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so
c
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cip
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n
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s
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ib
le
with
ea
r
lier
e
-
lear
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in
g
tec
h
n
o
l
o
g
ies
(
L
en
o
u
e
et
a
l
.
,
2011)
[
1
]
.
So
cial
m
ed
ia
is
in
cr
ea
s
i
n
g
l
y
b
ec
o
m
in
g
an
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s
s
en
tial
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m
f
o
r
s
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cial
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n
ec
ti
v
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in
o
u
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d
ail
y
li
v
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h
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ailab
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ile
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h
n
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a
s
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m
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a
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u
b
iq
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ito
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l f
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[
2
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.
W
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R
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cilitate
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'
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er
g
in
g
o
f
m
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b
ile
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cial
m
ed
ia
lear
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in
g
(S
h
en
et
a
l
.
,
2017)
[
3
]
.
So
cia
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m
ed
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tech
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p
r
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k
ill
s
an
d
co
m
p
eten
cie
s
[
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
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I
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3748
No
r
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So
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s
ta
n
d
th
e
ter
m
p
ar
ticip
atio
n
in
a
lear
n
in
g
co
m
m
u
n
it
y
.
A
l
th
o
u
g
h
m
u
ch
w
o
r
k
h
a
s
b
ee
n
d
o
n
e
i
n
u
n
d
er
s
tan
d
in
g
p
ar
ticip
atio
n
i
n
s
o
cial
m
ed
ia,
f
e
w
er
s
t
u
d
ies
h
av
e
f
o
c
u
s
ed
o
n
i
n
v
esti
g
ati
n
g
p
ar
ticip
atio
n
o
f
lear
n
i
n
g
in
m
o
b
ile
s
o
cial
m
ed
ia
w
h
er
e
lear
n
er
s
ar
e
m
o
b
ile
a
n
d
u
s
e
s
o
cial
m
ed
ia
o
n
m
o
b
ile
d
ev
ice
[
2
]
.
2.
RE
L
AT
E
D
S
T
UDY
a.
Feld
m
a
n
s
t
u
d
y
(
2015
)
T
h
is
p
ap
er
p
r
o
v
id
es
a
r
eso
u
r
ce
o
n
th
e
i
m
p
ac
t
o
f
s
o
cial
m
ed
ia
o
n
ad
u
l
t
lear
n
er
s
‟
c
o
n
s
tr
u
ct
io
n
o
f
k
n
o
w
led
g
e,
p
ar
ticu
lar
l
y
as
it
p
er
tain
s
to
ad
u
lt
ed
u
ca
tio
n
'
s
r
o
le
in
f
o
s
ter
in
g
a
r
o
b
u
s
t
d
e
m
o
cr
atic
s
o
ciety
.
T
h
er
e
h
as
b
ee
n
a
n
i
n
cr
ea
s
e
i
n
t
h
e
l
iter
atu
r
e
in
r
ec
en
t
y
ea
r
s
t
h
a
t
e
x
p
lo
r
es
t
h
e
v
ar
io
u
s
as
p
ec
ts
o
f
s
o
cial
m
ed
ia
u
s
e,
s
u
c
h
a
s
t
h
e
i
n
ci
v
ilit
y
o
f
o
n
li
n
e
d
is
c
u
s
s
io
n
,
th
e
h
o
m
o
g
e
n
o
u
s
n
at
u
r
e
o
f
v
ie
ws
lear
n
er
s
ar
e
ex
p
o
s
ed
to
o
n
lin
e,
an
d
th
e
ab
ilit
y
o
f
i
n
d
iv
id
u
al
an
d
co
r
p
o
r
a
te
ac
to
r
s
to
m
a
n
ip
u
late
o
n
lin
e
co
n
ten
t.
T
h
i
s
p
ap
er
aim
s
to
p
r
o
v
id
e
a
w
id
e
an
g
le
v
ie
w
o
f
t
h
e
s
it
u
atio
n
wh
ile
ac
h
iev
i
n
g
t
w
o
g
o
als
(
a)
d
ev
elo
p
m
e
n
t
o
f
ca
teg
o
r
ies
w
h
ich
g
r
o
u
p
i
m
p
li
ca
tio
n
s
o
f
s
o
cial
m
ed
ia
u
s
e
(
b
)
ar
g
u
m
en
t
o
f
lo
w
s
o
cial
m
ed
ia
in
f
o
r
m
atio
n
liter
ac
y
as a
ch
a
llen
g
e
f
ac
in
g
ad
u
lt e
d
u
ca
to
r
s
[
5
]
.
b.
No
r
m
a
n
,
et
al
.
,
s
tu
d
y
(
2015
)
T
h
is
s
tu
d
y
in
v
e
s
ti
g
ated
r
o
les
o
f
s
o
cial
p
ar
ticip
atio
n
i
n
m
o
b
i
le
s
o
cial
m
ed
ia
lear
n
in
g
u
s
i
n
g
th
e
“
lad
d
er
o
f
p
ar
ticip
atio
n
an
d
m
a
s
ter
i
n
g
.
”
P
ar
ticip
an
ts
w
er
e
s
t
u
d
en
t
s
ta
k
in
g
a
n
ed
u
ca
t
io
n
al
tec
h
n
o
lo
g
y
co
u
r
s
e
i
n
a
lo
ca
l
u
n
i
v
er
s
it
y
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
a
f
o
u
r
-
m
o
n
t
h
p
er
io
d
.
Data
w
as
co
llected
f
r
o
m
d
i
s
cu
s
s
io
n
s
w
h
ile
lear
n
i
n
g
a
m
o
n
g
th
e
s
t
u
d
en
ts
a
s
o
cial
m
ed
ia
p
latf
o
r
m
,
Face
b
o
o
k
g
r
o
u
p
s
,
o
n
m
o
b
il
e
d
ev
ices.
T
h
e
d
ata
w
a
s
an
a
l
y
ze
d
u
s
i
n
g
a
s
o
ci
al
n
et
w
o
r
k
an
al
y
s
is
to
o
l,
No
d
eXL
.
Data
w
as a
n
al
y
ze
d
b
ased
o
n
eg
o
ce
n
tr
ic
n
et
w
o
r
k
s
,
b
et
w
ee
n
es
s
ce
n
tr
ali
t
y
,
an
d
clo
s
e
n
es
s
ce
n
tr
ali
t
y
.
T
h
e
f
i
n
d
i
n
g
s
r
ev
ea
led
t
h
at
th
er
e
ar
e
f
o
u
r
r
o
les
o
f
s
o
cial
p
ar
ticip
atio
n
i
n
m
o
b
i
le
s
o
cial
m
ed
ia,
w
h
ic
h
ar
e:
l
u
r
k
er
s
;
g
r
ad
u
all
y
m
aster
i
n
g
m
e
m
b
er
s
/p
ass
iv
e
m
e
m
b
er
s
;
r
ec
o
g
n
ized
m
e
m
b
e
r
s
;
an
d
co
ac
h
es.
T
h
e
f
i
n
d
in
g
s
also
in
d
icate
d
th
at
o
v
er
t
h
e
co
u
r
s
e
o
f
f
o
u
r
m
o
n
t
h
s
,
lear
n
er
s
ca
n
i
n
ter
ch
a
n
g
e
r
o
les
o
f
s
o
cial
p
ar
ticip
ati
o
n
b
ec
o
m
in
g
m
o
r
e
ce
n
tr
al
o
r
less
ce
n
tr
al
i
n
lear
n
in
g
d
is
c
u
s
s
io
n
s
.
