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etwo
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s
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ig
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ata.
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h
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b
ec
o
m
es
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b
s
tacle
to
th
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d
en
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tio
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i
n
ter
m
s
o
f
teac
h
in
g
,
lear
n
in
g
,
r
esear
ch
c
o
llab
o
r
ati
o
n
an
d
in
s
titu
tio
n
al
g
o
v
er
n
an
ce
.
On
th
e
o
th
er
h
an
d
,
th
is
p
a
n
d
em
ic
p
r
o
v
id
es
a
n
ex
ce
llen
t o
p
p
o
r
tu
n
ity
f
o
r
v
ar
io
u
s
s
tak
eh
o
ld
er
s
to
r
eth
in
k
an
d
ev
en
r
ed
esig
n
h
ig
h
er
ed
u
ca
tio
n
with
an
ef
f
ec
tiv
e
r
is
k
m
an
ag
em
en
t p
la
n
to
in
cr
e
ase
s
u
s
tain
ab
ilit
y
an
d
r
esil
ien
c
e
to
f
u
tu
r
e
u
n
ce
r
tain
ties
.
T
h
is
cr
is
is
f
o
r
ce
s
h
ig
h
er
ed
u
ca
tio
n
s
tak
eh
o
ld
e
r
s
to
r
ec
o
n
s
id
er
th
e
r
o
le
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
te
ch
n
o
lo
g
y
(
I
C
T
)
,
in
p
ar
ticu
lar
r
ev
iewin
g
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lear
n
in
g
in
h
ig
h
er
ed
u
ca
tio
n
.
Alth
o
u
g
h
o
n
lin
e
lear
n
in
g
h
as
b
ee
n
tr
ea
ted
as
a
r
em
ed
y
f
o
r
h
ig
h
er
e
d
u
ca
tio
n
p
r
o
b
lem
s
(
f
o
r
ex
am
p
le
in
c
r
ea
s
ed
s
ch
o
o
l
f
ee
s
)
,
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
h
av
e
e
x
p
r
ess
ed
m
a
n
y
n
e
g
ativ
e
co
n
ce
r
n
s
ab
o
u
t
th
e
ef
f
ec
tiv
en
ess
o
f
lea
r
n
in
g
d
u
r
in
g
th
is
p
a
n
d
em
i
c
d
u
e
to
lim
ited
d
ir
ec
t
in
ter
ac
ti
o
n
s
[
4
]
,
[
5
]
.
T
h
e
im
p
ac
t
o
f
t
h
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
h
as
b
ee
n
tr
em
en
d
o
u
s
in
in
ter
n
atio
n
al
h
i
g
h
er
e
d
u
ca
tio
n
,
esp
ec
ially
s
tu
d
en
t
m
o
b
ilit
y
[
6
]
,
[
7
]
.
Du
e
to
t
r
av
el
r
estri
ctio
n
s
an
d
ca
m
p
u
s
clo
s
in
g
s
,
m
an
y
s
tu
d
en
ts
ch
an
g
e
o
r
ca
n
ce
l
th
eir
s
tu
d
y
ab
r
o
ad
p
lan
s
.
T
h
er
ef
o
r
e,
h
i
g
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
f
r
o
m
m
ajo
r
d
esti
n
atio
n
co
u
n
t
r
ies,
s
u
ch
as
th
e
US,
U
K
a
n
d
Au
s
tr
alia,
ar
e
al
r
ea
d
y
an
tic
ip
atin
g
a
s
izea
b
le
d
ec
lin
e
in
th
e
n
u
m
b
er
o
f
in
ter
n
atio
n
al
s
tu
d
en
ts
en
te
r
in
g
f
o
r
th
e
co
m
in
g
s
em
ester
.
Fo
r
ex
a
m
p
le,
f
r
o
m
a
s
u
r
v
e
y
co
n
d
u
cte
d
b
y
t
h
e
I
n
s
titu
te
o
f
I
n
ter
n
atio
n
al
E
d
u
ca
tio
n
,
ap
p
r
o
x
im
ately
9
0
%
o
f
US
c
o
lleg
es a
n
d
u
n
iv
er
s
ities
h
ad
an
ticip
ated
a
d
ec
lin
e
in
in
ter
n
atio
n
al
s
tu
d
en
t
en
r
o
llm
en
ts
,
an
d
3
0
%
in
d
icate
d
a
s
u
b
s
tan
tial
d
ec
lin
e
in
th
e
2020
-
2
0
2
1
ac
ad
e
m
ic
y
ea
r
[
8
]
.
A
r
ec
en
t
s
tu
d
y
p
u
b
lis
h
ed
b
y
th
e
B
r
itis
h
C
o
u
n
cil
in
Ap
r
i
l
2
0
2
0
s
h
o
wed
th
at
3
9
%
o
f
C
h
in
ese
s
tu
d
e
n
ts
,
as
th
e
UK'
s
lar
g
est
s
o
u
r
ce
o
f
i
n
ter
n
atio
n
al
s
tu
d
e
n
ts
,
ar
e
u
n
s
u
r
e
ab
o
u
t
ca
n
ce
lin
g
th
eir
s
tu
d
y
p
la
n
s
[
9
]
.
L
i
k
ewise,
Au
s
tr
alia
will
f
ac
e
lo
s
s
es
o
f
ar
o
u
n
d
1
5
0
,
0
0
0
C
h
in
ese
s
tu
d
en
ts
in
th
e
c
o
m
in
g
s
ch
o
o
l y
ea
r
[
1
0
]
.
T
ec
h
n
o
lo
g
y
in
th
e
f
ield
o
f
ed
u
ca
tio
n
in
th
e
f
o
r
m
o
f
W
e
b
tec
h
n
o
lo
g
y
h
as
n
o
w
b
e
g
u
n
to
b
e
u
tili
ze
d
in
th
e
lear
n
in
g
p
r
o
ce
s
s
s
lo
wly
b
eg
an
to
ch
an
g
e
th
e
f
ac
e
o
f
e
d
u
ca
tio
n
[
1
1
]
.
T
h
e
W
o
r
ld
W
id
e
W
eb
h
as
b
ec
o
m
e
a
u
s
ef
u
l
lear
n
i
n
g
m
ed
iu
m
an
d
h
as
g
iv
en
s
tu
d
en
ts
n
ew
lear
n
i
n
g
ex
p
er
ien
ce
s
th
at
wer
e
p
r
e
v
io
u
s
ly
im
p
o
s
s
ib
le.
I
n
a
web
-
b
ased
en
v
ir
o
n
m
en
t,
an
y
tim
e
an
d
an
y
wh
er
e,
2
4
h
o
u
r
s
a
d
ay
,
7
d
ay
s
a
wee
k
,
s
tu
d
en
ts
with
th
e
h
elp
o
f
an
in
ter
n
et
co
n
n
ec
tio
n
,
ca
n
r
ec
eiv
e
in
s
tr
u
ctio
n
s
,
a
r
r
an
g
e
a
n
d
s
u
b
m
it
ass
ig
n
m
en
ts
,
an
d
ask
q
u
esti
o
n
s
t
o
in
s
tr
u
cto
r
s
an
d
th
eir
f
ello
w
s
tu
d
en
ts
.
T
h
ey
ca
n
a
ctiv
ely
p
ar
tic
ip
ate
in
class
d
is
cu
s
s
io
n
s
f
r
o
m
th
e
n
ea
r
est h
o
m
e,
o
f
f
ice
o
r
co
m
p
u
ter
lab
o
r
ato
r
y
.
T
h
is
r
esear
ch
was
f
o
cu
s
ed
o
n
th
e
p
o
s
tg
r
ad
u
ate
s
tu
d
e
n
ts
’
o
p
in
io
n
s
ab
o
u
t
t
h
e
in
ter
n
et
-
b
ase
d
lear
n
i
n
g
co
n
d
u
cte
d
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
em
er
g
en
cy
p
er
io
d
.
T
h
e
in
ter
n
et
-
b
ased
lea
r
n
in
g
o
r
le
ar
n
in
g
f
r
o
m
h
o
m
es
ac
tiv
ities
h
av
e
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
th
at
m
ay
b
e
d
ir
e
ctly
f
elt
b
y
all
s
tu
d
en
ts
s
o
th
at
th
ey
m
ay
p
r
esen
t
th
eir
r
ea
l
p
er
s
p
ec
tiv
es
b
ased
o
n
th
eir
ex
p
e
r
ien
ce
s
in
jo
in
in
g
in
th
e
lectu
r
in
g
f
r
o
m
h
o
m
e
ac
tiv
ities
.
Du
e
to
t
h
e
tech
n
o
lo
g
y
ad
v
an
ce
m
e
n
t
in
e
d
u
ca
tio
n
,
f
ac
e
-
to
-
f
ac
e
in
ter
ac
t
io
n
s
in
lear
n
i
n
g
ac
tiv
ities
ar
e
n
o
t
a
m
u
s
t
in
t
h
e
teac
h
in
g
an
d
lear
n
in
g
p
r
ac
tice
s
.
T
h
is
tech
n
o
lo
g
y
ad
v
a
n
ce
m
e
n
t h
as o
p
en
e
d
b
o
u
n
d
a
r
ies am
o
n
g
th
e
s
tu
d
en
ts
an
d
th
e
teac
h
er
s
in
ter
m
s
o
f
s
p
ac
e
an
d
tim
e.
L
ea
r
n
in
g
th
at
s
h
o
u
l
d
alwa
y
s
d
o
n
e
in
a
r
o
o
m
in
a
p
r
ed
eter
m
in
e
d
tim
e
ca
n
n
o
w
b
e
co
n
d
u
cted
an
y
w
h
er
e
an
d
an
y
tim
e
as
lo
n
g
as
th
er
e
is
an
in
ter
n
et
co
n
n
ec
tio
n
.
T
h
e
co
n
ce
p
t
o
f
s
tu
d
en
ts
as c
r
ea
to
r
s
o
r
p
io
n
ee
r
s
in
v
o
lv
es st
u
d
en
ts
d
ir
ec
tly
in
th
e
lear
n
in
g
p
r
o
ce
s
s
b
y
a
s
k
in
g
th
em
to
co
n
tr
ib
u
te
u
s
in
g
d
ig
ital
m
ed
ia
to
d
esig
n
lear
n
in
g
ac
tiv
ities
,
f
o
r
d
ev
el
o
p
m
en
t
as
2
1
s
t
ce
n
tu
r
y
lear
n
er
s
[
1
2
]
.
On
e
o
f
th
e
tech
n
o
lo
g
y
lim
itatio
n
s
in
th
e
wo
r
ld
o
f
ed
u
ca
tio
n
is
th
e
a
b
ilit
y
to
u
s
e
th
e
tech
n
o
lo
g
y
m
ax
im
ally
.
