g
an
d
lear
n
in
g
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
se
n
tim
e
n
t a
n
aly
s
is
P
sy
c
h
o
l
i
n
g
u
i
st
i
c
c
a
t
e
g
o
r
i
e
s
El
e
m
e
n
t
s
S
c
o
r
e
(
1
0
0
)
A
t
t
i
t
u
d
e
P
o
si
t
i
v
e
1
0
0
Emo
t
i
o
n
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y
92
I
n
si
n
c
e
r
i
t
y
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n
si
n
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e
r
e
2
C
o
mm
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n
i
c
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t
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o
n
R
a
t
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o
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l
1
0
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Ti
me
F
u
t
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r
e
50
M
o
t
i
v
a
t
i
o
n
To
w
a
r
d
95
5.
DIS
CU
SS
I
O
N
I
n
th
is
s
tu
d
y
,
th
e
teac
h
er
u
s
ed
s
o
cial
lear
n
in
g
th
eo
r
y
(
SLT
)
with
tech
n
o
lo
g
y
e
n
ab
led
lear
n
in
g
.
SLT
o
f
f
er
s
a
v
alu
a
b
le
co
n
tex
t
f
o
r
co
n
s
id
er
in
g
h
o
w
s
tu
d
en
ts
lear
n
b
y
o
b
s
er
v
atio
n
al
lear
n
in
g
[
2
6
]
.
SLT
is
ab
o
u
t
lear
n
in
g
b
y
o
b
s
er
v
atio
n
a
n
d
c
o
g
n
itiv
e
p
r
o
ce
s
s
es
in
a
s
o
cial
s
ettin
g
wh
er
e
lea
r
n
er
s
in
ter
n
al
ize
an
d
u
n
d
e
r
s
tan
d
wh
at
th
ey
s
ee
to
m
im
ic
b
eh
a
v
io
r
.
SLT
s
u
g
g
ested
th
at
th
e
f
o
u
r
d
i
f
f
er
en
t
s
tep
s
s
u
ch
as
atten
tio
n
,
r
eten
tio
n
,
r
ep
r
o
d
u
ctio
n
,
an
d
m
o
tiv
atio
n
.
T
h
e
f
ir
s
t
s
tep
is
th
e
s
tu
d
en
ts
'
em
p
h
asis
o
n
th
e
ac
tio
n
s
.
T
h
e
y
n
ee
d
t
o
s
ee
wh
at
ac
tio
n
s
th
ey
wan
t to
r
ep
licate
o
r
to
r
ep
r
o
d
u
ce
o
th
e
r
p
eo
p
le.
Seco
n
d
ly
,
y
o
u
m
u
s
t
in
ter
n
alize
an
d
h
o
ld
wh
at
y
o
u
s
aw.
T
h
is
m
ea
n
s
th
at
a
s
tu
d
en
t
p
r
o
v
es
th
e
b
eh
av
io
r
o
r
ac
t
s
it
is
to
im
itate
p
s
y
ch
o
lo
g
ic
ally
.
T
h
is
in
clu
d
es
co
g
n
itiv
e
p
r
o
ce
s
s
es.
T
h
ir
d
,
th
e
in
s
ig
h
t
ac
q
u
ir
ed
f
r
o
m
atten
tio
n
an
d
r
eten
tio
n
p
r
o
c
ess
es
r
e
q
u
ir
es
th
e
ab
ilit
y
to
r
ep
licate
ac
tio
n
s
in
p
r
ac
tice.
Fin
ally
,
s
tu
d
en
ts
m
u
s
t b
e
in
s
p
ir
ed
to
p
r
ac
tice
o
r
im
itate
th
eir
ac
tio
n
s
[
2
7
]
-
[
2
9
]
.
I
n
th
is
s
tu
d
y
,
th
e
teac
h
er
wan
ted
to
ex
p
lain
to
wh
at
e
x
ten
t
th
e
SLT
co
u
l
d
in
c
o
r
p
o
r
ate
W
izer
.
m
e
an
d
So
cr
ativ
e
ap
p
licatio
n
as in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
.
5
.
1
.
At
t
ent
io
n
T
h
e
teac
h
er
h
as
u
s
ed
a
f
lip
p
ed
class
r
o
o
m
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
,
wh
ich
g
iv
es
th
e
s
tu
d
en
ts
b
asic
co
n
ce
p
ts
f
o
r
p
r
e
-
class
lear
n
in
g
to
allo
w
th
e
tim
e
o
f
class
t
o
im
p
lem
e
n
t
an
d
e
x
p
an
d
o
n
th
ese
f
u
n
d
am
en
tal
co
n
ce
p
ts
.