A
s
a
r
es
u
lt
a
r
o
les
o
f
p
ar
ticip
atio
n
o
n
tin
u
u
m
f
o
r
m
o
b
ile
s
o
cial
m
ed
ia
lear
n
in
g
i
s
p
r
o
p
o
s
ed
.
Fu
t
u
r
e
r
esear
ch
co
u
ld
b
e
co
n
d
u
cted
i
n
o
t
h
er
f
i
eld
s
to
i
n
v
esti
g
ate
w
h
e
th
er
t
h
e
co
n
tin
u
u
m
p
r
o
d
u
ce
d
co
u
ld
b
e
u
s
ed
to
u
n
d
er
s
tan
d
th
e
r
elatio
n
s
h
ip
b
et
wee
n
m
o
b
ile
s
o
cial
m
ed
ia
lear
n
in
g
an
d
s
o
cial
p
ar
ticip
atio
n
r
o
les
[
2
]
.
c.
Gr
ee
n
an
d
L
e
w
in
(
2016
)
Gr
ee
n
a
n
d
L
e
w
i
n
ar
g
u
ed
t
h
a
t
s
o
cial
m
ed
ia
h
as
t
h
e
p
o
ten
t
ial
to
b
r
id
g
e
f
o
r
m
al
an
d
in
f
o
r
m
al
lear
n
in
g
th
r
o
u
g
h
p
ar
ticip
ato
r
y
d
ig
ital
cu
lt
u
r
es.
E
x
e
m
p
lar
s
o
f
s
o
p
h
i
s
ticated
u
s
e
b
y
y
o
u
n
g
p
eo
p
le
s
u
p
p
o
r
t
th
is
clai
m
,
alt
h
o
u
g
h
t
h
e
m
aj
o
r
it
y
o
f
y
o
u
n
g
p
eo
p
le
ad
o
p
t
th
e
r
o
l
e
o
f
co
n
s
u
m
er
s
r
ath
er
t
h
an
f
u
ll
p
ar
ticip
an
ts
.
Sch
o
lar
s
h
a
v
e
s
u
g
g
ested
th
e
p
o
ten
tial
o
f
s
o
cial
m
ed
ia
f
o
r
i
n
teg
r
at
in
g
f
o
r
m
al
a
n
d
i
n
f
o
r
m
al
lear
n
i
n
g
,
y
et
th
is
w
o
r
k
i
s
co
m
m
o
n
l
y
u
n
d
er
-
t
h
eo
r
ized
.
T
h
e
y
p
r
o
p
o
s
e
a
m
o
d
el
th
eo
r
izin
g
s
o
cial
m
ed
ia
as
a
s
p
ac
e
f
o
r
lear
n
in
g
w
i
th
v
ar
y
i
n
g
attr
ib
u
te
s
o
f
f
o
r
m
alit
y
a
n
d
in
f
o
r
m
ali
t
y
.
T
h
r
o
u
g
h
t
w
o
co
n
tr
a
s
ti
n
g
ca
s
e
s
tu
d
ies,
t
h
e
y
ap
p
ly
th
e
ir
m
o
d
el
to
g
et
h
er
with
s
o
cial
co
n
s
tr
u
c
tiv
is
m
a
n
d
co
n
n
ec
tiv
is
m
a
s
t
h
eo
r
etica
l
l
en
s
e
s
t
h
r
o
u
g
h
w
h
ic
h
to
tease
o
u
t
th
e
co
m
p
le
x
itie
s
o
f
lear
n
i
n
g
i
n
v
ar
io
u
s
s
e
ttin
g
s
.
T
h
e
y
co
n
cl
u
d
e
th
at
th
ei
r
m
o
d
el
co
u
ld
r
ev
ea
l n
e
w
u
n
d
er
s
ta
n
d
i
n
g
s
o
f
s
o
cial
m
ed
ia
i
n
ed
u
ca
tio
n
,
a
n
d
o
u
tlin
e
f
u
tu
r
e
r
esear
c
h
d
ir
ec
tio
n
s
[
6
]
.
d.
Kea
r
et
a
l
.
,
s
tu
d
y
(
2016
)
I
n
t
h
is
s
t
u
d
y
t
h
r
ee
e
x
e
m
p
lar
s
ar
e
p
r
esen
ted
o
f
s
o
cial
tec
h
n
o
lo
g
ies
d
ep
lo
y
ed
i
n
ed
u
ca
ti
o
n
al
co
n
te
x
t
s
:
w
i
k
i
s
;
a
p
h
o
to
-
s
h
ar
i
n
g
e
n
v
ir
o
n
m
e
n
t;
a
n
d
a
s
o
cial
b
o
o
k
m
ar
k
in
g
to
o
l.
St
u
d
en
ts
w
er
e
f
o
u
n
d
to
en
g
ag
e
w
it
h
th
e
tech
n
o
lo
g
ie
s
s
elec
ti
v
el
y
,
s
o
m
eti
m
es
r
ej
ec
tin
g
th
e
m
,
in
th
e
l
ig
h
t
o
f
t
h
eir
p
r
io
r
c
o
n
ce
p
tio
n
s
o
f
ed
u
ca
tio
n
.
So
m
e
s
tu
d
e
n
ts
(
a
m
in
o
r
it
y
in
al
l
th
e
s
tu
d
ie
s
)
w
er
e
u
n
s
y
m
p
at
h
etic
to
t
h
e
ed
u
ca
tio
n
al
p
h
ilo
s
o
p
h
y
u
n
d
er
p
in
n
i
n
g
t
h
e
tech
n
o
lo
g
y
‟
s
ad
o
p
tio
n
.
T
h
e
p
a
p
er
d
em
o
n
s
tr
ate
s
,
th
r
o
u
g
h
an
ex
a
m
in
at
io
n
o
f
in
-
co
n
te
x
t
u
s
e,
th
e
i
m
p
o
r
tan
ce
o
f
s
o
cio
c
u
lt
u
r
al
f
ac
to
r
s
i
n
r
el
atio
n
to
ed
u
ca
tio
n
,
a
n
d
t
h
e
n
o
n
-
d
eter
m
i
n
is
t
ic
n
atu
r
e
o
f
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
y
.
T
h
e
ac
ad
e
m
ic
s
t
u
d
y
o
f
tech
n
o
lo
g
y
h
a
s
in
cr
ea
s
in
g
l
y
ca
lled
in
to
q
u
esti
o
n
t
h
e
d
eter
m
in
i
s
tic
v
ie
w
s
w
h
ich
ar
e
s
o
p
er
v
asi
v
e
i
n
p
o
p
u
lar
d
is
co
u
r
s
e
an
d
a
m
o
n
g
p
o
licy
-
m
a
k
er
s
.
I
n
s
tead
,
s
o
cio
cu
lt
u
r
al
f
ac
to
r
s
p
lay
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
an
d
d
ef
in
in
g
tech
n
o
lo
g
y
a
n
d
ed
u
ca
tio
n
a
l
tech
n
o
lo
g
y
is
n
o
e
x
ce
p
tio
n
,
a
s
t
h
e
e
x
a
m
p
le
s
i
n
th
e
p
ap
er
s
h
o
w
.