Alm
o
s
t
all
s
tu
d
en
ts
p
o
s
s
e
s
s
th
e
tech
n
o
lo
g
y
in
th
e
f
o
r
m
s
o
f
s
m
ar
tp
h
o
n
es
an
d
lap
to
p
s
to
s
u
p
p
o
r
t
th
e
l
ea
r
n
in
g
ac
tiv
ities
in
th
is
er
a,
b
u
t
tech
n
ical
h
in
d
r
a
n
ce
s
o
f
ten
h
ap
p
e
n
d
u
r
in
g
th
e
u
s
e
o
f
th
e
tech
n
o
lo
g
y
.
T
h
is
tech
n
ical
h
in
d
r
an
ce
m
ay
b
e
i
n
ter
n
al
f
ac
t
o
r
s
s
u
ch
a
s
o
n
e’
s
in
co
m
p
eten
ce
in
u
s
in
g
it
o
r
in
ter
n
al
f
ac
to
r
s
n
am
ely
u
n
s
tab
le
in
ter
n
et
o
r
o
th
er
f
ac
to
r
s
o
u
t o
f
th
e
ab
ilit
y
o
f
th
e
tech
n
o
lo
g
y
o
wn
e
r
s
.
R
esear
ch
f
r
o
m
v
ar
i
o
u
s
s
o
u
r
ce
s
s
h
o
ws
th
e
f
ac
t
th
at
p
r
o
b
lem
s
r
elate
d
to
lear
n
in
g
a
n
d
tech
n
o
lo
g
y
d
o
n
o
t
o
r
ig
in
ate
f
r
o
m
d
ev
ice
er
r
o
r
s
,
b
u
t
ar
e
s
m
o
o
th
in
th
e
u
s
e
o
f
th
ese
d
ev
ices
[
1
3
]
.
J
u
s
t
h
a
v
in
g
a
d
ev
ice
d
o
es
n
o
t
g
u
ar
a
n
tee
th
at
th
e
o
wn
er
ca
n
u
s
e
th
e
d
ev
ice
to
its
f
u
ll
p
o
ten
tial.
Statis
tic
s
o
n
tech
n
o
lo
g
y
o
wn
er
s
h
i
p
in
Au
s
tr
alian
u
n
iv
e
r
s
ities
co
llected
o
v
er
a
d
ec
ad
e
ag
o
s
h
o
w
th
at
m
o
s
t
s
tu
d
en
ts
h
av
e
s
m
ar
tp
h
o
n
es
an
d
/o
r
tab
lets
,
an
d
m
o
s
t h
av
e
ac
ce
s
s
to
d
esk
t
o
p
an
d
lap
to
p
co
m
p
u
ter
s
[
1
4
]
.
T
h
e
im
p
ac
ts
f
r
o
m
th
e
ed
u
ca
tio
n
tech
n
o
lo
g
y
f
r
o
m
th
e
p
o
s
itiv
e
s
id
e
ar
e
g
r
ea
tly
u
s
ef
u
l
in
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
co
n
d
itio
n
wh
er
e
wh
e
n
th
e
g
o
v
er
n
m
en
t
h
as
d
eter
m
in
ed
to
lear
n
,
wo
r
k
,
a
n
d
wo
r
s
h
ip
f
r
o
m
h
o
m
e,
s
tu
d
en
ts
an
d
teac
h
er
s
s
til
l
co
n
n
ec
t
o
n
e
an
o
th
er
.
T
h
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
P
o
s
tg
r
a
d
u
a
te
s
tu
d
en
ts
’
p
ers
p
ec
tive
o
n
s
u
p
p
o
r
tin
g
“lea
r
n
in
g
fr
o
m
h
o
me”
to
s
o
lve
th
e
…
(
I
h
s
a
n
a
E
l Kh
u
lu
q
o
)
617
teac
h
in
g
a
n
d
lear
n
in
g
ac
tiv
itie
s
m
ay
g
o
o
n
r
eg
a
r
d
less
o
f
th
e
d
is
tan
ce
.
T
h
e
teac
h
er
s
ca
n
d
ir
ec
tly
co
m
m
u
n
icate
with
th
e
p
a
r
en
ts
in
o
r
d
er
h
elp
m
o
n
ito
r
t
h
e
s
tu
d
en
ts
d
u
r
in
g
th
e
lear
n
i
n
g
f
r
o
m
h
o
m
e
ac
tiv
ities
.
So
m
e
r
esear
ch
er
s
co
n
s
id
er
an
im
p
o
r
tan
t
elem
en
t
in
s
tu
d
en
t
lea
r
n
in
g
in
ter
ac
tio
n
s
o
v
er
all,
th
e
l
ev
el
o
f
s
u
cc
ess
in
m
an
ag
in
g
d
is
tan
ce
e
d
u
ca
tio
n
th
at
in
ter
ac
tio
n
s
b
etwe
en
s
t
u
d
en
ts
an
d
in
ter
ac
tio
n
s
b
etw
ee
n
in
s
tr
u
cto
r
s
a
n
d
s
tu
d
en
ts
as
"e
d
u
ca
tio
n
al
tr
an
s
ac
tio
n
s
"
th
er
e
is
tr
an
s
ac
tio
n
al
d
is
tan
ce
in
t
h
e
d
is
tan
ce
lear
n
in
g
en
v
ir
o
n
m
e
n
t
b
ec
au
s
e
in
s
tr
u
cto
r
s
an
d
lear
n
e
r
s
d
o
n
o
t i
n
ter
ac
t in
th
e
s
am
e
p
h
y
s
ical
an
d
tem
p
o
r
al
s
p
ac
e
[
1
5
]
-
[
1
7
]
.
Prio
r
to
th
e
ex
is
ten
ce
o
f
e
-
lea
r
n
in
g
,
d
ig
ital
m
ed
ia
h
a
d
b
ee
n
u
s
ed
f
ir
s
t
in
ed
u
ca
tio
n
to
f
ac
ilit
ate
th
e
ab
s
o
r
p
tio
n
o
f
k
n
o
wled
g
e
in
l
ea
r
n
in
g
[
1
8
]
.
B
ased
o
n
v
alid
ated
ev
alu
atio
n
q
u
esti
o
n
n
air
e
s
,
s
tu
d
en
ts
s
h
o
wed
p
o
s
itiv
e
r
esu
lts
th
at
s
u
p
p
o
r
ted
th
e
u
s
e
o
f
m
ed
ia.
Dig
ital
is
tak
in
g
attitu
d
es
to
war
d
s
tech
n
o
lo
g
ical
ad
v
a
n
ce
s
,
u
n
d
er
s
tan
d
i
n
g
ass
ig
n
m
en
ts
,
c
o
n
s
tr
u
ctio
n
o
f
k
n
o
wled
g
e
an
d
d
ig
ital
m
ed
ia
f
o
r
lear
n
in
g
an
d
ca
r
ee
r
s
[
1
9
]
.
On
lin
e
lear
n
in
g
ca
n
b
e
im
p
le
m
en
ted
ef
f
ec
tiv
el
y
wh
en
s
u
p
p
o
r
ted
b
y
th
e
q
u
ality
o
f
th
e
f
ac
u
lty
[
2
0
]
.
On
lin
e
lear
n
in
g
s
h
o
u
ld
h
a
v
e
tr
ai
n
in
g
r
elate
d
to
o
n
l
in
e
d
esig
n
an
d
in
s
tr
u
ctio
n
.
T
h
e
tr
ain
i
n
g
th
a
t
m
u
s
t
b
e
h
el
d
is
ad
eq
u
ate
in
th
e
tech
n
o
l
o
g
y
th
at
ap
p
lies
to
o
n
lin
e
teac
h
in
g
:
Ho
w
to
u
s
e
th
e
o
n
lin
e
s
y
s
tem
an
d
o
f
co
u
r
s
e
So
f
t
-
W
ar
e,
k
n
o
win
g
wh
at
to
d
o
an
d
wh
o
to
co
n
tact
wh
en
c
er
tain
tech
n
o
lo
g
ical
p
r
o
b
lem
s
o
cc
u
r
.
Fo
r
m
an
y
d
ev
elo
p
in
g
c
o
u
n
tr
ies,
e
-
L
ea
r
n
in
g
is
r
eg
a
r
d
ed
as
a
s
o
l
u
tio
n
t
o
m
ee
t
t
h
e
g
r
o
win
g
d
em
a
n
d
f
o
r
h
i
g
h
er
ed
u
ca
tio
n
.
I
n
Pak
is
tan
,
o
n
lin
e
ed
u
ca
tio
n
is
p
r
o
m
o
ted
as
"E
d
u
ca
tio
n
f
o
r
all"
b
ec
au
s
e
it
aim
s
to
r
ea
c
h
s
tu
d
en
ts
wh
o
liv
e
to
o
f
ar
awa
y
f
r
o
m
th
e
city
w
h
er
e
h
i
g
h
er
ed
u
ca
tio
n
is
im
p
l
em
en
ted
an
d
ca
n
n
o
t
a
f
f
o
r
d
to
p
ay
c
o
n
v
e
n
tio
n
a
l
h
ig
h
er
ed
u
ca
ti
o
n
co
s
ts
[
2
1
]
.
E
-
lear
n
in
g
s
o
lv
es
th
e
p
r
o
b
lem
s
o
f
lar
g
e
class
r
o
o
m
s
,
in
cr
ea
s
in
g
en
r
o
llm
en
t,
a
n
d
lim
ited
s
taf
f
[
2
2
]
.
All
s
tu
d
en
ts
in
I
n
d
o
n
esia
an
d
th
r
o
u
g
h
o
u
t
th
e
wo
r
ld
d
o
n
o
t
d
o
th
e
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
as
u
s
u
al.
T
h
e
C
OVI
D
-
1
9
p
a
n
d
e
m
ics
co
m
p
els
th
e
g
o
v
e
r
n
m
e
n
t
to
m
ak
e
a
r
eg
u
latio
n
to
“L
e
ar
n
f
r
o
m
Ho
m
e”
t
o
r
ed
u
ce
th
e
d
an
g
er
o
f
th
e
tr
a
n
s
m
is
s
io
n
o
f
th
e
co
r
o
n
a
v
ir
u
s
es.
T
h
ese
v
ir
u
s
es
n
o
t
o
n
ly
t
h
r
ea
t
en
th
e
s
tu
d
e
n
ts
b
u
t
also
all
s
ch
o
o
l c
itizen
s
,
as a
r
e
s
u
lt,
th
e
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
ar
e
im
p
lem
en
ted
u
n
d
er
th
e
C
OVI
D
-
1
9
.
Dis
tan
ce
lear
n
in
g
is
n
o
t
p
ec
u
l
iar
in
t
h
e
wo
r
ld
o
f
e
d
u
ca
tio
n
.
Ho
wev
er
,
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ics
af
f
ec
ts
all
s
ec
to
r
s
o
f
ed
u
ca
tio
n
s
o
th
at
th
ey
s
h
o
u
ld
ap
p
ly
th
e
o
n
lin
e
-
b
a
s
ed
d
is
tan
ce
lear
n
in
g
s
y
s
tem
.