Du
r
in
g
t
h
e
d
ig
ital
a
g
e,
lear
n
er
s
ca
n
ac
ce
s
s
m
o
r
e
co
n
ten
t
in
d
e
p
e
n
d
e
n
tly
th
an
ev
er
,
m
ak
in
g
lear
n
in
g
an
d
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wled
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lace
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en
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n
tr
al
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th
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cr
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B
y
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atin
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cr
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in
k
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g
[
3
0
]
.
T
h
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v
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C
C
M
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m
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ig
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ig
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ct
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m
en
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
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I
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1034
Fig
u
r
e
1
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Sam
p
le
W
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m
e
a
ctiv
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Fig
u
r
e
1
1
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lass
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teac
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I
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r
e
f
lectio
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ap
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p
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h
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th
e
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Fig
u
r
e
1
2
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Fig
u
r
e
1
2
.
R
ef
lectio
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/W
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ap
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p
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3
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Repro
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T
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atten
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d
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eten
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ases
.
T
h
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d
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s
t
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ig
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o
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wh
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s
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s
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r
p
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r
ac
tical
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licatio
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s
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cr
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to
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n
ab
le
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to
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ev
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o
p
th
eir
k
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o
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e
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s
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ills
.
Fo
r
ex
am
p
le,
in
F
ig
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r
e
1
3
,
th
e
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h
er
h
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esti
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s
with
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ltip
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tr
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e
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a
s
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o
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en
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esti
o
n
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th
e
So
cr
ativ
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ap
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licatio
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T
h
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h
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ce
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ic
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li
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r
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b
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r
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ak
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ec
t
’
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Fig
u
r
e
1
3
.
So
cr
ativ
e
q
u
esti
o
n
s
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
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8
8
2
2
Wiz
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n
d
S
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cra
tive
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1035
5
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4
.
M
o
t
iv
a
t
io
n
W
e
m
u
s
t
b
e
in
s
p
ir
e
d
to
d
o
s
o
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eth
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g
.
B
esid
es,
th
e
teac
h
er
also
u
s
ed
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e
So
cr
ativ
e
ap
p
licatio
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f
o
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ev
alu
atio
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u
r
p
o
s
es
to
im
p
r
o
v
e
th
e
s
tu
d
en
t'
s
m
o
tiv
atio
n
[
3
1
]
,
[
3
2
]
.
Af
ter
th
e
r
ep
lies
,
th
e
teac
h
er
r
ec
eiv
ed
a
n
ex
ce
llen
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o
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wer
s
f
o
r
ea
c
h
q
u
esti
o
n
f
r
o
m
ea
ch
s
tu
d
en
t.
So
c
r
ativ
e
also
p
r
o
v
id
es
s
tatis
tics
in
r
ea
l
-
tim
e
ab
o
u
t
h
o
w
m
a
n
y
s
tu
d
en
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r
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e
d
,
wh
at
th
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ep
lied
to
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r
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co
r
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r
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wer
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in
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e
d
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n
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r
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o
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n
g
r
ee
n
as
g
iv
e
n
in
F
ig
u
r
e
1
4
.
T
h
e
teac
h
er
ca
n
s
p
o
t
d
if
f
icu
lties
am
o
n
g
s
tu
d
en
ts
at
a
s
in
g
le
g
lan
ce
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d
p
r
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s
tu
d
en
ts
with
im
m
ed
iate
f
o
r
m
ativ
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f
ee
d
b
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ck
.
Dr
awin
g
f
r
o
m
th
is
ex
p
e
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ien
ce
,
th
e
teac
h
er
f
u
lly
a
g
r
ee
d
th
at
So
cr
ativ
e
ap
p
licatio
n
in
cr
ea
s
es
s
tu
d
en
ts
’
m
o
tiv
atio
n
.
T
h
e
SLT
an
d
t
ec
h
n
o
lo
g
y
-
en
a
b
led
lear
n
in
g
wo
r
k
well
t
o
g
eth
er
[
3
3
]
-
[
3
6
]
.
T
h
e
lectu
r
er
s
n
ee
d
t
o
en
s
u
r
e
th
e
co
n
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co
llab
o
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atio
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,
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d
c
o
m
m
u
n
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l
in
e
with
th
e
d
ig
ital
tech
n
o
lo
g
y
th
ey
wan
t to
u
s
e
in
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
3
7
]
-
[
3
9
]
.