T
h
e
p
ap
er
co
n
clu
d
es
b
y
d
r
a
w
i
n
g
o
u
t
s
o
m
e
i
m
p
licatio
n
s
o
f
t
h
e
ex
a
m
p
les f
o
r
th
e
u
s
e
o
f
s
o
cial
tec
h
n
o
lo
g
ies in
ed
u
ca
tio
n
[
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2
0
8
8
-
8708
Th
e
I
mp
a
ct
o
f
S
o
cia
l Med
ia
T
ec
h
n
o
lo
g
ies o
n
A
d
u
lt Lea
r
n
in
g
(
K
h
a
lil A
ls
a
a
d
a
t
)
3749
e.
Gü
lb
ah
ar
et
a
l
.
,
s
tu
d
y
(
2017
)
W
h
ile
u
b
iq
u
ito
u
s
i
n
ev
er
y
d
a
y
u
s
e,
in
r
ea
lit
y
,
s
o
cial
m
ed
ia
u
s
a
g
e
w
it
h
in
h
ig
h
er
ed
u
ca
tio
n
teac
h
i
n
g
h
as
ex
p
an
d
ed
q
u
ite
s
lo
w
l
y
.
A
n
a
l
y
s
is
o
f
s
o
cial
m
ed
ia
u
s
ag
e
o
f
s
t
u
d
en
t
s
an
d
in
s
tr
u
cto
r
s
f
o
r
teac
h
in
g
,
lear
n
i
n
g
,
an
d
r
esear
ch
p
u
r
p
o
s
es
ac
r
o
s
s
f
o
u
r
co
u
n
tr
ies
(
R
u
s
s
ia,
T
u
r
k
e
y
,
Ger
m
an
y
,
an
d
S
w
itzer
la
n
d
)
s
h
o
w
ed
th
at
m
an
y
h
ig
h
er
ed
u
ca
tio
n
i
n
s
tr
u
cto
r
s
ac
tiv
el
y
u
s
e
s
o
cial
m
ed
ia
f
o
r
p
r
iv
ate
p
u
r
p
o
s
es.
Ho
w
ev
er
,
alth
o
u
g
h
th
e
y
u
n
d
er
s
tan
d
th
a
t
th
eir
s
t
u
d
en
ts
al
s
o
u
s
e
it
f
o
r
lear
n
i
n
g
p
u
r
p
o
s
es,
an
d
in
s
tr
u
c
to
r
s
s
en
s
e
th
e
p
o
ten
tial
o
f
s
o
cial
m
ed
ia
i
n
teac
h
i
n
g
,
t
h
e
y
m
o
s
tl
y
r
e
f
r
ai
n
f
r
o
m
d
o
i
n
g
s
o
d
u
e
to
v
ar
io
u
s
b
ar
r
ier
s
.
I
n
r
esp
o
n
s
e,
a
n
o
p
en
l
y
ac
ce
s
s
ib
le
tr
ili
n
g
u
al
s
o
cial
m
ed
ia
to
o
lk
i
t
w
a
s
d
ev
e
lo
p
ed
w
h
ich
a
n
al
y
ze
s
th
e
tea
ch
in
g
s
ce
n
ar
io
w
it
h
s
e
v
er
al
q
u
e
s
tio
n
s
,
b
ef
o
r
e
s
u
g
g
est
in
g
,
b
ased
o
n
a
n
al
g
o
r
ith
m
,
t
h
e
b
es
t
m
atc
h
in
g
c
lass
o
f
s
o
cial
m
ed
ia,
co
m
p
lete
w
it
h
ad
v
ice
o
n
h
o
w
to
u
s
e
it
f
o
r
teac
h
i
n
g
p
u
r
p
o
s
es.
T
h
is
s
tu
d
y
e
x
p
lain
s
th
e
r
atio
n
al
e
b
eh
in
d
th
e
to
o
l
k
it,
its
d
e
v
elo
p
m
en
t p
r
o
ce
s
s
,
an
d
ex
a
m
i
n
es
i
n
s
tr
u
cto
r
s
'
p
er
ce
p
tio
n
s
to
w
ar
d
s
it
[
8
]
.
f.
Sh
e
n
et
a
l
.
,
s
tu
d
y
(
2017
)
E
d
u
ca
tio
n
al
p
r
ac
titi
o
n
er
s
h
a
v
e
ad
o
p
ted
s
o
cial
m
ed
ia
to
th
eir
o
n
li
n
e
o
r
m
o
b
ile
co
m
m
u
n
itie
s
,
litt
l
e
atten
tio
n
h
a
s
b
ee
n
p
aid
to
in
v
e
s
tig
a
te
th
e
s
o
cial
m
ed
ia
m
es
s
a
g
es r
elate
d
to
o
n
li
n
e
o
r
m
o
b
ile
lear
n
in
g
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
t
u
d
y
is
to
id
en
ti
f
y
s
o
cial
m
ed
ia
in
f
l
u
en
ce
r
s
an
d
tr
en
d
s
b
y
m
i
n
i
n
g
T
w
it
ter
p
o
s
ts
r
elate
d
to
o
n
lin
e
lear
n
i
n
g
a
n
d
m
o
b
ile
lear
n
i
n
g
.
T
h
e
y
id
e
n
ti
f
ied
t
h
e
in
f
lu
e
n
ce
r
s
o
n
T
w
itter
b
y
t
h
r
ee
d
if
f
er
en
t
m
ea
s
u
r
es:
t
h
e
n
u
m
b
er
o
f
t
w
e
ets
p
o
s
ted
b
y
ea
c
h
u
s
er
,
t
h
e
n
u
m
b
er
o
f
m
en
tio
n
s
b
y
o
th
er
u
s
er
s
f
o
r
ea
ch
u
s
er
,
a
n
d
th
e
n
u
m
b
er
o
f
r
et
wee
ts
f
o
r
ea
ch
u
s
er
.
T
h
e
y
a
ls
o
an
al
y
ze
d
th
e
tr
en
d
s
o
f
o
n
lin
e
lea
r
n
i
n
g
a
n
d
m
o
b
ile
lear
n
in
g
b
y
t
h
e
f
o
llo
w
i
n
g
p
er
s
p
ec
ti
v
es:
t
h
e
d
escr
ip
tiv
e
s
tati
s
tics
o
f
t
h
e
r
elate
d
t
w
ee
ts
,
th
e
m
o
n
t
h
l
y
a
n
d
h
o
u
r
l
y
li
n
e
ch
ar
t
s
o
f
th
e
r
elate
d
t
w
ee
t
s
,
th
e
d
es
cr
ip
tiv
e
s
tatis
tics
o
f
t
h
e
r
elate
d
r
etw
ee
ts
,
th
e
v
o
lu
m
e
tr
en
d
s
o
f
t
h
e
m
o
s
t
r
et
w
ee
ted
t
w
ee
ts
,
a
n
d
th
e
to
p
1
0
h
as
h
tag
s
o
f
th
e
r
elate
d
t
w
ee
t
s
.
T
h
e
r
esu
lts
o
f
th
is
s
t
u
d
y
ca
n
p
r
o
v
id
e
ed
u
ca
tio
n
al
p
r
ac
titi
o
n
er
s
d
i
f
f
er
en
t
w
a
y
s
o
f
u
n
d
er
s
ta
n
d
in
g
a
n
d
ex
p
lain
i
n
g
t
h
e
p
u
b
lic
o
p
in
io
n
s
to
w
ar
d
o
n
li
n
e
lear
n
in
g
a
n
d
m
o
b
ile
lear
n
i
n
g
[
3
]
.