C
er
tain
ly
,
th
is
g
iv
es
p
o
s
itiv
e
an
d
n
eg
ativ
e
im
p
ac
ts
f
o
r
v
ar
io
u
s
p
ar
ties
o
n
th
e
co
n
tin
u
atio
n
o
f
t
h
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
em
er
g
en
ce
o
f
tech
n
o
lo
g
i
ca
l
r
en
ewa
l
an
d
th
e
ad
o
p
tio
n
o
f
d
ig
ital
tech
n
o
lo
g
y
to
th
e
wo
r
ld
o
f
ed
u
ca
tio
n
cr
ea
tes
a
b
r
ea
th
o
f
f
r
esh
n
ew
o
p
p
o
r
t
u
n
ities
f
o
r
ed
u
ca
t
o
r
s
to
th
in
k
cr
ea
tiv
ely
a
b
o
u
t
ass
ess
m
en
t
an
d
im
p
r
o
v
e
lo
n
g
-
ter
m
ed
u
ca
tio
n
al
g
o
als
[
2
3
]
.
B
ea
r
in
g
in
m
in
d
th
e
em
e
r
g
en
ce
o
f
v
a
r
io
u
s
s
k
ills
an
d
ab
ilit
ies
th
at
m
ig
h
t
b
e
po
s
s
ib
le
in
a
d
ig
ital
co
n
tex
t
-
in
clu
d
in
g
t
h
e
ea
s
e
-
o
f
ea
s
e
o
f
d
o
i
n
g
o
n
lin
e
lear
n
in
g
o
r
o
n
lin
e
ex
am
in
atio
n
s
[
2
4
]
.
T
h
e
co
n
ce
p
t
o
f
lear
n
in
g
in
h
ig
h
e
d
u
ca
tio
n
is
alwa
y
s
i
m
ag
in
ed
in
f
ac
e
-
to
-
f
ac
e
-
s
ess
io
n
s
with
th
e
s
tu
d
en
ts
in
th
e
s
am
e
r
o
o
m
u
n
d
er
th
e
tr
ad
itio
n
al
v
iew.
A
n
ew
p
a
r
ad
i
g
m
ap
p
ea
r
s
in
ter
m
s
o
f
th
e
te
ac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
Un
d
er
th
is
n
ew
p
ar
ad
ig
m
,
f
ac
e
-
to
-
f
ac
e
s
ess
io
n
s
in
t
h
e
s
am
e
r
o
o
m
ar
e
n
o
t
n
ec
ess
ar
y
.
T
h
e
ap
p
ea
r
an
c
e
o
f
th
e
in
ter
n
et
tech
n
o
lo
g
y
o
v
er
th
r
o
ws
th
e
o
ld
p
ar
a
d
ig
m
w
h
er
e
th
e
teac
h
in
g
a
n
d
lear
n
i
n
g
p
r
o
ce
s
s
s
h
o
u
ld
b
e
im
p
lem
en
ted
in
o
n
e
s
am
e
r
o
o
m
an
d
th
r
o
u
g
h
f
ac
e
-
to
-
f
ac
e
s
ess
io
n
s
.
At
p
r
esen
t,
th
e
teac
h
in
g
an
d
lear
n
i
n
g
p
r
o
ce
s
s
ca
n
b
e
d
o
n
e
a
n
y
wh
er
e
r
eg
ar
d
less
o
f
th
e
s
p
ac
e
an
d
tim
e
[
2
5
]
.
L
ea
r
n
in
g
ac
tiv
ities
th
at
ar
e
r
o
u
tin
ely
ca
r
r
ied
o
u
t
b
y
s
tu
d
en
ts
at
s
ch
o
o
l
ca
n
n
o
w
b
e
h
eld
an
y
tim
e
an
d
an
y
wh
er
e
d
u
e
to
ad
v
an
ce
s
in
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
in
th
e
f
o
r
m
o
f
th
e
in
ter
n
et.
Var
i
o
u
s
o
n
lin
e
lear
n
in
g
m
ed
ia
ar
e
av
ailab
le
to
s
u
p
p
o
r
t
th
e
lear
n
in
g
p
r
o
ce
s
s
with
o
u
t
f
ac
e
-
to
-
f
ac
e
s
ess
io
n
in
th
e
s
am
e
en
v
ir
o
n
m
en
t
an
d
it
is
th
e
p
o
s
itiv
e
s
id
e
f
r
o
m
t
h
e
im
p
ac
ts
o
f
th
e
i
n
ter
n
et
te
ch
n
o
lo
g
y
a
d
v
an
ce
m
e
n
t.
Ho
w
ev
er
,
th
e
lear
n
in
g
ac
tiv
ities
th
r
o
u
g
h
in
ter
n
et
n
e
ed
a
ce
r
tain
m
an
ag
em
e
n
t
s
y
s
tem
th
at
en
ab
les
th
e
teac
h
er
s
to
tr
an
s
f
er
th
eir
k
n
o
wled
g
e
t
o
th
e
s
tu
d
e
n
ts
p
r
o
p
er
ly
an
d
th
o
r
o
u
g
h
ly
.
D
is
tan
ce
lear
n
in
g
k
n
o
wn
as
o
n
lin
e
lear
n
i
n
g
/e
-
lear
n
i
n
g
h
as
ex
is
ted
an
d
b
ein
g
a
p
p
lied
s
i
n
ce
1
9
8
0
s
.
T
h
e
f
ir
s
t
o
n
lin
e
co
u
r
s
e
was
c
o
n
d
u
cte
d
in
1
9
8
1
,
an
d
th
e
f
i
r
s
t
o
n
lin
e
p
r
o
g
r
a
m
was
estab
lis
h
ed
b
y
th
e
W
ester
n
b
eh
av
io
r
Scien
ce
s
I
n
s
titu
te
in
th
e
y
ea
r
1
9
8
2
.
T
h
is
d
i
s
tan
ce
l
ea
r
n
in
g
was
im
p
lem
en
ted
b
ec
au
s
e
o
f
a
co
n
d
itio
n
o
f
g
eo
g
r
ap
h
ical
co
n
d
itio
n
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
[
2
6
]
.
Dis
tan
ce
lear
n
in
g
n
ee
d
i
n
ter
ac
tiv
e
lear
n
in
g
m
ed
ia
to
tak
e
atten
tio
n
f
r
o
m
th
e
s
tu
d
en
ts
.
T
h
en
,
in
th
e
m
id
o
f
th
e
2
0
th
ce
n
tu
r
y
,
ef
f
o
r
ts
to
d
e
v
elo
p
in
f
r
astru
ctu
r
es
o
r
lear
n
in
g
m
ed
ia
ad
v
a
n
ce
d
as
s
ig
n
aled
b
y
th
e
u
s
e
o
f
v
is
u
al
to
o
ls
co
m
p
leted
with
au
d
io
eq
u
ip
m
en
t.
T
h
er
e
f
o
r
e,
an
a
u
d
i
o
-
v
is
u
al
eq
u
i
p
m
en
t
was
estab
l
is
h
ed
.
On
e
o
f
th
e
d
ep
ictio
n
s
t
h
at
ar
e
m
o
s
tly
u
s
ed
as
a
r
ef
er
en
ce
as
th
e
th
eo
r
etica
l
b
asis
f
o
r
th
e
u
s
e
o
f
m
e
d
ia
in
th
e
lear
n
in
g
p
r
o
ce
s
s
is
Dale
’
s
C
o
n
e
o
f
E
x
p
er
ien
ce
[
2
7
]
.
W
eb
-
b
ased
lear
n
in
g
o
r
o
n
lin
e
ed
u
ca
tio
n
ch
a
n
g
e
th
e
way
we
p
er
f
o
r
m
teac
h
in
g
a
n
d
lear
n
in
g
.
C
h
an
g
es
in
ed
u
ca
tio
n
m
o
d
els
h
ap
p
en
v
er
y
q
u
ick
ly
.
All
in
s
titu
tio
n
s
ar
o
u
n
d
th
e
wo
r
ld
a
d
ap
t
to
th
i
s
ch
an
g
e,
a
h
ig
h
ly
d
y
n
am
ic
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
h
as
g
en
er
ated
a
g
r
ea
t
in
ter
e
s
t
am
o
n
g
r
esear
ch
er
s
,
e
d
u
ca
t
o
r
s
,
ad
m
in
is
tr
ato
r
s
,
p
o
licy
m
ak
er
s
,
p
u
b
lis
h
er
s
,
an
d
b
u
s
in
ess
es
[
2
8
]
.
C
r
iticis
m
s
r
elate
d
to
d
e
f
icien
cies
f
o
u
n
d
in
o
f
f
lin
e
test
in
g
ca
n
b
e
m
ask
ed
b
y
o
n
lin
e
ex
a
m
s
[
2
9
]
.
Alth
o
u
g
h
a
n
u
m
b
e
r
o
f
ex
a
m
s
ca
n
b
e
ca
r
r
ied
o
u
t o
n
a
co
m
p
u
ter
-
b
ased
o
n
lin
e
b
asis
,
b
u
t
m
o
s
t
o
f
th
e
ex
am
s
m
u
s
t
s
till
b
e
o
f
a
tr
ad
itio
n
al
n
atu
r
e
(
e.
g
.
,
b
o
o
k
s
th
at
ar
e
p
h
y
s
ically
in
ac
ce
s
s
ib
le,
clo
s
ed
b
o
o
k
s
)
,
th
is
ca
n
b
e
a
d
is
tin
ct
ad
v
an
tag
e
b
ec
a
u
s
e
it
allo
ws
ca
n
d
id
ates
to
tak
e
th
e
ex
am
at
a
tim
e
o
r
p
lace
th
ey
ch
o
o
s
e
,
o
r
f
ac
ilit
ate
ac
ce
s
s
to
o
n
lin
e
r
eso
u
r
ce
s
[
3
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
202
1
:
6
1
5
-
6
2
3
618
T
ec
h
n
o
lo
g
y
r
ea
lly
b
r
in
g
s
p
o
s
itiv
e
im
p
ac
ts
in
ter
m
s
o
f
t
im
e
ef
f
icien
cy
b
u
t
its
u
s
e
s
h
o
u
ld
b
e
h
ab
itu
ated
.
W
h
ile,
th
e
wea
k
n
ess
f
r
o
m
u
s
in
g
tech
n
o
l
o
g
y
t
o
s
u
p
p
o
r
t
d
is
tan
ce
lear
n
i
n
g
is
esp
ec
ially
f
elt
b
y
th
e
eld
er
ly
s
tu
d
en
ts
an
d
th
e
p
eo
p
le
with
lo
wer
m
id
d
le
ec
o
n
o
m
y
wh
o
h
av
e
n
o
t
a
n
y
tech
n
o
lo
g
y
to
s
u
p
p
o
r
t
th
e
im
p
lem
en
tatio
n
o
f
th
e
d
is
tan
ce
lear
n
in
g
p
r
o
ce
s
s
th
r
o
u
g
h
t
h
e
in
ter
n
et
o
r
o
n
lin
e
lear
n
i
n
g
ac
tiv
ities
.