Fig
u
r
e
1
4
.
So
cr
ativ
e
r
e
p
o
r
t
T
h
e
d
i
g
ital
wo
r
k
s
h
ee
ts
i
n
ter
ac
tiv
e
elem
en
ts
f
u
lly
in
v
o
lv
e
s
tu
d
en
ts
wh
en
lear
n
in
g
ta
k
es
p
la
ce
.
W
ith
a
p
r
ac
tical
ap
p
r
o
ac
h
,
tech
n
o
l
o
g
y
d
r
aws
s
tu
d
en
ts
,
e
n
co
u
r
ag
es
th
em
to
s
ee
th
e
task
,
a
n
d
u
n
d
er
s
tan
d
s
th
e
to
p
ic
b
etter
.
Dig
ital
wo
r
k
s
h
ee
ts
o
f
te
n
h
av
e
elem
en
ts
th
at
in
s
p
ir
e
a
n
d
en
c
o
u
r
a
g
e
s
tu
d
e
n
ts
.
Pro
g
r
e
s
s
b
ar
s
s
h
o
w
th
em
h
o
w
m
u
ch
t
h
ey
h
a
v
e
d
o
n
e,
all
o
win
g
th
em
to
ass
ess
an
d
wo
r
k
th
r
o
u
g
h
d
ea
d
lin
es.
T
ea
ch
in
g
m
ater
ials
p
lay
an
ess
en
tial
r
o
le
in
s
u
cc
es
s
f
u
l
ed
u
ca
tio
n
an
d
lear
n
in
g
,
an
d
s
u
itab
le
teac
h
in
g
m
ater
ials
p
r
o
v
id
e
s
tu
d
en
ts
wit
h
m
o
r
e
co
n
tin
u
o
u
s
lear
n
in
g
,
attr
ac
t in
ter
est,
an
d
clar
if
y
v
ag
u
e
co
n
ce
p
ts
[
4
0
]
-
[
4
2
]
.
T
ec
h
n
o
lo
g
y
h
as
s
h
if
ted
th
e
way
th
at
i
n
s
tr
u
cto
r
s
teac
h
s
tu
d
en
ts
in
h
ig
h
er
e
d
u
ca
tio
n
[
4
3
]
,
[
4
4
]
.
Qu
ality
o
f
e
d
u
ca
tio
n
d
ep
e
n
d
s
o
n
th
e
m
eth
o
d
o
f
teac
h
in
g
a
d
o
p
ted
b
y
t
h
e
teac
h
er
s
i
n
th
e
class
r
o
o
m
.
I
n
th
is
h
y
p
er
tec
h
n
o
lo
g
ized
s
o
ciety
,
lear
n
er
s
ar
e
d
e
m
an
d
in
g
in
teg
r
a
tin
g
I
C
T
u
s
e
in
th
e
class
r
o
o
m
.
E
m
b
ed
d
i
n
g
d
ig
ital
p
ed
ag
o
g
y
in
teac
h
in
g
an
d
lear
n
in
g
is
u
r
g
en
tly
n
ee
d
e
d
to
h
elp
th
e
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
ap
p
r
ec
iate
th
e
r
o
le
o
f
tech
n
o
lo
g
y
in
teac
h
in
g
p
ed
ag
o
g
y
an
d
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
.
T
ea
ch
in
g
ac
c
o
m
p
a
n
ied
b
y
elec
tr
o
n
i
c
to
o
ls
is
v
er
y
r
elev
an
t,
an
d
e
-
le
ar
n
in
g
o
f
f
er
s
an
o
p
p
o
r
tu
n
ity
f
o
r
th
e
s
tu
d
en
t'
s
lear
n
in
g
p
r
o
ce
s
s
to
b
e
s
u
cc
es
s
f
u
l.
T
h
e
SLT
an
d
tech
n
o
lo
g
y
-
en
a
b
led
lear
n
in
g
w
o
r
k
well
to
g
eth
er
.
T
h
is
s
tu
d
y
also
s
h
o
wn
th
at
th
e
s
o
cial
lear
n
in
g
th
eo
r
y
c
o
u
ld
in
c
o
r
p
o
r
ated
W
izer
.
m
e
an
d
So
cr
ativ
e
ap
p
licatio
n
as in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
.