T
h
e
p
r
ev
io
u
s
s
tu
d
ie
s
s
h
o
w
ed
th
at
to
d
a
y
,
p
r
ac
titi
o
n
er
s
i
n
cr
ea
s
in
g
l
y
r
ea
lize
th
at
o
p
p
o
r
tu
n
it
ies
f
o
r
g
r
o
w
th
,
d
ev
elo
p
m
en
t,
a
n
d
in
n
o
v
atio
n
lie
o
u
ts
id
e
th
eir
o
w
n
o
r
g
an
i
za
tio
n
.
T
h
ese
an
d
r
ec
en
t
o
th
er
tech
n
o
lo
g
ica
l
d
ev
elo
p
m
en
t
s
h
a
v
e
g
i
v
en
r
i
s
e
to
m
o
r
e
o
p
en
n
es
s
i
n
o
r
g
an
izatio
n
a
l
p
r
ac
t
ices.
T
h
is
o
p
en
n
es
s
m
ak
e
s
e
m
p
lo
y
ee
s
less
co
n
s
tr
ai
n
ed
b
y
b
o
u
n
d
ar
ies
t
h
at
o
th
er
w
i
s
e
w
o
u
ld
i
m
p
ed
e
k
n
o
w
led
g
e
s
h
ar
in
g
.
C
u
r
r
en
t
tech
n
o
lo
g
ies
an
d
u
s
e
o
f
s
o
cial
m
ed
ia
e
n
ab
le
p
r
o
f
ess
io
n
al
s
to
co
n
n
ec
t
w
it
h
th
eir
p
ee
r
s
w
it
h
g
r
ea
ter
ea
s
e,
at
a
lar
g
er
s
ca
le
an
d
o
n
a
co
n
tin
u
in
g
b
asi
s
(
S
ch
er
u
r
s
et
a
l
.
,
2
0
1
4
)
[
9
]
.
Sh
en
et
a
l
.
,
(
2
0
1
7
)
ar
g
u
ed
t
h
at,
o
v
er
th
e
p
ast
d
ec
ad
e,
o
n
lin
e
s
o
cial
n
et
w
o
r
k
i
n
g
s
ites
s
u
c
h
as
F
ac
eb
o
o
k
,
m
o
b
ile
p
h
o
n
e
s
t
w
itter
an
d
o
th
er
s
ar
e
o
n
e
o
f
th
e
co
m
m
u
n
ica
tio
n
s
tech
n
o
lo
g
ies
t
h
at
h
a
v
e
b
ee
n
w
id
el
y
ad
o
p
ted
b
y
ad
u
lt
lear
n
er
s
(
S
h
en
et
a
l
.
,
2017)
[
3
]
.
T
h
e
s
o
cial
i
m
p
ac
t
a
n
d
t
h
e
q
u
al
it
y
o
f
in
f
o
r
m
atio
n
t
h
r
o
u
g
h
Face
b
o
o
k
h
ad
a
p
o
s
it
iv
e
i
m
p
ac
t
b
o
th
d
ir
ec
tl
y
a
n
d
in
d
i
r
ec
tl
y
in
d
eter
m
in
in
g
t
h
e
s
u
s
tain
ab
ilit
y
o
f
o
n
e
's
in
ten
t
io
n
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
[
1
0
-
b
er
lilan
a]
.
E
d
u
ca
tio
n
al
p
r
ac
titi
o
n
er
s
h
a
v
e
also
ad
o
p
te
d
s
o
cial
n
et
w
o
r
k
i
n
g
to
o
ls
to
o
n
lin
e
lear
n
in
g
co
m
m
u
n
itie
s
f
o
r
t
h
eir
co
u
r
s
e
d
esi
g
n
an
d
d
eli
v
er
y
.
B
y
co
n
n
ec
ti
n
g
m
o
b
ile
lear
n
i
n
g
to
s
o
cial
m
ed
ia
s
ites
,
lear
n
er
s
ca
n
g
et
t
h
e
n
ec
ess
ar
y
co
n
te
x
t
u
al
i
n
f
o
r
m
ati
o
n
f
r
o
m
t
h
e
o
t
h
er
u
s
er
s
.
So
cial
n
et
w
o
r
k
i
n
g
tech
n
o
lo
g
ies,
a
n
d
m
ed
ia
ca
n
f
o
s
ter
i
n
ter
ac
tio
n
a
n
d
co
m
m
u
n
icat
io
n
b
et
w
ee
n
lear
n
er
s
an
d
i
n
s
tr
u
cto
r
s
,
b
ec
au
s
e
lear
n
er
s
m
a
y
h
a
v
e
li
m
ited
f
ac
e
to
f
ac
e
ti
m
e
to
b
u
ild
a
s
u
p
p
o
r
t
n
et
w
o
r
k
w
ith
t
h
ei
r
p
ee
r
s
in
o
n
lin
e
o
r
m
o
b
ile
lear
n
i
n
g
e
n
v
i
r
o
n
m
en
ts
.
T
h
e
b
r
id
g
e
o
n
s
o
cial
m
ed
ia
p
la
y
s
an
i
m
p
o
r
tan
t
p
ar
t
in
lear
n
er
s
m
o
tiv
a
tio
n
,
r
eten
t
io
n
,
an
d
lear
n
in
g
i
n
d
is
tr
ib
u
ted
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
[
3
]
.
3.
CH
AL
L
E
N
G
E
S O
F
SO
CIA
L
M
E
DIA
Ma
n
y
o
f
th
e
p
o
s
it
iv
e
s
o
f
d
ep
lo
y
i
n
g
s
o
ci
al
m
ed
ia
in
d
i
g
ital
ed
u
ca
tio
n
,
h
a
v
e
a
ls
o
b
ee
n
c
h
allen
g
ed
,
Sal
m
o
n
et
a
l
.
,
(
2
0
1
5
)
,
r
ev
iew
ed
s
o
m
e
s
t
u
d
ies
co
n
ce
r
n
i
n
g
th
e
ch
al
len
g
es
s
o
cial
m
ed
ia
en
co
u
n
ter
s
as
a
lear
n
in
g
to
o
l.
T
h
e
y
r
ep
o
r
ted
th
at
s
o
m
e
s
t
u
d
ies
h
i
g
h
l
ig
h
ted
th
at
t
h
er
e
is
n
o
ad
eq
u
ate
e
v
id
en
ce
th
at
s
o
cial
n
et
w
o
r
k
s
p
r
o
v
id
e
an
ar
en
a
f
o
r
all
s
t
u
d
en
ts
to
d
e
v
elo
p
cr
itica
l
an
d
i
n
d
ep
en
d
en
t
th
in
k
i
n
g
s
k
i
lls
.
Ot
h
er
s
t
u
d
ies
s
h
o
w
t
h
at
s
t
u
d
en
t
s
f
ee
l
th
at
s
o
cial
m
ed
ia
r
ed
u
ce
s
s
tu
d
e
n
t
co
llab
o
r
atio
n
b
ec
au
s
e
s
t
u
d
en
t
s
wo
r
k
s
ep
ar
atel
y
o
n
d
if
f
er
e
n
t
p
ar
ts
o
f
a
p
r
o
j
ec
t,
w
h
ich
m
in
i
m
is
es
o
p
p
o
r
tu
n
ities
f
o
r
co
l
lab
o
r
ativ
e
lear
n
i
n
g
.