Seein
g
m
an
y
tech
n
o
lo
g
ical
o
p
p
o
r
t
u
n
i
ties
in
p
r
o
v
id
in
g
co
n
v
en
ien
ce
in
th
e
co
n
s
is
ten
cy
o
f
s
er
v
ice
in
ed
u
ca
tio
n
,
th
e
wh
o
le
wo
r
ld
b
e
g
an
to
e
x
p
lo
r
e
tech
n
o
lo
g
y
with
th
e
s
u
b
jec
t
o
f
s
tu
d
en
ts
an
d
o
th
er
s
tak
e
h
o
ld
er
s
[
3
1
]
-
[
3
4
]
.
T
ec
h
n
o
lo
g
ical
ad
v
an
ce
s
o
f
f
er
in
s
ig
h
ts
o
n
lear
n
in
g
ex
p
er
ie
n
ce
s
an
d
o
n
lin
e
ass
ess
m
en
ts
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
[
2
3
]
;
f
o
r
ex
am
p
le,
r
e
f
er
r
in
g
t
o
tech
n
o
lo
g
y
d
ig
ital
as
a
to
o
l
th
at
ca
n
b
e
u
s
ed
to
ch
an
g
e
a
n
ex
is
tin
g
s
y
s
tem
[
3
5
]
.
W
h
er
ea
s
,
Allan
s
ay
s
th
at
tech
n
o
lo
g
y
b
r
in
g
s
a
f
o
cu
s
o
n
th
e
p
o
s
s
ib
ilit
y
o
f
in
cr
ea
s
in
g
ef
f
icien
cy
wh
ile
'
m
ain
tain
in
g
th
e
r
eliab
i
lity
an
d
d
u
r
ab
ilit
y
o
f
tr
a
d
itio
n
al
m
eth
o
d
s
[
3
6
]
.
L
ik
e
o
th
er
m
ed
ia,
web
-
b
ased
in
s
tr
u
ctio
n
is
n
o
t
f
r
ee
f
r
o
m
cr
i
ticis
m
.
T
h
er
e
ar
e
s
ev
e
r
al
lim
itatio
n
s
r
elatin
g
to
:
tim
e
-
i
n
ten
s
iv
e
co
m
m
itm
e
n
t
t
o
d
ev
elo
p
an
d
tak
e
web
-
b
ased
co
u
r
s
es,
lack
o
f
f
ac
e
-
to
-
f
ac
e
in
ter
ac
tio
n
b
etwe
en
s
tu
d
en
ts
a
n
d
th
eir
in
s
tr
u
cto
r
s
,
q
u
ality
o
f
e
d
u
ca
tio
n
r
elativ
e
t
o
class
-
b
ased
co
u
r
s
es
[
3
7
]
,
f
e
elin
g
s
o
f
is
o
latio
n
am
o
n
g
s
tu
d
en
ts
[
3
8
]
,
[
3
9
]
,
an
d
lo
wer
lev
el
o
f
o
n
lin
e
lear
n
e
r
s
'
c
o
m
p
letio
n
r
ate.
Oth
er
s
ar
g
u
e
th
at
th
e
lack
o
f
f
ac
e
-
to
-
f
ac
e
p
h
y
s
ical
in
ter
ac
tio
n
is
o
n
e
o
f
th
e
m
ain
lim
itatio
n
s
in
d
is
tan
ce
ed
u
ca
tio
n
b
ec
au
s
e
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
ar
e
p
h
y
s
ically
s
ep
ar
ated
f
r
o
m
ea
ch
o
th
er
an
d
o
f
co
u
r
s
e
co
m
m
u
n
icatio
n
is
m
ed
iat
ed
th
r
o
u
g
h
i
n
ter
n
et
co
m
m
u
n
icatio
n
to
o
ls
.
T
h
is
p
h
y
s
ical
s
ep
ar
atio
n
b
ec
o
m
es
o
b
s
tacle
in
ter
m
s
o
f
co
m
m
u
n
ic
atio
n
b
ec
au
s
e
lack
o
f
m
an
y
n
o
n
-
v
er
b
al
cu
es
s
u
ch
as e
y
e
co
n
tact
a
n
d
f
ac
ial
ex
p
r
e
s
s
io
n
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
ty
p
e
o
f
r
esear
ch
u
s
ed
in
th
is
r
esear
ch
is
q
u
an
titativ
e
r
e
s
ea
r
ch
with
a
d
escr
ip
tiv
e
ap
p
r
o
ac
h
.
T
h
e
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
is
o
n
e
ty
p
e
o
f
r
esear
c
h
wh
o
s
e
s
p
ec
if
icatio
n
s
ar
e
s
y
s
tem
atic,
well
-
p
lan
n
ed
a
n
d
clea
r
ly
s
tr
u
ctu
r
ed
f
r
o
m
th
e
s
tar
t
to
th
e
m
ak
in
g
o
f
th
e
r
esear
ch
d
esig
n
.
T
h
e
tech
n
iq
u
e
u
s
e
d
in
d
ata
co
llectio
n
u
s
in
g
s
u
r
v
ey
tech
n
iq
u
es th
r
o
u
g
h
o
n
li
n
e
q
u
esti
o
n
n
air
es u
s
in
g
th
e
Go
o
g
le
F
o
r
m
p
latf
o
r
m
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
s
h
if
t
o
f
th
e
ed
u
ca
tio
n
s
y
s
tem
f
r
o
m
f
ac
e
-
to
-
f
ac
e
to
o
n
lin
e
lear
n
in
g
h
as
ce
r
tain
ly
m
ad
e
m
an
y
p
ar
ties
tak
e
p
a
r
t
in
t
h
is
,
s
u
ch
as
cr
ea
tin
g
a
s
p
ec
ial
ed
u
ca
tio
n
al
p
latf
o
r
m
f
o
r
o
n
lin
e
lear
n
i
n
g
.
Fig
u
r
e
1
s
h
o
ws
s
ev
er
al
s
p
ec
ial
ed
u
ca
tio
n
al
p
l
atf
o
r
m
s
f
o
r
o
n
lin
e
lear
n
i
n
g
th
at
ar
e
o
f
te
n
u
s
ed
b
y
lectu
r
er
s
an
d
s
tu
d
en
ts
o
f
th
e
Un
iv
er
s
ity
o
f
Mu
h
am
m
ad
iy
a
h
Pro
f
.
DR
HAM
KA
g
r
ad
u
ate
s
ch
o
o
l.
Th
e
p
o
p
u
latio
n
in
t
h
is
s
tu
d
y
wer
e
all
p
o
s
tg
r
ad
u
ate
s
tu
d
e
n
ts
at
th
e
f
ac
u
lty
o
f
p
o
s
tg
r
ad
u
ate
s
ch
o
o
l
Un
iv
er
s
ity
o
f
Mu
h
am
m
ad
iy
ah
Pro
f
.
DR
.
HAM
KA
in
2
0
2
0
.
T
h
is
is
b
ec
au
s
e
s
tu
d
en
ts
in
2
0
2
0
ar
e
s
tu
d
en
ts
wh
o
ex
p
er
ie
n
ce
f
ir
s
th
an
d
t
h
e
b
eg
in
n
in
g
o
f
t
h
e
g
o
v
er
n
m
en
t
p
o
lic
y
o
f
"lea
r
n
in
g
f
r
o
m
h
o
m
e"
a
r
e
th
er
ef
o
r
e
c
o
n
s
id
er
ed
r
elev
a
n
t
in
th
is
s
tu
d
y
.
T
h
e
p
o
p
u
latio
n
i
n
th
is
s
tu
d
y
was 3
1
6
p
e
o
p
le.
Fig
u
r
e
1
s
h
o
w
s
th
at
th
er
e
wer
e
3
1
6
r
esp
o
n
d
e
n
ts
u
s
in
g
th
e
p
lat
f
o
r
m
Z
o
o
m
as
th
e
s
u
p
p
o
r
tin
g
ap
p
licatio
n
in
th
e
o
n
lin
e
-
b
ase
d
d
is
tan
ce
lear
n
i
n
g
p
r
o
ce
s
s
.
W
h
er
ea
s
,
o
th
er
r
esp
o
n
d
e
n
ts
p
r
ef
er
r
ed
to
u
s
e
th
e
Go
o
g
le
C
lass
r
o
o
m
,
th
e
W
h
atsAp
p
an
d
o
th
e
r
ap
p
licatio
n
s
i
n
co
n
d
u
ctin
g
th
e
lea
r
n
in
g
ac
tiv
ities
th
r
o
u
g
h
th
e
ag
r
ee
m
en
t a
n
d
f
ea
tu
r
es p
r
o
v
id
ed
b
y
ea
c
h
p
latf
o
r
m
.
Fig
u
r
e
1
.
On
lin
e
lear
n
in
g
p
latf
o
r
m
On
lin
e
lear
n
in
g
m
a
k
es
lear
n
i
n
g
an
d
teac
h
i
n
g
ac
tiv
ities
m
o
r
e
r
elax
ed
an
d
less
r
ig
id
lik
e
f
a
ce
-
to
-
f
ac
e
lear
n
in
g
,
b
u
t
th
is
ca
u
s
es
lectu
r
er
s
to
o
f
ten
n
o
t
teac
h
o
n
ti
m
e
(
late
in
en
ter
i
n
g
o
n
lin
e
c
lass
es)
f
o
r
v
ar
io
u
s
r
ea
s
o
n
s
.
Fig
u
r
e
2
s
h
o
ws
th
e
o
p
in
io
n
s
o
f
p
o
s
tg
r
a
d
u
ate
s
tu
d
e
n
ts
at
th
e
Un
iv
er
s
ity
o
f
Mu
h
a
m
m
ad
iy
ah
Pr
o
f
.
DR
HAM
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I
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8
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u
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ased
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u
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ased
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I
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8
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r
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r
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ased
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o
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r
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ed
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r
r
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r
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im
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g
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r
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ic
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n
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ic
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r
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ier
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e
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ar
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6
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d
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r
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Fig
u
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6
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V
ar
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at
o
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r
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g
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g
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ited
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te
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et
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e
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e
h
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n
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g
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e
o
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r
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g
.
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en
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h
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ased
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o
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f
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h
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f
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m
o
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s
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o
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d
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as
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n
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l
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m
(
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n
lin
e
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g
)
h
as
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ee
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r
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id
ed
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B
u
t
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its
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p
lem
en
tatio
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th
er
e
ar
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till
m
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y
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h
o
r
tco
m
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g
s
.