Du
r
in
g
th
is
C
OVI
D
-
1
9
p
an
d
e
m
ic,
th
er
e
is
a
r
is
in
g
n
ee
d
to
a
d
o
p
t
d
i
g
ital
tech
n
o
l
o
g
y
t
o
th
e
ed
u
ca
tio
n
ec
o
s
y
s
tem
.
I
n
e
d
u
ca
tio
n
,
d
i
g
ital
tr
an
s
f
o
r
m
atio
n
will
s
tr
en
g
th
en
th
e
co
n
v
en
tio
n
al
f
a
ce
-
to
-
f
ac
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
E
d
u
ca
to
r
s
s
h
o
u
ld
b
u
ild
p
ed
a
g
o
g
ical
m
o
d
els
to
alig
n
th
em
with
s
tu
d
en
t
s
b
etter
.
Gr
o
win
g
n
u
m
b
er
s
o
f
d
ig
ital
ass
ets
h
av
e
ch
an
g
ed
th
e
r
eq
u
ir
e
m
en
ts
o
f
m
o
d
er
n
lear
n
er
s
as
a
r
esu
lt
o
f
th
is
p
an
d
em
ic.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
n
ee
d
n
ew
m
o
d
els
o
f
ed
u
ca
tio
n
to
b
e
estab
lis
h
ed
in
o
r
d
er
to
co
u
n
ter
th
e
s
itu
atio
n
.
L
ec
tu
r
er
s
s
h
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s
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T
ea
ch
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d
L
ea
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n
in
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C
en
tr
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(
UT
L
C
)
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Un
iv
er
s
iti
Utar
a
Ma
lay
s
ia
u
n
d
er
th
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Sch
o
lar
s
h
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p
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T
ea
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h
in
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&
lear
n
in
g
(
So
T
L
)
g
r
a
n
t.
RE
F
E
R
E
NC
E
S
[1
]
R.
S
a
n
i
,
“
M
issi
o
n
a
h
e
a
d
:
F
u
tu
re
-
p
ro
o
fi
n
g
e
d
u
c
a
ti
o
n
,
”
Ne
w
S
traits
T
ime
s,
2
0
2
0
.
[O
n
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/www
.
n
st.co
m
.
m
y
/ed
u
c
a
ti
o
n
/2
0
2
0
/0
1
/5
5
2
5
2
8
/mis
sio
n
-
a
h
e
a
d
-
fu
tu
re
-
p
r
o
o
f
in
g
-
e
d
u
c
a
ti
o
n
.
[2
]
E.
Ko
m
a
ra
,
“
Th
e
Ch
a
ll
e
n
g
e
s
o
f
Hig
h
e
r
E
d
u
c
a
ti
o
n
I
n
stit
u
ti
o
n
s
in
F
a
c
in
g
t
h
e
In
d
u
strial
Re
v
o
l
u
ti
o
n
4
.
0
,
”
HO
NAI:
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
f
o
r E
d
u
c
a
ti
o
n
a
l,
S
o
c
i
a
l,
P
o
li
ti
c
a
l
&
Cu
lt
u
r
a
l
S
tu
d
ies
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
5
-
2
6
,
2
0
2
0
.
[3
]
T.
Ah
m
a
d
,
“
P
re
p
a
rin
g
fo
r
th
e
f
u
tu
re
o
f
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
On
th
e
H
o
rizo
n
,
v
o
l.
23
,
n
o
.
4
,
p
p
.
3
2
3
-
3
3
0
,
2
0
1
5
.
[4
]
M
.
Weller
a
n
d
T.
An
d
e
rso
n
,
“
Dig
it
a
l
re
sili
e
n
c
e
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
O
p
e
n
,
Dista
n
c
e
a
n
d
e
-
L
e
a
rn
in
g
,
v
o
l.
16
,
n
o
.
1
,
p
p
.
5
3
-
6
6
,
2
0
1
3
.
[5
]
L.
G
a
rc
ía
-
P
é
re
z
,
M.
G
a
rc
í
a
-
G
a
rn
ica
,
a
n
d
E.
M
.
Olm
e
d
o
-
M
o
re
n
o
,
“
S
k
il
ls
fo
r
a
Wo
rk
i
n
g
F
u
tu
re
:
H
o
w
to
Brin
g
a
b
o
u
t
P
ro
fe
ss
io
n
a
l
S
u
c
c
e
ss
fro
m
th
e
Ed
u
c
a
ti
o
n
a
l
S
e
tt
i
n
g
,
”
Ed
u
c
a
ti
o
n
S
c
ien
c
e
s
,
v
o
l.