St
u
d
en
t
s
also
r
ep
o
r
t
th
at
u
s
in
g
s
o
cial
m
ed
ia
i
n
lear
n
in
g
m
a
y
lead
to
m
is
u
n
d
er
s
ta
n
d
in
g
s
,
less
k
n
o
w
led
g
e
s
h
ar
in
g
,
an
d
les
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llab
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ativ
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s
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ea
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m
e
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t
h
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f
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k
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a
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t
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d
ies
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u
ch
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Ma
d
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(
2
0
0
9
)
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ar
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e
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t
h
at
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u
d
en
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s
ar
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o
t
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o
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o
r
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o
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m
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elat
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al
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f
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m
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d
b
et
w
ee
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p
u
b
lic
an
d
p
r
iv
a
te
s
p
ac
es.
B
o
th
s
tu
d
e
n
ts
a
n
d
ac
ad
e
m
ic
s
m
a
y
f
ee
l
t
h
at
s
o
cial
m
ed
ia
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es
i
n
ter
f
er
e
s
w
it
h
t
h
eir
p
r
iv
a
te
liv
es,
w
h
ich
r
ai
s
es
co
n
ce
r
n
s
ab
o
u
t
r
ep
r
esen
ti
n
g
id
en
titi
e
s
i
n
t
h
e
o
n
lin
e
en
v
ir
o
n
m
en
t
[
1
1
]
.
Gu
lb
ah
ar
et
a
l
.
,
(
2017
)
,
r
ev
iew
ed
d
if
f
er
e
n
t
s
t
u
d
ies
co
n
ce
r
n
i
n
g
th
e
b
ar
r
ier
s
o
f
s
o
cial
m
ed
ia
as
a
lear
n
i
n
g
to
o
l.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
8
,
No
.
5
,
Octo
b
er
2
0
1
8
:
374
7
–
3
7
5
5
3750
T
h
ey
f
o
u
n
d
th
at
v
ar
io
u
s
s
t
u
d
ies
h
a
v
e
s
h
o
w
n
t
h
at
th
e
la
tter
ca
u
s
ed
g
r
ea
ter
c
h
alle
n
g
es
to
tec
h
n
o
lo
g
y
in
te
g
r
atio
n
t
h
a
n
t
h
e
f
o
r
m
er
.
Ad
d
itio
n
all
y
,
He
w
a
n
d
B
r
u
s
h
(
2012
)
,
an
al
y
ze
d
liter
at
u
r
e
p
u
b
lis
h
ed
f
r
o
m
1
9
9
5
to
2
0
0
6
an
d
id
en
tif
ied
:
r
eso
u
r
ce
s
,
k
n
o
w
led
g
e/
s
k
i
lls
o
f
te
ac
h
er
s
,
an
d
attit
u
d
es
an
d
b
elief
s
a
s
th
e
m
o
s
t
f
r
eq
u
en
tl
y
cited
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ar
r
ier
s
.
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w
ev
er
,
th
e
m
aj
o
r
o
b
s
tacle
s
tated
w
as
a
lack
o
f
k
n
o
w
led
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e
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ec
o
n
d
o
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d
e
r
b
a
r
r
ier
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d
s
k
i
ll
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o
f
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o
w
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ef
f
ec
tiv
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y
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teg
r
ate
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o
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m
ed
i
a
f
r
o
m
an
i
n
s
tr
u
ctio
n
a
l
d
esig
n
p
er
s
p
ec
tiv
e.
R
o
g
er
s
E
s
tab
le
(
2
014
)
r
esea
r
ch
ed
ex
tr
i
n
s
ic
a
n
d
i
n
tr
i
n
s
ic
f
ac
u
lt
y
b
ar
r
ier
s
to
th
e
ad
o
p
tio
n
o
f
W
eb
2
.
0
tech
n
o
lo
g
ies
a
n
d
r
ep
o
r
ted
th
e
to
p
f
o
u
r
o
b
s
tac
les
as:
No
tr
ain
i
n
g
o
n
u
s
a
g
e,
No
ti
m
e
to
lear
n
h
o
w
to
u
s
e,
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ac
k
o
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ad
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i
n
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ativ
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p
p
o
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d
No
tech
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o
lo
g
y
s
u
p
p
o
r
t.
Gu
lb
ah
ar
et
a
l
.
,
(
2
0
1
7
)
also
r
ep
o
r
ted
s
o
m
e
b
ar
r
ier
s
in
th
eir
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tu
d
y
.
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n
s
tr
u
c
to
r
s
ar
e
b
o
th
en
th
u
s
iast
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a
n
d
s
k
ep
tical
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o
u
t
i
n
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r
ati
n
g
s
o
cial
m
ed
ia
w
ith
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tea
ch
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n
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h
a
v
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ed
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o
g
ic
al
co
n
ce
r
n
s
ab
o
u
t
q
u
alit
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an
d
s
tu
d
e
n
t
s
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cc
es
s
.
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n
s
tr
u
cto
r
s
s
tated
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ee
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o
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d
w
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t.
T
h
e
y
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r
ele
v
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t
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n
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o
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m
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n
th
e
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s
s
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ar
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p
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g
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ess
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g
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n
l
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h
r
o
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g
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s
elf
-
m
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ated
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d
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v
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l
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th
e
y
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n
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u
d
ed
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t
s
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cial
m
ed
ia
o
f
f
er
s
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u
t
al
s
o
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o
s
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b
ar
r
ier
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ie
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n
h
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g
h
er
a
n
d
ad
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lt
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u
ca
tio
n
.
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ar
r
ier
s
a
r
e
r
elate
d
to
th
e
s
k
i
lls
a
n
d
n
ee
d
s
o
f
teac
h
er
s
,
w
h
er
ea
s
p
o
te
n
tial
i
s
m
o
r
e
ap
p
licab
le
f
o
r
lear
n
er
s
.
T
h
er
ef
o
r
e,
it
ca
n
b
e
s
a
id
th
at
s
o
l
u
tio
n
s
s
h
o
u
ld
b
e
p
r
o
v
id
ed
to
s
u
p
p
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t
teac
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er
s
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co
m
in
g
p
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s
s
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le
b
ar
r
ier
s
to
ef
f
e
ctiv
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s
o
cial
m
ed
ia
i
n
te
g
r
atio
n
in
h
ig
h
er
an
d
co
n
tin
u
i
n
g
ed
u
ca
tio
n
[
8
]
.
Ho
w
e
v
er
in
s
p
ite
o
f
th
e
s
e
b
ar
r
ier
s
T
h
r
o
u
g
h
s
o
cial
o
n
li
n
e
in
ter
ac
tio
n
an
d
d
is
cu
s
s
io
n
ad
u
lt
lear
n
er
s
co
ll
ab
o
r
ativ
el
y
s
h
ar
e
m
e
s
s
a
g
es
n
o
t
o
n
l
y
r
elatin
g
to
th
e
ir
task
s
an
d
co
n
ce
r
n
s
t
h
at
th
e
y
m
a
y
h
a
v
e
ab
o
u
t
th
at
tas
k
,
b
u
t
a
ls
o
t
h
eir
o
w
n
s
tr
ate
g
i
es
o
n
h
o
w
a
s
p
ec
if
ic
tas
k
ca
n
b
e
s
o
l
v
ed
an
d
co
m
p
leted
.