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h
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u
n
i
v
er
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ity
h
as
p
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g
s
u
p
p
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r
tin
g
f
ac
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d
in
f
r
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ct
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r
e
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o
r
th
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s
m
o
o
th
im
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o
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lear
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s
u
ch
as
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p
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ec
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ically
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g
h
u
m
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ain
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wev
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f
tech
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g
y
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f
r
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m
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ain
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u
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ess
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it
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r
k
f
o
r
lear
n
in
g
ac
tiv
ities
.
W
h
en
th
e
C
OVI
D
-
1
9
o
u
tb
r
ea
k
s
p
r
ea
d
s
ar
o
u
n
d
th
e
w
o
r
ld
a
n
d
d
ec
lar
ed
a
s
p
an
d
em
ic,
s
ch
o
o
l
ac
ti
v
ities
(
teac
h
in
g
an
d
lear
n
in
g
)
s
h
if
t
ed
to
o
n
lin
e
teac
h
in
g
.
I
t
was
g
o
v
er
n
m
e
n
t
d
ec
is
io
n
s
r
eg
ar
d
in
g
th
e
clo
s
u
r
e
o
f
s
ch
o
o
ls
,
co
lleg
es
an
d
u
n
iv
er
s
ities
.
T
h
er
ef
o
r
e,
m
ak
in
g
o
n
lin
e
teac
h
in
g
is
th
e
b
est
way
to
co
n
tin
u
e
ed
u
ca
tio
n
[
4
0
]
,
[
41]
.
T
h
e
s
am
e
r
ea
d
in
ess
was d
em
o
n
s
tr
ated
b
y
th
e
C
h
in
ese
Go
v
er
n
m
en
t
u
n
d
er
t
h
e
"Po
s
tp
o
n
e
C
lass
r
o
o
m
No
Sto
p
L
ea
r
n
in
g
"
p
o
licy
to
c
o
n
tin
u
e
s
tan
d
ar
d
o
n
lin
e
teac
h
in
g
a
n
d
lear
n
in
g
ac
tiv
ities
d
u
r
i
n
g
th
e
p
e
r
io
d
o
f
th
e
u
n
ce
r
tain
s
itu
atio
n
o
f
C
OVI
D
-
19
[
4
2
]
.
0
50
100
150
200
250
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100
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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N:
2252
-
8
8
2
2
P
o
s
tg
r
a
d
u
a
te
s
tu
d
en
ts
’
p
ers
p
ec
tive
o
n
s
u
p
p
o
r
tin
g
“lea
r
n
in
g
fr
o
m
h
o
me”
to
s
o
lve
th
e
…
(
I
h
s
a
n
a
E
l Kh
u
lu
q
o
)
621
On
lin
e
lear
n
in
g
is
in
d
ee
d
a
s
o
lu
tio
n
to
k
ee
p
lear
n
in
g
am
id
th
e
p
an
d
em
ic.
Ho
wev
e
r
,
a
p
ar
t
f
r
o
m
h
av
in
g
a
p
o
s
itiv
e
im
p
ac
t,
im
p
lem
en
tatio
n
o
n
lin
e
lear
n
i
n
g
d
u
r
in
g
th
is
p
an
d
em
ic
also
ex
p
er
ien
ce
d
s
ev
er
al
o
b
s
tacle
s
ex
p
er
ien
ce
d
b
y
teac
h
er
s
,
s
tu
d
en
ts
,
an
d
p
ar
e
n
ts
o
f
s
tu
d
en
ts
.
Mo
s
t
o
f
th
e
teac
h
er
s
s
tated
t
h
at
t
ea
ch
in
g
tim
e
is
r
ed
u
ce
d
a
n
d
it
is
f
ea
r
e
d
th
at
it
co
u
ld
h
av
e
an
im
p
ac
t
o
n
s
tu
d
en
t
ac
h
iev
em
e
n
t.
I
n
ad
d
itio
n
,
n
o
t
a
f
ew
teac
h
er
s
,
in
clu
d
in
g
s
en
io
r
tea
ch
er
s
,
s
till
d
o
n
o
t
u
n
d
er
s
tan
d
h
o
w
im
p
lem
en
tin
g
a
n
o
n
lin
e
lear
n
in
g
s
y
s
tem
,
co
u
p
led
with
co
n
n
ec
tio
n
s
th
e
in
ter
n
et
is
u
n
s
tab
le
b
ec
au
s
e
it
is
u
s
ed
s
im
u
ltan
eo
u
s
ly
an
d
s
i
m
u
ltan
eo
u
s
ly
[
4
3
]
.
An
o
th
er
o
b
s
tacle
is
wh
en
u
s
in
g
a
d
ig
ital
p
latf
o
r
m
s
u
ch
as
Z
o
o
m
t
o
co
n
d
u
ct
a
m
ee
tin
g
.
I
n
th
is
ca
s
e,
n
o
t
al
l
s
tu
d
en
ts
ar
e
ca
p
a
b
le
ac
ce
s
s
an
d
p
ar
ticip
ate
in
th
e
m
ee
tin
g
.
T
h
e
r
ea
s
o
n
is
at
th
at
h
o
u
r
p
e
o
p
l
e
s
tu
d
en
ts
'
p
ar
en
ts
ar
e
wo
r
k
in
g
o
u
ts
id
e
th
e
h
o
m
e
an
d
th
er
e
a
r
e
s
o
m
e
o
f
th
em
w
h
o
ar
e
s
till
n
o
t
tech
n
o
lo
g
ical
li
ter
ac
y
[
4
4
]
.
Stu
d
en
ts
ar
e
s
till
f
am
iliar
w
ith
th
e
f
ac
e
-
to
-
f
ac
e
lear
n
in
g
s
y
s
tem
.
Ad
ap
tin
g
to
o
n
lin
e
lear
n
in
g
ce
r
tain
ly
tak
es
tim
e
f
o
r
s
tu
d
e
n
ts
.
I
t
tak
es
a
g
r
ad
u
al
p
r
o
ce
s
s
s
o
th
at
s
tu
d
en
ts
ar
e
ab
le
to
ac
ce
p
t
ch
an
g
es
to
th
e
n
ew
lear
n
in
g
s
y
s
tem
f
o
r
t
h
e
m
.
An
o
th
e
r
o
b
s
tacle
is
ex
p
e
r
ien
ce
d
b
y
p
ar
e
n
ts
o
f
s
tu
d
e
n
ts
.
N
o
t
all
p
ar
e
n
ts
o
f
s
tu
d
en
ts
h
av
e
g
ad
g
et
o
r
co
m
p
u
ter
co
n
n
ec
ted
to
t
h
e
in
ter
n
et,
as
well
as
i
t
i
s
s
we
llin
g
o
f
th
e
allo
ca
tio
n
o
f
f
u
n
d
s
in
o
r
d
e
r
to
m
ee
t
th
e
n
ee
d
f
o
r
i
n
ter
n
et
q
u
o
ta
f
o
r
lear
n
in
g
o
n
lin
e
g
o
es
with
o
u
t
a
h
itch
.
T
h
is
is
ce
r
tain
ly
b
ec
o
m
e
th
e
b
u
r
d
e
n
to
th
e
p
ar
en
ts
o
f
s
tu
d
en
ts
co
n
s
id
er
in
g
th
at
d
u
r
i
n
g
th
is
p
an
d
em
ic.
M
an
y
p
a
r
e
n
ts
o
f
s
tu
d
en
ts
lo
s
t
th
eir
jo
b
s
b
ec
au
s
e
s
o
m
e
o
f
th
em
ar
e
laid
o
f
f
.
Ap
a
r
t
f
r
o
m
t
h
at,
s
o
m
e
o
f
th
e
p
a
r
en
t
s
also
less
ac
cu
s
to
m
ed
to
ac
co
m
p
an
y
s
tu
d
en
ts
wh
ile
s
t
u
d
y
in
g
at
h
o
m
e
to
s
u
p
p
o
r
t
o
n
lin
e
lear
n
in
g
[
4
5
]
.
I
t
is
o
n
th
is
o
cc
asio
n
th
at
teac
h
er
s
,
s
tu
d
en
t
s
,
an
d
p
ar
en
ts
n
ee
d
to
wo
r
k
to
g
eth
er
in
o
r
d
e
r
to
r
ea
lize
b
etter
lear
n
in
g
s
o
t
h
at
in
ter
est
s
tu
d
en
t
lear
n
in
g
an
d
s
tu
d
en
t a
c
h
iev
em
en
t c
an
im
p
r
o
v
e
e
v
en
d
u
r
in
g
a
p
an
d
em
ic
lik
e
th
is
tim
e.
4.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
f
o
u
n
d
th
at
3
1
6
r
esp
o
n
d
en
ts
u
s
ed
th
e
p
lat
f
o
r
m
Z
o
o
m
as
th
e
s
u
p
p
o
r
tin
g
a
p
p
li
ca
tio
n
f
o
r
o
n
lin
e
-
b
ased
d
is
tan
ce
lear
n
in
g
p
r
o
ce
s
s
.
W
h
ile
o
th
er
r
esp
o
n
d
en
ts
ch
o
o
s
e
to
u
s
e
th
e
Go
o
g
le
C
lass
r
o
o
m
,
W
h
atsAp
p
an
d
o
th
er
a
p
p
licatio
n
s
in
ex
ec
u
tin
g
th
e
lear
n
i
n
g
ac
tiv
ities
th
r
o
u
g
h
th
e
a
g
r
ee
m
e
n
t
an
d
b
ased
o
n
th
e
f
ea
tu
r
es
p
r
o
v
id
e
d
b
y
ea
ch
p
la
t
f
o
r
m
.
I
n
th
e
n
e
x
t,
d
ea
lin
g
with
th
e
o
n
lin
e
lectu
r
in
g
o
r
o
n
lin
e
-
b
ased
d
is
tan
ce
lear
n
in
g
p
r
o
ce
s
s
,
it
is
p
r
esen
ted
th
at
th
er
e
wer
e
3
0
2
r
esp
o
n
d
en
ts
s
tatin
g
th
at
th
e
lectu
r
er
s
d
id
th
eir
task
s
o
n
tim
e
in
lin
e
with
th
e
s
ch
ed
u
le.
T
h
er
e
wer
e
3
9
8
r
esp
o
n
d
en
ts
s
aid
th
at
th
eir
lectu
r
er
s
g
av
e
th
e
task
s
co
n
tin
u
ally
.
T
h
er
e
wer
e
4
0
8
r
esp
o
n
d
e
n
ts
s
ay
in
g
th
at
a
two
-
way
s
co
m
m
u
n
icatio
n
ex
is
ted
b
etwe
en
t
h
e
lectu
r
er
s
an
d
th
e
s
tu
d
en
ts
.