11
,
n
o
.
1
,
p
p
.
1
-
2
5
,
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/e
d
u
c
sc
i1
1
0
1
0
0
2
7
.
[6
]
G
.
Ha
u
se
r
a
n
d
R.
Ha
u
se
r,
“
P
e
d
a
g
o
g
y
,
p
ra
c
ti
c
e
a
n
d
tea
c
h
in
g
i
n
n
o
v
a
t
io
n
a
t
Ha
r
v
a
r
d
,
”
Ha
rv
a
rd
M
a
g
a
z
in
e
,
2
0
1
1
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
:/
/
h
a
rv
a
rd
m
a
g
a
z
in
e
.
c
o
m
/2
0
1
1
/1
0
/an
a
ly
si
s
-
p
e
d
a
g
o
g
y
-
p
ra
c
ti
c
e
-
a
n
d
-
tea
c
h
in
g
-
in
n
o
v
a
ti
o
n
-
at
-
h
a
rv
a
rd
.
[7
]
A
.
M
ró
z
a
n
d
I.
Oc
e
tk
iew
icz
,
“
Cre
a
ti
v
it
y
f
o
r
su
sta
in
a
b
il
it
y
:
Ho
w
d
o
p
o
li
s
h
tea
c
h
e
rs
d
e
v
e
lo
p
st
u
d
e
n
ts’
c
re
a
ti
v
it
y
c
o
m
p
e
ten
c
e
?
An
a
ly
sis o
f
re
se
a
rc
h
re
su
lt
s
,”
S
u
sta
i
n
a
b
il
it
y
,
v
o
l.
13
,
n
o
.
2
,
p
p
.
1
-
20
,
2
0
2
1
,
d
o
i:
1
0
.
3
3
9
0
/su
1
3
0
2
0
5
7
1
.
[8
]
Y.
A.
Lee
,
“C
a
se
stu
d
y
o
n
th
e
e
ffe
c
t
o
f
tea
c
h
in
g
in
n
o
v
a
ti
o
n
o
n
lea
rn
in
g
e
ffe
c
ti
v
e
n
e
ss
:
u
sin
g
a
m
o
d
e
ra
to
r
o
f
in
teg
ra
ti
n
g
in
f
o
r
m
a
ti
o
n
tec
h
n
o
lo
g
y
i
n
to
tea
c
h
in
g
,
”
J
o
u
rn
a
l
o
f
Hu
m
a
n
Res
o
u
rc
e
s
a
n
d
Ad
u
lt
L
e
a
rn
i
n
g
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
3
4
-
4
9
,
2
0
1
1
.
[9
]
K.
S
m
it
h
,
“
Cu
l
ti
v
a
ti
n
g
in
n
o
v
a
ti
v
e
lea
rn
in
g
a
n
d
tea
c
h
in
g
c
u
lt
u
r
e
s:
a
q
u
e
stio
n
o
f
g
a
rd
e
n
d
e
sig
n
,
”
T
e
a
c
h
in
g
i
n
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
16
,
n
o
.
4
,
p
p
.
4
2
7
-
4
3
8
,
2
0
1
1
.
[1
0
]
C.
Zh
u
,
“
Ho
w
in
n
o
v
a
t
iv
e
a
re
sc
h
o
o
ls
in
tea
c
h
in
g
a
n
d
lea
rn
in
g
?
A
c
a
se
stu
d
y
i
n
Be
ij
in
g
a
n
d
H
o
n
g
Ko
n
g
,
”
Asia
-
Pa
c
if
ic E
d
u
c
a
t
io
n
Res
e
a
rc
h
e
r
,
v
o
l.
22
,
n
o
.
2
,
p
p
.
1
3
7
-
1
4
5
,
2
0
1
3
.
[1
1
]
N.
Ka
li
a
p
p
e
n
,
“
E
d
u
c
a
ti
o
n
a
l
Be
n
e
fit
s
o
f
Us
in
g
B
u
sin
e
ss
S
trate
g
y
G
a
m
e
(BS
G
)
in
Tea
c
h
in
g
a
n
d
Le
a
rn
in
g
S
t
ra
teg
ic
M
a
n
a
g
e
m
e
n
t,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eme
rg
in
g
T
e
c
h
n
o
l
o
g
ies
i
n
L
e
a
rn
in
g
,
v
o
l.
14
,
n
o
.
7
,
p
p
.
2
0
9
-
2
1
5
,
2
0
1
9
.