On
lin
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
th
at
u
s
e
s
s
o
cial
n
et
w
o
r
k
i
n
g
ca
n
h
elp
e
s
tab
lis
h
in
g
o
n
li
n
e
co
n
n
ec
tio
n
s
a
n
d
m
in
i
m
ize
is
o
latio
n
f
ee
lin
g
s
,
w
h
ich
u
s
u
al
l
y
o
cc
u
r
i
n
o
n
li
n
e
lear
n
i
n
g
wh
er
e
ad
u
lt
lear
n
er
s
f
ee
l iso
lated
o
r
lo
n
el
y
[
1
2
]
.
4.
SO
CIA
L
M
E
DIA L
E
ARNI
NG
M
O
DE
L
S
a.
P
ar
k
(
2
0
1
1
)
f
r
am
e
w
o
r
k
P
ar
k
co
n
d
u
cted
a
s
t
u
d
y
to
r
ev
ie
w
a
n
d
class
if
y
a
v
ar
iet
y
o
f
ed
u
ca
tio
n
al
ap
p
licatio
n
s
w
it
h
m
o
b
il
e
tech
n
o
lo
g
ies.
He
g
e
n
er
ated
a
co
n
ce
p
tu
al
a
n
d
p
ed
ag
o
g
ical
f
r
a
m
e
w
o
r
k
t
h
at
w
as
b
ased
o
n
h
ig
h
v
er
s
u
s
lo
w
tr
an
s
ac
tio
n
al
d
is
tan
ce
an
d
i
n
d
iv
id
u
alize
d
v
er
s
u
s
s
o
cialize
d
ac
tiv
it
y
.
T
h
e
f
o
u
r
t
y
p
es
o
f
m
o
b
ile
lear
n
i
n
g
g
en
er
ated
in
th
e
co
n
te
x
t
o
f
d
is
tan
ce
ed
u
ca
tio
n
i
n
cl
u
d
e
h
ig
h
tr
an
s
ac
tio
n
al
d
is
ta
n
ce
s
o
ciali
ze
d
m
lear
n
i
n
g
,
h
ig
h
tr
an
s
ac
tio
n
al
d
i
s
tan
ce
in
d
iv
id
u
alize
d
m
-
lear
n
i
n
g
,
lo
w
tr
an
s
ac
tio
n
al
d
is
ta
n
ce
s
o
cializ
ed
m
-
lear
n
i
n
g
,
an
d
lo
w
tr
a
n
s
ac
tio
n
al
d
is
ta
n
ce
in
d
iv
id
u
alize
d
m
o
b
ile
lear
n
i
n
g
[
1
3
]
.
b.
Sath
ic
k
an
d
Ve
n
k
a
(
2
0
1
5
)
f
r
am
e
w
o
r
k
T
h
is
f
r
a
m
e
w
o
r
k
a
i
m
s
to
p
r
o
v
i
d
e
a
p
er
s
o
n
alize
d
a
n
d
n
o
n
p
er
s
o
n
alize
d
r
ec
o
m
m
e
n
d
atio
n
s
y
s
te
m
f
o
r
th
e
w
eb
u
s
er
w
it
h
th
e
h
elp
o
f
co
m
m
o
n
d
ata
r
ep
o
s
ito
r
y
.
T
h
e
p
r
o
p
o
s
ed
f
r
a
m
e
w
o
r
k
s
h
o
w
s
th
e
t
y
p
ical
in
ter
ac
tio
n
b
et
w
ee
n
t
h
e
u
s
er
a
n
d
t
h
e
w
eb
th
r
o
u
g
h
th
e
k
n
o
w
led
g
e
en
g
i
n
e
w
h
ic
h
ac
t
s
a
s
a
lo
g
ical
i
n
ter
f
ac
e
f
o
r
t
h
e
u
s
er
to
f
etch
u
s
e
f
u
l in
f
o
r
m
a
tio
n
f
r
o
m
th
e
w
eb
.
T
h
e
w
o
r
k
ca
r
r
ied
o
u
t
in
th
is
r
esear
ch
s
t
u
d
y
is
e
m
p
h
as
ized
th
r
o
u
g
h
t
h
e
f
o
llo
w
i
n
g
co
m
p
o
n
en
ts
:
m
a
n
ag
i
n
g
d
ata
r
ep
o
s
ito
r
y
,
k
n
o
w
led
g
e
en
g
in
e
q
u
er
y
p
r
o
ce
s
s
o
r
co
m
p
o
n
e
n
t,
a
n
d
estab
li
s
h
m
en
t
o
f
o
n
li
n
e
r
ec
o
m
m
e
n
d
atio
n
s
y
s
te
m
.
A
n
e
x
p
er
i
m
e
n
tal
m
e
th
o
d
o
lo
g
y
w
a
s
ad
o
p
t
e
d
to
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ate
a
u
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ter
s
h
is
w
eb
b
ased
q
u
er
ies
w
h
ic
h
tar
g
e
ts
t
h
e
p
er
f
o
r
m
a
n
ce
a
n
al
y
s
is
o
f
a
s
tu
d
e
n
t
f
o
r
h
is
ca
r
ee
r
g
u
id
a
n
ce
an
d
th
e
s
o
lu
tio
n
o
b
tain
ed
in
th
i
s
s
tu
d
y
p
r
o
v
id
e
s
a
s
u
itab
le
r
ec
o
m
m
e
n
d
atio
n
s
y
s
te
m
f
o
r
th
e
s
tu
d
e
n
t
in
ter
m
s
o
f
p
r
o
v
id
i
n
g
h
i
m
s
u
i
tab
le
ca
r
ee
r
g
u
id
an
c
e.
T
h
e
m
ai
n
g
o
al
is
to
i
m
p
r
o
v
e
q
u
alit
y
a
n
d
s
tan
d
ar
d
o
f
in
ter
ac
tio
n
a
m
o
n
g
th
e
w
eb
co
m
m
u
n
it
y
[
1
4
]
.
c.
T
h
o
m
as
a
n
d
W
o
o
d
s
id
e
(
2
0
1
6
)
m
o
d
el
T
h
o
m
as
a
n
d
w
o
o
d
s
id
e
p
r
o
p
o
s
ed
a
s
o
cial
m
ed
ia
m
at
u
r
it
y
m
o
d
el
w
h
ic
h
h
ea
lt
h
ca
r
e
o
r
g
a
n
iza
tio
n
s
ca
n
u
s
e
a
s
a
m
a
n
ag
e
m
e
n
t
to
o
l to
u
n
d
er
s
t
an
d
th
e
ir
p
o
s
itio
n
an
d
ca
p
ab
ili
ties
a
n
d
to
p
lan
f
o
r
i
m
p
r
o
v
e
m
en
ts
.
T
h
i
s
m
o
d
el
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n
al
s
o
b
e
u
s
ed
to
d
eter
m
i
n
e
t
h
e
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tate
o
f
t
h
e
in
d
u
s
tr
y
,
an
d
to
id
en
ti
f
y
lead
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s
a
n
d
l
ag
g
ar
d
s
.
At
t
h
e
b
r
o
ad
est lev
el,
th
e
b
u
ild
i
n
g
b
l
o
ck
s
o
f
s
o
cial
m
ed
ia
m
a
tu
r
it
y
ca
n
b
e
s
tated
as f
o
llo
w
s
:
So
cial
m
ed
ia
m
a
tu
r
it
y
:
C
o
n
te
n
t
+
C
o
m
m
u
n
it
y
+
I
n
teg
r
atio
n
=
C
o
h
er
en
ce
W
ith
in
ea
ch
o
f
t
h
e
s
o
cial
m
ed
ia
m
a
tu
r
it
y
co
m
p
o
n
en
t
s
,
s
ev
er
al
s
u
b
co
m
p
o
n
e
n
t
s
ar
e
id
en
ti
f
ied
.