An
o
th
er
4
1
2
r
esp
o
n
d
en
ts
s
tated
th
at
s
o
m
e
s
ig
n
if
ican
t
o
b
s
tacle
s
d
is
tu
r
b
ed
th
e
l
ea
r
n
in
g
p
r
o
ce
s
s
an
d
3
0
4
r
esp
o
n
d
en
ts
s
aid
th
e
lim
ited
in
ter
n
et
h
am
p
er
e
d
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Me
an
wh
ile,
3
1
r
esp
o
n
d
en
ts
s
tated
th
at
th
at
th
e
lim
ited
tech
n
o
lo
g
y
h
in
d
er
e
d
th
e
lear
n
in
g
p
r
o
ce
s
s
.
At
last
,
th
er
e
wer
e
1
0
5
r
esp
o
n
d
en
ts
s
ay
in
g
th
a
t
th
e
lim
ited
u
s
e
o
f
a
p
p
licatio
n
s
b
ec
am
e
t
h
e
h
in
d
r
an
ce
s
i
n
im
p
lem
en
tin
g
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
.
W
e
b
eliev
e
th
at
u
n
d
er
s
tan
d
i
n
g
th
e
s
co
p
e
o
f
e
-
lear
n
in
g
ca
n
p
r
o
v
id
e
a
p
o
s
itiv
e
co
lo
r
to
th
e
wo
r
ld
o
f
e
d
u
ca
t
io
n
b
y
o
p
en
in
g
all
tim
e
an
d
s
p
ac
e
b
o
u
n
d
ar
ies s
o
th
at
ev
er
y
o
n
e
ca
n
g
et
a
d
e
ce
n
t
ed
u
ca
tio
n
.
ACK
NO
WL
E
DG
E
M
E
NT
S
Au
th
o
r
s
’
g
r
atitu
d
e
to
Un
iv
er
s
ity
o
f
Mu
h
am
m
ad
iy
ah
Pr
o
f
.
DR
.
HAM
KA,
al
l
s
tu
d
en
ts
w
h
o
to
o
k
th
e
tim
e
to
b
ec
o
m
e
r
esp
o
n
d
en
ts
in
th
is
r
esear
ch
,
an
d
th
an
k
s
to
th
e
UHAM
KA
R
esear
ch
I
n
s
titu
te
f
o
r
f
u
lly
s
u
p
p
o
r
tin
g
th
e
im
p
lem
e
n
tatio
n
o
f
th
is
r
esear
ch
.
RE
F
E
R
E
NC
E
S
[1
]
M
.
Nic
o
la,
e
t
a
l
.
,
“
Th
e
s
o
c
io
-
e
c
o
n
o
m
ic
im
p
li
c
a
ti
o
n
s
o
f
t
h
e
c
o
ro
n
a
v
iru
s
a
n
d
COV
ID
-
1
9
p
a
n
d
e
m
ic:
a
re
v
iew
,
”
I
n
t
.
J
.
S
u
rg
.
,
v
o
l.
7
8
,
p
p
.
1
8
5
-
1
9
3
,
Ju
n
.
2
0
2
0
,
d
o
i:
1
0
.
1
0
1
6
/j
.
ij
su
.
2
0
2
0
.
0
4
.
0
1
8
.
[2
]
V
.
Ra
jh
a
n
s,
U
.
M
e
m
o
n
,
V
.
P
a
ti
l
,
a
n
d
A.
G
o
y
a
l,
“
Im
p
a
c
t
o
f
COV
ID
-
1
9
o
n
a
c
a
d
e
m
ic
a
c
ti
v
it
ies
a
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rd
in
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ian
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try
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,
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l.
1
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6
-
2
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0
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o
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0
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/
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o
p
to
m
.
2
0
2
0
.
0
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.
0
0
2
.
[3
]
I
.
Ch
a
tzira
ll
i,
e
t
a
l.
,
“
Tran
sfo
rm
in
g
o
p
h
th
a
lmic
e
d
u
c
a
ti
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in
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9
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n
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ic:
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g
lo
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l
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e
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,
p
p
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0
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o
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4
3
3
-
0
2
0
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1
0
8
0
-
0
.
[4
]
P
.
C.
He
rm
a
n
,
“
On
li
n
e
lea
rn
i
n
g
is
n
o
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th
e
fu
t
u
re
,
”
In
si
d
e
Hig
h
e
r
Ed
,
Ju
n
.
2
0
2
0
.
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n
li
n
e
].
Av
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il
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b
le:
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tt
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s:/
/www
.
in
sid
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ig
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[5
]
W.
Xio
n
g
,
K.
H.
M
o
k
,
a
n
d
J.
Jia
n
g
,
“
Ho
n
g
Ko
n
g
u
n
i
v
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rsity
st
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d
e
n
ts’
o
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li
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lea
rn
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x
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u
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Co
v
id
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1
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p
a
n
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e
m
ic,”
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fo
r
d
,
UK
:
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r
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u
c
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ti
o
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P
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li
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stit
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te
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g
.
2
0
2
0
.
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n
li
n
e
].
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:
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.
[6
]
P.
Altb
a
c
h
a
n
d
H.
d
e
Wi
t
,
“
P
o
st
p
a
n
d
e
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ic
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k
f
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r
HE
is
b
le
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k
e
st
fo
r
th
e
p
o
o
re
st
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”
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i
v
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y
Wo
rl
d
Ne
ws
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Ap
r
.
2
0
2
0
.
[O
n
li
n
e
].
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il
a
b
le:
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t
tp
s://
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=
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5
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.
[7
]
K.
H.
M
o
k
,
“
M
a
ss
ifi
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ti
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n
o
f
h
i
g
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ra
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ial
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ty
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n
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G
re
a
ter
Ch
in
a
re
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io
n
,
”
Brit
ish
J
o
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l.
3
7
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.
1
,
p
p
.
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–
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[8
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M.
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COVID
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ig
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[9
]
M.
Du
r
n
i
n
,
“
C
o
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d
-
1
9
u
p
d
a
te:
Ch
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ish
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”
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ti
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fa
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e
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]
.
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S.
M
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“
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m
ic,”
BizEd
:
AA
CS
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te
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ti
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,
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0
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li
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e
].
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tt
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s://
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.
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id
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l
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m
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y
.
[1
1
]
A.
S
h
e
r,
“
As
se
ss
in
g
th
e
re
latio
n
sh
ip
o
f
stu
d
e
n
t
-
i
n
stru
c
t
o
r
a
n
d
st
u
d
e
n
t
-
st
u
d
e
n
t
in
tera
c
ti
o
n
to
stu
d
e
n
t
lea
rn
i
n
g
a
n
d
sa
ti
sfa
c
ti
o
n
in
we
b
-
b
a
se
d
o
n
li
n
e
l
e
a
rn
in
g
e
n
v
ir
o
n
m
e
n
t
,
”
J
.
In
ter
a
c
t
.
On
li
n
e
L
e
a
rn
.
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
1
0
2
–
1
2
0
,
2
0
0
9
.
[1
2
]
C.
Bro
wn
e
,
A.
M
e
n
d
o
z
a
,
A.
S
i
n
d
e
rm
a
n
n
,
a
n
d
B.
Ho
ll
a
n
d
,
“
S
tu
d
e
n
ts
a
s
co
-
c
re
a
to
rs
o
f
a
n
o
n
li
n
e
lea
rn
in
g
re
so
u
rc
e
,
”
T
e
a
c
h
in
g
a
n
d
L
e
a
r
n
in
g
T
o
g
e
t
h
e
r in
Hig
h
e
r E
d
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c
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ti
o
n
,
v
o
l.
1
,
n
o
.
2
1
,
2
0
1
7
.
[1
3
]
B.
Ale
x
a
n
d
e
r,
S.
A
.
Be
c
k
e
r,
a
n
d
M.
C
u
m
m
in
s,
“
Dig
it
a
l
Li
tera
c
y
an
NMC
H
o
rizo
n
P
ro
jec
t
S
t
ra
teg
ic
B
rief,”
S
c
ien
ti
fi
c
Ame
ric
a
n
,
v
o
l.
2
7
3
,
n
o
.
3
,
p
p
.
1
9
0
–
2
0
5
,
2
0
1
6
,
d
o
i:
1
0
.
1
0
3
8
/sc
ien
ti
fica
m
e
rica
n
0
9
9
5
-
1
9
0
.
[1
4
]
B.
Oliv
e
r
a
n
d
V.
G
o
e
rk
e
,
“
Au
str
a
li
a
n
u
n
d
e
rg
ra
d
u
a
tes
’
u
se
a
n
d
o
wn
e
rsh
ip
o
f
e
m
e
rg
i
n
g
tec
h
n
o
lo
g
i
e
s:
Im
p
li
c
a
ti
o
n
s
a
n
d
o
p
p
o
rtu
n
it
ies
fo
r
c
re
a
ti
n
g
e
n
g
a
g
i
n
g
lea
rn
in
g
e
x
p
e
rien
c
e
s
fo
r
th
e
Ne
t
G
e
n
e
ra
ti
o
n
,
”
Au
stra
la
sia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
lo
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y
,
v
o
l
.
2
3
,
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o
.
2
,
p
p
.
1
7
1
–
1
8
6
,
2
0
0
7
,
d
o
i:
1
0
.
1
4
7
4
2
/aje
t.
1
2
6
3
.
[1
5
]
J.
F
re
se
n
,
“
A
Tax
o
n
o
m
y
o
f
F
a
c
to
rs
to
P
ro
m
o
te
Qu
a
li
t
y
Web
-
S
u
p
p
o
rted
Lea
rn
i
n
g
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
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n
E
-
L
e
a
rn
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g
,
v
o
l.
6
,
n
o
.
3
,
p
p
.
3
5
1
–
3
6
2
,
2
0
0
7
.
[1
6
]
K.
Bu
r
n
e
tt
,
L.
J.
B
o
n
n
ici,
S
.
D.
M
ik
sa
,
a
n
d
J.
Kim
,
“
F
re
q
u
e
n
c
y
,
In
ten
sit
y
a
n
d
To
p
ic
a
li
ty
in
On
l
in
e
Lea
rn
in
g
:
A
n
Ex
p
l
o
ra
ti
o
n
o
f
th
e
In
tera
c
ti
o
n
Di
m
e
n
sio
n
s
t
h
a
t
C
o
n
tri
b
u
te
t
o
S
tu
d
e
n
t
S
a
ti
sfa
c
ti
o
n
in
On
li
n
e
Lea
rn
i
n
g
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
fo
r
L
ib
r
a
ry
a
n
d
I
n
fo
r
ma
ti
o
n
S
c
ien
c
e
,
v
o
l.
4
8
,
n
o
.
1
,
p
p
.
2
1
–
3
6
,
2
0
0
7
.
[1
7
]
K.
Kim
,
S
.
Li
u
,
a
n
d
C.
J.
B
o
n
k
,
“
On
li
n
e
M
BA
stu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
f
o
n
li
n
e
lea
rn
in
g
:
Be
n
e
fit
s,
c
h
a
ll
e
n
g
e
s,
a
n
d
su
g
g
e
sti
o
n
s,”
T
h
e
In
ter
n
e
t
a
n
d
Hi
g
h
e
r E
d
u
c
.