[1
2
]
C.
Zh
u
,
D.
Wa
n
g
,
Y.
Ca
i,
a
n
d
N
.
En
g
e
ls,
“
Wh
a
t
c
o
re
c
o
m
p
e
ten
c
i
e
s
a
re
r
e
late
d
to
tea
c
h
e
rs’
in
n
o
v
a
ti
v
e
tea
c
h
in
g
?
”
Asia
-
Pa
c
if
ic Jo
u
r
n
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
41
,
n
o
.
1
,
p
p
.
9
-
2
7
,
2
0
1
3
.
[1
3
]
T.
M
.
Wo
n
g
,
“
Tea
c
h
in
g
in
n
o
v
a
ti
o
n
s
in
As
ian
h
ig
h
e
r
e
d
u
c
a
ti
o
n
:
p
e
rsp
e
c
ti
v
e
s
o
f
e
d
u
c
a
to
rs,”
Asia
n
Asso
c
ia
ti
o
n
o
f
Op
e
n
Un
ive
rs
it
ies
J
o
u
r
n
a
l
,
v
o
l.
13
,
n
o
.
2
,
p
p
.
1
7
9
-
1
9
0
,
2
0
1
8
.
[1
4
]
D.
W.
Bro
o
k
s
,
W
e
b
-
tea
c
h
i
n
g
:
A
g
u
i
d
e
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0
0
1
.
[1
5
]
J.
Ke
e
n
g
we
,
G
.
On
c
h
wa
ri,
a
n
d
J.
On
Ch
wa
ri,
“
Tec
h
n
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lo
g
y
a
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d
stu
d
e
n
t
lea
rn
in
g
:
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o
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rd
s
a
lea
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r
c
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n
tere
d
tea
c
h
in
g
m
o
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e
l,
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CE
J
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a
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,
v
o
l.
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.
1
,
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p
.
1
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-
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2
0
0
9
.
[1
6
]
G.
Lo
we
riso
n
,
J.
S
c
late
r,
R.
F
.
S
c
h
m
id
,
a
n
d
P
.
C.
Ab
ra
m
i,
“
Are
We
Us
in
g
Tec
h
n
o
l
o
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y
fo
r
Lea
rn
i
n
g
?
”
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o
u
rn
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o
f
Ed
u
c
a
ti
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.
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.
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7
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,
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o
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s,
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0
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0
.
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l
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].
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il
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8
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li
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.
[1
9
]
S.
P
ry
k
e
,
“
T
h
e
Us
e
o
f
S
o
c
ra
ti
v
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in
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i
v
e
rsity
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o
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ial
S
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ien
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e
Te
a
c
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,
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to
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a
lec
tu
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r’s
v
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p
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t,
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o
c
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Bu
si
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Rev
iew
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l.
1
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2
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p
p
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1
3
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9
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8
.
[2
1
]
P.
M
is
h
ra
a
n
d
M
.
Ko
e
h
ler,
“
Tec
h
n
o
l
o
g
ica
l
p
e
d
a
g
o
g
ica
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c
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ten
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k
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:
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fra
m
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wo
rk
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o
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tea
c
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wle
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g
e
,”
T
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a
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Co
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Rec
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,
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l
.
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1
0
1
7
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4
,
2
0
0
6
.
[2
2
]
M
.
J.
Ko
e
h
ler,
P.
M
ish
ra
,
a
n
d
W
.
Ca
in
,
“
Wh
a
t
is
tec
h
n
o
l
o
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ica
l
p
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d
a
g
o
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ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
(TP
ACK
)?
”
J
o
u
rn
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l
o
f
E
d
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,
v
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.
1
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.
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p
.
1
3
-
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2
0
1
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1037
[2
3
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J.
G
u
g
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e
m
o
s
a
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d
S
.
S
e
u
fe
rt,
“
Tea
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with
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0
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0
.
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l
in
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].
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/.
[2
5
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S.
Ku
rk
o
v
sk
y
,
“
M
o
b
il
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g
a
m
e
d
e
v
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lo
p
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t:
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ro
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stu
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3
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.
[2
6
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A
.
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ra
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D
.
C.
M
c
Clellan
d
,
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[2
7
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Ho
rsb
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d
K.
Ip
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o
,
“
A
sk
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8
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J.
R.
Hill
,
L.
S
o
n
g
,
a
n
d
R.
E.
W
e
st,
“
S
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Web
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Lea
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9
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S.