T
h
e
y
p
r
o
p
o
s
ed
th
at
th
ese
s
u
b
co
m
p
o
n
en
ts
ar
e
b
asic
in
d
icato
r
s
f
o
r
d
eter
m
i
n
i
n
g
an
o
r
g
a
n
iz
atio
n
'
s
le
v
el
o
f
k
n
o
w
led
g
e
an
d
s
o
p
h
is
t
icatio
n
i
n
ter
m
s
o
f
co
n
te
n
t,
co
m
m
u
n
it
y
,
a
n
d
in
te
g
r
atio
n
,
o
r
its
s
o
cial
m
ed
i
a
m
at
u
r
it
y
[
1
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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ter
m
in
o
lo
g
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g
eo
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ap
h
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s
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R
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s
s
ia,
T
u
r
k
e
y
,
Ger
m
an
y
,
a
n
d
S
w
itz
er
lan
d
,
v
ar
io
u
s
cu
lt
u
r
es,
d
is
cip
lin
e
s
,
an
d
d
iv
er
s
e
r
eq
u
ir
e
m
en
t
s
w
er
e
ad
d
r
ess
ed
in
o
r
d
e
r
to
en
s
u
r
e
u
n
i
f
o
r
m
co
m
p
r
e
h
en
s
io
n
o
f
co
n
ce
p
ts
b
y
all
i
n
s
tr
u
cto
r
s
u
s
er
s
.
T
h
e
to
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lk
it
w
as
d
es
ig
n
ed
to
b
e
s
tr
ai
g
h
tf
o
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ar
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an
d
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n
co
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p
licated
,
p
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ev
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ti
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th
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o
r
t
o
f
m
i
s
u
n
d
er
s
tan
d
in
g
s
r
ev
ea
led
f
r
o
m
t
h
e
ir
r
esear
ch
an
d
as
f
o
u
n
d
in
t
h
e
liter
atu
r
e.
T
h
e
f
o
llo
w
in
g
i
s
th
e
Fra
m
e
w
o
r
k
f
o
r
th
e
So
cial
Me
d
ia
T
o
o
lk
it a
s
i
t
w
a
s
r
ep
o
r
ted
in
th
eir
s
tu
d
y
:
1.
I
n
s
tr
u
c
tio
n
al
m
et
h
o
d
s
S
ix
w
e
ll
-
k
n
o
w
n
ap
p
r
o
ac
h
es
to
teac
h
in
g
P
r
esen
ta
tio
n
Mo
d
el,
T
r
ain
in
g
Mo
d
el,
C
o
n
ce
p
t
T
ea
ch
in
g
,
C
o
o
p
er
ativ
e
L
ea
r
n
in
g
Mo
d
el,
P
r
o
b
lem
B
ased
L
ea
r
n
in
g
,
Ho
ld
in
g
Di
s
cu
s
s
io
n
,
th
r
ee
o
f
w
h
ich
ar
e
teac
h
er
ce
n
ter
ed
an
d
th
r
ee
s
t
u
d
en
t
ce
n
ter
ed
,
w
er
e
th
e
i
n
s
tr
u
ctio
n
al
m
et
h
o
d
s
s
elec
ted
d
u
e
to
th
ei
r
co
m
m
o
n
u
s
ag
e.
I
n
s
tr
u
c
tio
n
al
m
et
h
o
d
is
i
m
p
o
r
tan
t
f
o
r
in
s
tr
u
ctio
n
al
d
esi
g
n
an
d
t
h
e
s
elec
tio
n
o
f
a
n
y
co
r
r
esp
o
n
d
in
g
s
o
cial
m
ed
ia
to
o
l.
T
o
en
s
u
r
e
ef
f
ec
tiv
e
g
u
id
an
ce
,
th
e
to
o
lk
i
t
e
m
p
lo
y
s
i
n
s
tr
u
ctio
n
a
l
m
et
h
o
d
s
to
g
eth
er
w
it
h
d
etailed
ex
p
la
n
atio
n
s
,
in
c
lu
d
in
g
p
h
a
s
es o
f
i
m
p
le
m
en
tati
o
n
an
d
a
g
en
er
al
s
u
m
m
ar
y
.
2.
Kn
o
w
led
g
e
le
v
els
T
h
e
s
ec
o
n
d
d
im
e
n
s
io
n
o
f
th
e
f
r
a
m
e
w
o
r
k
,
k
n
o
w
led
g
e
lev
el
s
,
r
ef
er
s
to
lear
n
in
g
g
o
al
s
b
ased
o
n
th
e
co
g
n
iti
v
e
d
i
m
en
s
io
n
o
f
B
lo
o
m
's
r
e
v
is
ed
tax
o
n
o
m
y
,
th
e
s
t
r
o
n
g
th
eo
r
etica
l
f
r
a
m
e
w
o
r
k
u
s
ed
b
o
th
b
y
ed
u
ca
to
r
s
an
d
r
es
ea
r
ch
er
s
.
E
x
p
lan
atio
n
o
f
ea
ch
k
n
o
w
led
g
e
le
v
el,
s
a
m
p
le
ass
e
s
s
m
e
n
t
t
y
p
e
s
,
a
n
d
ac
ti
v
ities
ar
e
p
r
o
v
id
ed
s
ep
ar
atel
y
to
in
cr
ea
s
e
u
s
er
u
n
d
er
s
ta
n
d
i
n
g
.
I
n
s
tr
u
cto
r
s
ca
n
r
ea
d
ex
p
la
n
atio
n
s
o
f
ea
ch
k
n
o
w
led
g
e
le
v
el,
o
r
r
ev
ie
w
s
a
m
p
le
ac
ti
v
itie
s
i
n
o
r
d
er
to
d
eter
m
in
e
t
h
e
k
n
o
w
led
g
e
lev
e
l
th
e
i
n
s
tr
u
cto
r
w
a
n
t
s
s
t
u
d
en
t
s
to
ac
h
ie
v
e
.
B
ased
o
n
th
e
s
e
f
in
d
i
n
g
s
,
p
l
u
s
th
r
ee
o
th
er
d
o
m
a
in
s
i
n
s
tr
u
ctio
n
al
m
o
d
els,
as
s
es
s
m
e
n
t,
co
n
te
n
t,
t
h
e
m
o
s
t
s
u
itab
le
s
o
cial
m
ed
ia
i
s
s
u
g
g
e
s
ted
,
allo
w
i
n
g
i
n
s
tr
u
cto
r
s
to
in
teg
r
ate
s
o
cial
m
ed
ia
i
n
to
th
eir
ed
u
ca
tio
n
a
l
s
etti
n
g
s
.
3.
C
o
n
te
n
t t
y
p
e
s
T
h
e
th
ir
d
d
im
e
n
s
io
n
i
s
co
n
ten
t
t
y
p
e
in
te
n
d
ed
f
o
r
in
s
tr
u
ctio
n
,
im
p
o
r
tan
t
f
o
r
an
y
d
ec
is
io
n
ab
o
u
t
s
o
cial
m
ed
ia.
B
ased
o
n
t
h
e
li
ter
atu
r
e
w
er
e
d
ec
id
ed
u
p
o
n
.