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
3
3
5
-
3
4
4
,
2
0
0
5
,
d
o
i:
1
0
.
1
0
1
6
/
j.
ih
e
d
u
c
.
2
0
0
5
.
0
9
.
0
0
5
.
[1
8
]
W.
Nie
lse
n
,
G
.
Ho
b
a
n
,
a
n
d
C.
J.
T.
Hy
la
n
d
,
“
P
h
a
rm
a
c
o
lo
g
y
st
u
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
f
c
re
a
ti
n
g
m
u
l
ti
m
o
d
a
l
d
ig
i
tal
e
x
p
lan
a
ti
o
n
s,”
C
h
e
mistry
Ed
u
c
.
R
e
s
.
Pra
c
.
,
v
o
l.
1
8
,
n
o
.
2
,
p
p
.
3
2
9
–
3
3
9
,
2
0
1
7
,
d
o
i:
1
0
.
1
0
3
9
/c
6
rp
0
0
2
4
4
g
.
[1
9
]
J.
Re
y
n
a
a
n
d
P
.
M
e
ier,
“
Co
-
c
re
a
ti
o
n
o
f
k
n
o
wle
d
g
e
u
sin
g
m
o
b
il
e
tec
h
n
o
lo
g
ies
a
n
d
d
ig
i
tal
m
e
d
ia
a
s
p
e
d
a
g
o
g
ica
l
d
e
v
ice
s
in
u
n
d
e
rg
ra
d
u
a
te
S
TE
M
e
d
u
c
a
ti
o
n
,
”
Res
e
a
rc
h
in
L
e
a
rn
in
g
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
2
8
,
n
o
.
1
,
p
p
.
1
–
1
4
,
2
0
2
0
,
d
o
i
:
1
0
.
2
5
3
0
4
/rl
t.
v
2
8
.
2
3
5
6
.
[2
0
]
H
.
G
.
Cra
wfo
rd
-
F
e
rre
a
n
d
L
.
R.
Wi
e
st,
“
Eff
e
c
ti
v
e
On
li
n
e
In
str
u
c
t
io
n
in
Hi
g
h
e
r
E
d
u
c
a
ti
o
n
,
”
Q
u
a
rt
e
rly
Rev
iew
o
f
Dista
n
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
1
1
–
1
4
,
2
0
1
2
.
[2
1
]
M
.
J.
Iq
b
a
l
a
n
d
M.
A
h
m
a
d
,
“
En
h
a
n
c
in
g
q
u
a
l
it
y
o
f
e
d
u
c
a
ti
o
n
t
h
r
o
u
g
h
e
-
lea
rn
in
g
:
T
h
e
c
a
se
stu
d
y
o
f
Allam
a
Iq
b
a
l
Op
e
n
Un
i
v
e
rsity
,
”
T
u
rk
ish
O
n
li
n
e
J
o
u
rn
a
l
o
f
Dist
a
n
c
e
Ed
u
c
a
ti
o
n
,
v
o
l.
1
1
,
n
o
.
1
,
p
p
.
8
4
–
9
7
,
2
0
1
0
.
[2
2
]
B.
Rien
ti
e
s
a
n
d
L.
To
e
ten
e
l
,
“
Th
e
imp
a
c
t
o
f
lea
rn
in
g
d
e
sig
n
o
n
st
u
d
e
n
t
b
e
h
a
v
io
u
r,
sa
ti
sfa
c
ti
o
n
a
n
d
p
e
rfo
rm
a
n
c
e
:
A
c
ro
ss
-
in
stit
u
t
io
n
a
l
c
o
m
p
a
riso
n
a
c
ro
ss
1
5
1
m
o
d
u
les
,
”
Co
m
p
u
ter
s
i
n
Hu
ma
n
Beh
a
v
io
r
,
v
o
l
.
6
0
,
p
p
.
3
3
3
–
3
4
1
,
2
0
1
6
,
d
o
i:
1
0
.
1
0
1
6
/j
.
c
h
b
.
2
0
1
6
.
0
2
.
0
7
4
.
[2
3
]
D.
Bo
u
d
a
n
d
R.
S
o
ler,
“
S
u
sta
in
a
b
le as
se
ss
m
e
n
t
re
v
isit
e
d
,
”
Asse
ss
me
n
t
a
n
d
Ev
a
lu
a
ti
o
n
i
n
Hi
g
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
4
1
,
n
o
.
3
,
p
p
.
4
0
0
–
4
1
3
,
2
0
1
6
,
d
o
i:
1
0
.
1
0
8
0
/
0
2
6
0
2
9
3
8
.
2
0
1
5
.
1
0
1
8
1
3
3
.
[2
4
]
G
.
F
e
rre
ll
,
“
El
e
c
tro
n
ic
M
a
n
a
g
e
m
e
n
t
o
f
As
se
ss
m
e
n
t
(EM
A):
a
lan
d
sc
a
p
e
re
v
iew
,
”
Jisc
,
2
0
1
4
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:
//
re
p
o
sito
r
y
.
ji
sc
.
a
c
.
u
k
/5
5
9
9
.
[2
5
]
T.
Da
rm
a
y
a
n
ti
,
M
.
Y.
S
e
ti
a
n
i,
a
n
d
B.
Oe
to
jo
,
“
E
-
Lea
rn
in
g
o
n
d
ist
a
n
c
e
e
d
u
c
a
ti
o
n
:
A
c
o
n
c
e
p
t
t
h
a
t
c
h
a
n
g
e
lea
rn
i
n
g
m
e
th
o
d
s
in
I
n
d
o
n
e
sia
n
u
n
iv
e
rsit
ies
,
”
(in
Ba
h
a
sa
),
J
u
rn
a
l
Pen
d
i
d
ika
n
T
e
rb
u
k
a
Da
n
J
a
ra
k
J
a
u
h
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
9
9
–
1
1
3
,
2
0
0
7
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:/
/j
u
rn
a
l
.
u
t.
a
c
.
i
d
/i
n
d
e
x
.
p
h
p
/j
p
tj
j/
a
rt
icle
/v
iew
/5
3
8
.
[2
6
]
L.
Ha
ra
sim
,
“
S
h
if
t
Ha
p
p
e
n
s:
On
l
in
e
E
d
u
c
a
ti
o
n
a
s
a
Ne
w
P
a
ra
d
i
g
m
in
Lea
rn
in
g
,
”
I
n
ter
n
e
t
a
n
d
Hi
g
h
e
r
E
d
u
c
a
ti
o
n
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
4
1
–
6
1
,
2
0
0
0
.
[2
7
]
A.
Nu
g
ro
h
o
,
“
M
o
d
e
l
De
v
e
lo
p
m
e
n
t
o
f
We
b
-
b
a
se
d
Dista
n
c
e
Lea
rn
i
n
g
,”
(i
n
Ba
h
a
sa
),
J
u
rn
a
l
T
ra
n
sfo
rm
a
ti
k
a
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
7
2
-
7
8
,
2
0
1
2
,
d
o
i:
1
0
.
2
6
6
2
3
/t
ra
n
sfo
rm
a
ti
k
a
.
v
9
i2
.
6
0
.
[2
8
]
S.
P
a
l
v
ia,
P
.
Ae
ro
n
,
P.
G
u
p
ta,
D.
M
a
h
a
p
a
tra,
R.
P
a
rid
a
,
R.
Ro
s
n
e
r,
a
n
d
S.
S
in
d
h
i,
“
O
n
li
n
e
Ed
u
c
a
ti
o
n
:
W
o
rld
wi
d
e
S
tatu
s,
C
h
a
ll
e
n
g
e
s,
Tren
d
s,
a
n
d
Im
p
li
c
a
ti
o
n
s,”
J
o
u
r
n
a
l
o
f
Gl
o
b
a
l
In
f
o
rm
a
ti
o
n
T
e
c
h
n
o
l
o
g
y
M
a
n
a
g
e
me
n
t
,
v
o
l.
2
1
,
n
o
.
4
,
p
p
.
2
3
3
–
2
4
1
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
8
0
/
1
0
9
7
1
9
8
X.2
0
1
8
.
1
5
4
2
2
6
2
.
[2
9
]
G
.
G
ib
b
s
a
n
d
C
.
S
i
p
so
n
,
“
Co
n
d
it
io
n
s
Un
d
e
r
Wh
ich
As
se
ss
m
e
n
t
S
u
p
p
o
rts
S
t
u
d
e
n
ts’
Lea
rn
in
g
,
”
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
in
g
i
n
Hig
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
1
,
p
p
.
3
-
3
1
,
2
0
0
5
.
[3
0
]
K.
M
u
ll
e
r,
K.
G
ra
d
e
l,
M
.
F
o
rte,
R.
M
c
c
a
b
e
,
A
.
M
.
P
ick
e
tt
,
R.
P
i
o
rk
o
ws
k
i
,
K.
S
c
a
lzo
,
a
n
d
R
.
S
u
ll
i
v
a
n
,
“
As
se
ss
in
g
stu
d
e
n
t
lea
rn
in
g
i
n
t
h
e
o
n
li
n
e
m
o
d
a
li
t
y
,
”
Na
ti
o
n
a
l
In
sti
tu
te
f
o
r
L
e
a
rn
in
g
Ou
tc
o
me
s
Asse
ss
me
n
t
(NIL
OA),
v
o
l.
4
0
,
n
o
.
1
,
2
0
1
9
.
[3
1
]
D.
G
a
še
v
ić,
S.
Da
ws
o
n
,
T
.
R
o
g
e
rs,
a
n
d
D.
G
a
se
v
ic,
“
Lea
rn
in
g
a
n
a
ly
ti
c
s
sh
o
u
l
d
n
o
t
p
ro
m
o
te
o
n
e
si
z
e
fit
s
a
ll
:
Th
e
e
ffe
c
ts
o
f
i
n
stru
c
ti
o
n
a
l
c
o
n
d
it
io
n
s
in
p
re
d
icti
n
g
a
c
a
d
e
m
ic
su
c
c
e
ss
,
”
In
ter
n
e
t
a
n
d
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
2
8
,
n
o
.
1
,
p
p
.
6
8
–
8
4
,
2
0
1
6
,
d
o
i:
1
0
.
1
0
1
6
/j
.
i
h
e
d
u
c
.
2
0
1
5
.
1
0
.
0
0
2
.
[3
2
]
A.
G
e
lan
,
G
.
F
a
stré
,
M
.
Ve
rjan
s,
N.
M
a
rti
n
,
G
.
Ja
n
ss
e
n
sw
il
len
,
M
.
Cre
e
m
e
rs,
e
t
a
l.