Ku
r
t,
“
S
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T
h
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ry
:
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2
0
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0
.
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li
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].
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0
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S
.
G
h
a
v
ifek
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n
d
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.
A.W
.
Ro
s
d
y
,
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lea
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S
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1
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.
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.
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r
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n
d
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.
M
a
rtí
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a
c
h
o
Ha
rriso
n
,
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o
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ra
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:
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a
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[3
2
]
C.
T
u
,
“
On
-
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lea
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m
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ra
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:
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ro
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r A
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3
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M
c
Co
rm
ick
,
“
Iss
u
e
s
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f
lea
rn
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n
g
a
n
d
k
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ter
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sig
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.
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4
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A.
Ka
ss
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b
o
lat,
S.
Ka
d
irsizo
v
a
,
M
.
Ko
z
y
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a
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e
v
a
,
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Ka
l
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a
,
M
.
Zh
o
r
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p
a
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v
a
,
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n
d
Y.
Ak
n
u
r
,
“
F
u
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c
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Op
in
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o
n
P
re
p
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ra
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d
Us
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M
a
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h
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,
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ter
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ti
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n
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o
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rn
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l
o
f
Eme
rg
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ies
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l.
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.
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3
,
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p
.
1
2
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3
0
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2
0
.
[3
5
]
N.
Ha
ti
v
a
,
T
e
a
c
h
in
g
f
o
r E
ff
e
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ti
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e
L
e
a
rn
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g
i
n
Hi
g
h
e
r E
d
u
c
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t
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n
.
D
o
rd
re
c
h
t:
Klu
we
r
Ac
a
d
e
m
ic P
u
b
li
sh
e
rs,
2
0
0
1
.
[3
6
]
A.
Clark
-
Wi
lso
n
,
O.
Ro
b
u
t
ti
,
a
n
d
M
.
Th
o
m
a
s,
“
T
e
a
c
h
in
g
wit
h
d
ig
it
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l
tec
h
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o
lo
g
y
,
”
Z
D
M
M
a
t
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e
ma
t
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Ed
u
c
a
ti
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n
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v
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l.
5
2
,
p
p
.
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3
–
1
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4
2
,
2
0
2
0
,
1
0
.
1
0
0
7
/s1
1
8
5
8
-
0
2
0
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0
1
1
9
6
-
0
.
[3
7
]
I.
G
o
n
z
á
lez
-
G
o
n
z
á
lez
,
C.
Alc
a
id
e
-
M
u
ñ
o
z
,
a
n
d
A.I.
Jim
e
n
e
z
-
Zarc
o
,
“
Us
in
g
S
o
c
ra
ti
v
e
Ap
p
fo
r
Ac
c
o
u
n
ti
n
g
S
t
u
d
e
n
ts
in
Hi
g
h
e
r
E
d
u
c
a
t
i
o
n
,
”
A.
M
iss
e
y
a
n
n
i,
M
.
D.
Ly
tras
,
P
.
P
a
p
a
d
o
p
o
u
lo
u
,
a
n
d
C
.
M
a
r
o
u
li
,
Ed
.
,
A
c
ti
v
e
L
e
a
rn
in
g
S
tra
teg
ies
i
n
Hi
g
h
e
r E
d
u
c
a
t
io
n
.
E
m
e
ra
ld
P
u
b
l
ish
i
n
g
Li
m
it
e
d
,
2
0
1
8
,
p
p
.
2
9
3
-
3
1
3
.
[3
8
]
K.
Bo
ra
ws
k
a
-
Ka
lb
a
rc
z
y
k
,
“
Dig
i
tal
Wo
rl
d
o
f
E
x
c
e
ss
–
P
e
d
a
g
o
g
ica
l
Re
flec
ti
o
n
s
o
n
S
t
u
d
e
n
ts
a
n
d
Ed
u
c
a
ti
on
Im
m
e
rse
d
in
Ne
w
Tec
h
n
o
lo
g
ies
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ped
a
g
o
g
y
,
In
n
o
v
a
t
io
n
a
n
d
Ne
w
T
e
c
h
n
o
l
o
g
ies
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
2
-
1
0,
2
0
2
0
,
d
o
i:
1
0
.
5
6
0
4
/0
1
.
3
0
0
1
.
0
0
1
4
.
4
4
5
2
[3
9
]
I.
Taly
sh
e
v
a
,
K.
P
e
g
o
v
a
,
a
n
d
L.