,
“
Affo
rd
a
n
c
e
s
a
n
d
li
m
it
a
ti
o
n
s
o
f
lea
rn
in
g
a
n
a
l
y
ti
c
s
fo
r
c
o
m
p
u
ter
-
a
ss
isted
lan
g
u
a
g
e
lea
rn
i
n
g
:
a
c
a
se
stu
d
y
o
f
th
e
VITAL
p
r
o
jec
t,
”
Co
mp
u
ter
Assiste
d
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
,
v
o
l.
3
1
,
n
o
.
3
,
p
p
.
2
9
4
–
3
1
9
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
8
0
/0
9
5
8
8
2
2
1
.
2
0
1
7
.
1
4
1
8
3
8
2
.
[3
3
]
C.
He
ro
d
o
t
o
u
,
Z.
Zd
ra
h
a
l,
B.
R
ien
ti
e
s,
M.
Hlo
sta
,
A.
Bo
r
o
o
wa
,
a
n
d
G
.
Na
y
d
e
n
o
v
a
,
“
Im
p
lem
e
n
ti
n
g
p
re
d
icti
v
e
lea
rn
in
g
a
n
a
l
y
ti
c
s
o
n
a
larg
e
sc
a
le:
Th
e
tea
c
h
e
r’s
p
e
rsp
e
c
ti
v
e
,
”
A
CM
In
ter
n
a
ti
o
n
a
l
C
o
n
fer
e
n
c
e
Pro
c
e
e
d
in
g
S
e
rie
s
,
2
0
1
8
,
p
p
.
2
6
7
–
2
7
1
,
d
o
i:
1
0
.
1
1
4
5
/
3
0
2
7
3
8
5
.
3
0
2
7
3
9
7
.
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
o
s
tg
r
a
d
u
a
te
s
tu
d
en
ts
’
p
ers
p
ec
tive
o
n
s
u
p
p
o
r
tin
g
“lea
r
n
in
g
fr
o
m
h
o
me”
to
s
o
lve
th
e
…
(
I
h
s
a
n
a
E
l Kh
u
lu
q
o
)
623
[3
4
]
A.
Tait,
“
Op
e
n
Un
i
v
e
rsiti
e
s:
th
e
n
e
x
t
p
h
a
se
,
”
Asia
n
Asso
c
ia
ti
o
n
o
f
Op
e
n
Un
ive
rs
it
ies
J
o
u
rn
a
l
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
1
3
–
2
3
,
2
0
1
8
,
d
o
i:
1
0
.
1
1
0
8
/aa
o
u
j
-
12
-
2
0
1
7
-
0
0
4
0
.
[3
5
]
S.M.
S
c
h
m
id
t
,
D.
L
.
Ra
lp
h
,
a
n
d
B.
Bu
sk
ir
k
,
“
Util
izin
g
On
li
n
e
Ex
a
m
:
A
Ca
se
S
tu
d
y
,
”
J
o
u
rn
a
l
o
f
C
o
ll
e
g
e
T
e
a
c
h
in
g
&
L
e
a
rn
in
g
,
v
o
l.
6
,
n
o
.
8
,
p
p
.
1
-
8
,
2
0
0
9
.
[3
6
]
S.
Allan
,
“
M
i
g
ra
ti
o
n
a
n
d
tran
sfo
r
m
a
ti
o
n
:
A
so
c
io
m
a
teria
l
a
n
a
l
y
sis o
f
p
ra
c
ti
ti
o
n
e
rs’
e
x
p
e
rien
c
e
s
wit
h
o
n
li
n
e
e
x
a
m
s,”
Res
e
a
rc
h
in
L
e
a
rn
i
n
g
T
e
c
h
n
o
lo
g
y
,
v
o
l.
2
8
,
n
o
.
1
,
p
p
.
1
–
1
4
,
2
0
2
0
,
d
o
i:
1
0
.
2
5
3
0
4
/rl
t
.
v
2
8
.
2
2
7
9
.
[3
7
]
J.
B.
Arb
a
u
g
h
,
“
Virt
u
a
l
Clas
sro
o
m
Ch
a
ra
c
teristics
a
n
d
S
t
u
d
e
n
t
S
a
ti
sfa
c
ti
o
n
wit
h
I
n
tern
e
t
-
Ba
se
d
M
BA
Co
u
rse
s,”
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
me
n
t
Ed
u
c
a
ti
o
n
,
v
o
l.
2
4
,
n
o
.
1
,
p
p
.
3
2
–
5
4
,
2
0
0
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
0
5
2
5
6
2
9
0
0
0
2
4
0
0
1
0
4
.
[3
8
]
M.
Weller,
“
T
h
e
d
istan
c
e
fro
m
i
so
latio
n
.
Wh
y
c
o
m
m
u
n
it
ies
a
re
t
h
e
l
o
g
ica
l
c
o
n
c
l
u
sio
n
i
n
e
-
lea
rn
in
g
,
”
Co
mp
u
ter
s
a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l.
4
9
,
n
o
.
2
,
p
p
.
1
4
8
–
1
5
9
,
2
0
0
7
,
d
o
i:
1
0
.
1
0
1
6
/
j.
c
o
m
p
e
d
u
.
2
0
0
5
.
0
4
.
0
1
5
.
[3
9
]
C.
S
o
re
n
se
n
a
n
d
D.
M
.
Ba
y
le
n
,
“
In
tera
c
ti
o
n
i
n
I
n
tera
c
ti
v
e
Tele
v
isi
o
n
In
str
u
c
ti
o
n
:
P
e
rc
e
p
ti
o
n
v
e
rsu
s
Re
a
li
ty
,
”
1
9
9
9
Co
n
fer
e
n
c
e
o
f
th
e
Ame
ric
a
n
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
Asso
c
i
a
ti
o
n
(A
E
RA
),
M
o
n
trea
l,
Ca
n
a
d
a
,
1
9
9
9
.
[4
0
]
J.
M
a
rti
n
e
z
,
“
Tak
e
th
is
p
a
n
d
e
m
ic
m
o
m
e
n
t
to
imp
ro
v
e
e
d
u
c
a
ti
o
n
,
”
E
d
u
S
o
u
rc
e
,
2
0
2
0
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/ed
so
u
rc
e
.
o
rg
/
2
0
2
0
/t
a
k
e
-
th
i
s
-
p
a
n
d
e
m
ic
-
m
o
m
e
n
t
-
to
-
imp
ro
v
e
-
e
d
u
c
a
ti
o
n
/6
3
3
5
0
0
.
[4
1
]
L.
M
is
h
ra
,
T
.
G
u
p
ta,
a
n
d
A.
S
h
re
e
,
“
On
li
n
e
tea
c
h
in
g
-
lea
rn
i
n
g
in
h
ig
h
e
r
e
d
u
c
a
ti
o
n
d
u
ri
n
g
l
o
c
k
d
o
wn
p
e
ri
o
d
o
f
COV
ID
-
1
9
p
a
n
d
e
m
ic,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
Op
e
n
,
v
o
l
.
1
,
n
o
.
1
,
p
p
.
1
-
8
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
1
6
/
j.
ij
e
d
r
o
.
2
0
2
0
.
1
0
0
0
1
2
.
[4
2
]
W.
Z
h
a
n
g
,
Y.
Wan
g
,
L.
Ya
n
g
,
a
n
d
C.
Wan
g
,
“
S
u
sp
e
n
d
in
g
Clas
se
s
Wi
th
o
u
t
S
t
o
p
p
i
n
g
Lea
rn
in
g
:
C
h
i
n
a
’s
Ed
u
c
a
ti
o
n
Eme
rg
e
n
c
y
M
a
n
a
g
e
m
e
n
t
P
o
l
icy
i
n
th
e
COV
ID
-
1
9
Ou
t
b
re
a
k
,
”
J
o
u
r
n
a
l
o
f
Ri
sk
a
n
d
F
in
a
n
c
ia
l
M
a
n
a
g
e
me
n
t
,
v
o
l.
1
3
,
n
o
.
3
,
p
.
5
5
,
2
0
2
0
,
d
o
i:
1
0
.
3
3
9
0
/
jr
fm
1
3
0
3
0
0
5
5
.
[4
3
]
Z.
Zah
a
ra
h
a
n
d
G
.
I.
Kir
il
o
v
a
,
“
Im
p
a
c
t
o
f
C
o
ro
n
a
Vir
u
s
Ou
t
b
re
a
k
T
o
wa
rd
s
Tea
c
h
i
n
g
a
n
d
Lea
rn
i
n
g
Ac
ti
v
it
ies
i
n
In
d
o
n
e
sia
,
”
S
AL
A
M
:
J
u
r
n
a
l
S
o
sia
l
d
a
n
B
u
d
a
y
a
S
y
a
r
-
I
,
v
o
l.
7
,
no.
3
,
p
p
.
2
6
9
-
2
8
2
,
2
0
2
0
,
d
o
i:
1
0
.
1
5
4
0
8
/sjsb
s.
v
7
i
3
.
1
5
1
0
4
.
[4
4
]
Y.
P
u
ji
les
tari,
“
P
o
siti
v
e
Im
p
a
c
t
o
f
On
li
n
e
Lea
rn
in
g
in
In
d
o
n
e
sia
’s
Ed
u
c
a
ti
o
n
S
y
ste
m
P
o
st
-
C
o
v
i
d
-
1
9
P
a
n
d
e
m
ic,”
(in
Ba
h
a
sa
),
Ad
a
l
a
h
:
Bu
leti
n
H
u
k
u
m
&
Ke
a
d
i
la
n
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
4
9
–
5
6
,
2
0
2
0
.
[O
n
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
:
//
jo
u
rn
a
l
.
u
i
n
jk
t.
a
c
.
id
/i
n
d
e
x
.
p
h
p
/ad
a
lah
/article
/v
iew
/1
5
3
9
4
/
7
1
9
9
.
[4
5
]
A.
P
u
rwa
n
t
o
,
R.
P
ra
m
o
n
o
,
M.
As
b
a
ri,
P
.
B.
S
a
n
to
s
o
,
L.
M
.
Wi
ja
y
a
n
ti
,
C.
H.
C
h
o
i
,
a
n
d
R.
S
.
P
u
tri
,
“
An
Ex
p
lo
ra
t
o
r
y
S
tu
d
y
o
f
th
e
Im
p
a
c
t
o
f
t
h
e
COV
ID
-
1
9
P
a
n
d
e
m
ic
o
n
O
n
li
n
e
Lea
r
n
in
g
P
ro
c
e
ss
i
n
P
rima
ry
S
c
h
o
o
ls
,”
(in
Ba
h
a
sa
),
Ed
u
Psy
Co
u
n
s: J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
Psy
c
h
o
l
o
g
y
a
n
d
Co
u
n
se
li
n
g
,
v
o
l.
2
n
o
.
1
,
p
p
.
1
–
1
2
,
2
0
2
0
.
[On
l
in
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/u
m
m
a
sp
u
l.
e
-
j
o
u
r
n
a
l.
i
d
/E
d
u
p
sy
c
o
u
n
s/a
rti
c
le/v
iew
/3
9
7
.
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