Kh
a
li
u
ll
i
n
a
,
“
Th
e
Us
e
o
f
El
e
c
tro
n
ic
Ed
u
c
a
ti
o
n
a
l
Re
so
u
rc
e
s
o
f
T
h
e
Un
iv
e
rsity
a
s
A
M
e
a
n
s
o
f
In
c
re
a
sin
g
t
h
e
Ed
u
c
a
ti
o
n
a
l
M
o
ti
v
a
t
io
n
o
f
S
tu
d
e
n
ts,”
In
t
e
rn
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Eme
rg
i
n
g
T
e
c
h
n
o
l
o
g
ies
in
L
e
a
rn
in
g
,
v
o
l.
16
,
n
o
.
1
,
p
p
.
2
8
9
-
3
0
4
,
2
0
2
1
.
[4
0
]
N.O.
Arg
a
wa
ti
a
n
d
L.
S
u
ry
a
n
i,
“
Dig
it
a
l
-
b
a
se
d
i
n
stru
c
ti
o
n
:
C
h
a
n
c
e
s
a
n
d
c
h
a
ll
e
n
g
e
s
in
E
n
g
li
sh
lan
g
u
a
g
e
tea
c
h
in
g
c
o
n
tex
t,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
(IJ
E
RE
)
,
v
o
l.
9
,
n
o
.
4
,
p
p
.
1
1
3
8
-
1
1
4
4
,
2
0
2
0
.
[4
1
]
S.
Krish
n
a
m
u
rt
h
y
,
“
Th
e
f
u
tu
re
o
f
b
u
si
n
e
ss
e
d
u
c
a
ti
o
n
:
A
c
o
m
m
e
n
tary
in
t
h
e
sh
a
d
o
w
o
f
t
h
e
Co
v
id
-
1
9
p
a
n
d
e
m
ic,
”
J
o
u
rn
a
l
o
f
B
u
sin
e
ss
Res
e
a
rc
h
,
v
o
l
.
1
1
7
,
p
p
.
1
-
5,
2
0
2
0
,
d
o
i:
1
0
.
1
0
1
6
/j
.
jb
u
sre
s.2
0
2
0
.
0
5
.
0
3
4
[4
2
]
J.
Zi
m
m
e
rm
a
n
,
“
Co
ro
n
a
v
iru
s
a
n
d
th
e
g
re
a
t
o
n
li
n
e
-
lea
rn
in
g
e
x
p
e
ri
m
e
n
t:
Let’s
d
e
ter
m
in
e
w
h
a
t
o
u
r
s
tu
d
e
n
ts
a
c
tu
a
ll
y
lea
rn
o
n
li
n
e
,
”
Th
e
Ch
r
o
n
icle
o
f
Hig
h
e
r
E
d
u
c
a
ti
o
n
,
M
a
r.
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/www
.
c
h
ro
n
icle
.
c
o
m
/articl
e
/Co
ro
n
a
v
iru
st
h
e
-
G
re
a
t/
2
4
8
2
1
6
.
[4
3
]
L.
S
.
Ne
u
wirt
h
,
S
.
Jo
v
ić,
a
n
d
B.
R.
M
u
k
h
e
rji
,
“
Re
ima
g
in
in
g
h
ig
h
e
r
e
d
u
c
a
ti
o
n
d
u
ri
n
g
a
n
d
p
o
st
-
COV
ID
-
1
9
:
Ch
a
ll
e
n
g
e
s
a
n
d
o
p
p
o
r
tu
n
it
ies
,
”
J
o
u
rn
a
l
o
f
A
d
u
lt
a
n
d
C
o
n
ti
n
u
i
n
g
Ed
u
c
a
ti
o
n
,
p
p
.
1
-
1
6
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
7
7
/
1
4
7
7
9
7
1
4
2
0
9
4
7
7
3
8
[4
4
]
S.
As
h
o
u
r
,
“
Ho
w
tec
h
n
o
lo
g
y
h
a
s sh
a
p
e
d
u
n
iv
e
rsity
stu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
a
n
d
e
x
p
e
c
tatio
n
s
a
r
o
u
n
d
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
:
An
e
x
p
l
o
ra
to
ry
st
u
d
y
o
f
t
h
e
Un
it
e
d
Ara
b
Emira
tes
,
”
S
tu
d
ies
in
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
45
,
n
o
.
1
2
,
p
p
.
2
5
1
3
-
2
5
2
5
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
8
0
/
0
3
0
7
5
0
7
9
.
2
0
1
9
.
1
6
1
7
6
8
3
.
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