E
ac
h
c
o
n
ten
t
t
y
p
e
h
a
s
d
i
f
f
er
en
t
ad
v
an
tag
e
s
f
o
r
s
tu
d
e
n
ts
,
p
la
y
i
n
g
an
i
m
p
o
r
tan
t
r
o
le
d
u
r
in
g
i
n
s
tr
u
ctio
n
al
d
es
ig
n
.
T
h
e
y
ar
e
al
s
o
i
m
p
o
r
ta
n
t
d
if
f
er
e
n
ce
s
b
ased
o
n
s
o
cial
m
ed
ia
t
y
p
es,
s
in
ce
d
i
f
f
er
en
t
s
o
cial
m
ed
ia
c
an
s
u
p
p
o
r
t
d
if
f
er
e
n
t
co
n
te
n
t
t
y
p
e
s
.
I
n
t
h
e
to
o
lk
it,
co
n
te
n
t
t
y
p
e
s
ar
e
e
x
p
l
ain
ed
w
it
h
s
a
m
p
le
ac
ti
v
it
ies
t
h
at
ca
n
h
elp
in
s
tr
u
cto
r
s
in
co
u
r
s
e
d
es
ig
n
,
p
lu
s
ad
d
itio
n
al
i
n
f
o
r
m
atio
n
i
s
av
ailab
le
to
u
s
er
s
if
r
eq
u
ir
ed
.
4.
Ass
es
s
m
en
t
T
h
e
f
o
u
r
th
d
i
m
en
s
io
n
o
f
th
e
f
r
a
m
e
w
o
r
k
is
as
s
es
s
m
e
n
t.
T
y
p
e
o
f
ass
e
s
s
m
e
n
t
h
as
b
ee
n
ad
d
r
ess
ed
in
m
an
y
s
t
u
d
ies
a
n
d
r
esu
lt
s
h
av
e
in
d
icate
d
th
a
t
t
y
p
e
s
o
f
a
s
s
e
s
s
m
en
t
h
a
v
e
d
i
f
f
er
e
n
t
e
f
f
ec
ts
o
n
s
t
u
d
en
t
p
er
f
o
r
m
a
n
ce
a
n
d
lear
n
in
g
.
T
h
is
r
ea
s
o
n
w
as
co
n
s
id
er
ed
an
i
m
p
o
r
ta
n
t
p
o
in
t
i
n
t
h
e
d
ec
is
io
n
f
o
r
s
o
cial
m
ed
ia
t
y
p
e,
an
d
s
o
t
w
o
g
en
e
r
al
class
i
f
icatio
n
c
h
o
ices
,
A
lt
er
n
ativ
e
Ass
e
s
s
m
e
n
t,
C
las
s
ic
Ass
es
s
m
en
t,
ai
m
to
m
atc
h
r
eq
u
ir
e
m
en
ts
o
f
th
e
d
iv
er
s
e
tar
g
et
g
r
o
u
p
,
alth
o
u
g
h
t
h
e
liter
at
u
r
e
also
h
as
o
th
er
class
i
f
icatio
n
s
o
f
as
s
es
s
m
en
t
s
,
th
e
f
ir
s
t
h
a
s
as
s
es
s
m
e
n
t
s
t
y
p
es
as
s
u
m
m
ati
v
e
o
r
f
o
r
m
ati
v
e
.
W
h
ile
t
h
e
o
th
er
h
as
clas
s
ical
an
d
alter
n
a
ti
v
e
,
s
in
ce
t
h
er
e
is
n
o
co
m
m
o
n
p
ar
ad
ig
m
f
o
r
d
if
f
er
e
n
t
co
u
n
t
r
ies
'
ed
u
ca
tio
n
al
s
y
s
te
m
s
,
clas
s
ical
an
d
alter
n
ati
v
e
as
s
es
s
m
e
n
t
s
w
er
e
u
s
ed
to
d
e
v
elo
p
th
e
to
o
lk
it,
b
ei
n
g
th
e
m
o
r
e
g
en
er
al
ter
m
s
o
f
class
if
i
ca
tio
n
[
8
]
.
T
h
e
r
ev
ie
w
o
f
s
o
cial
m
ed
ia
m
o
d
el
s
s
h
o
w
s
t
h
at
o
n
li
n
e
s
o
cial
m
ed
ia
u
s
a
g
e
h
as
g
r
o
w
n
e
x
p
o
n
en
t
iall
y
o
v
er
th
e
la
s
t
d
ec
ad
e.
T
h
is
g
r
o
w
t
h
h
a
s
b
ee
n
d
r
iv
e
n
b
y
th
e
W
eb
2
.
0
c
o
n
ce
p
t,
w
h
ich
al
l
o
w
s
f
o
r
th
e
cr
ea
tio
n
an
d
s
h
ar
i
n
g
o
f
u
s
er
g
en
er
ated
co
n
ten
t
(
Her
s
h
e
y
,
2
0
1
0
,
p
.
1
9
6
)
.
On
lin
e
s
o
cial
m
e
d
ia
in
clu
d
e
s
co
llab
o
r
ativ
e
p
latf
o
r
m
s
s
u
c
h
as
w
i
k
is
,
b
lo
g
s
,
a
n
d
d
is
c
u
s
s
io
n
b
o
ar
d
s
t
h
at
ca
n
b
e
u
s
ed
to
f
o
r
m
v
ir
t
u
al
co
m
m
u
n
itie
s
.
On
lin
e
s
o
cial
m
ed
ia
ar
e
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
atio
n
to
o
ls
f
o
u
n
d
i
n
v
ar
ied
ar
en
as
esp
ec
iall
y
ed
u
ca
tio
n
al
ar
e
n
as (
M
b
ati,
2013)
[
1
6
]
.
T
h
e
g
r
o
w
t
h
o
f
tec
h
n
o
lo
g
y
in
ed
u
ca
tio
n
al
d
o
m
ain
h
a
s
ev
o
lv
ed
in
to
a
n
e
w
le
v
el
w
h
e
r
e
all
th
e
in
f
o
r
m
atio
n
i
s
co
m
m
u
n
icate
d
to
th
e
e
n
d
u
s
er
th
r
o
u
g
h
a
w
eb
s
u
c
h
as
e
-
lear
n
i
n
g
en
v
ir
o
n
m
en
t,
v
ir
tu
al
clas
s
es,
s
i
m
u
la
tio
n
to
o
ls
,
co
m
m
o
n
w
eb
f
o
r
u
m
,
etc.
T
h
ese
in
f
r
astru
ct
u
r
al
e
n
h
an
ce
m
e
n
ts
p
r
o
v
id
e
a
v
al
u
ab
le
r
ea
s
o
n
f
o
r
u
p
g
r
ad
i
n
g
in
s
h
ar
in
g
in
f
o
r
m
at
io
n
ef
f
ec
tiv
e
l
y
to
all
u
s
er
s
(
Sa
th
i
k
an
d
V
en
k
at,
2015)
[
1
4
]
.
So
cial
m
ed
ia
a
n
d
s
o
cial
m
ed
ia
to
o
ls
r
ep
r
esen
t a
s
et
o
f
I
n
ter
n
et
b
ased
to
o
ls
f
o
r
s
h
ar
i
n
g
a
n
d
d
is
cu
s
s
in
g
i
n
f
o
r
m
atio
n
‟
o
r
„
ac
ti
v
ities
t
h
at
in
teg
r
at
e
tech
n
o
lo
g
y
a
n
d
s
o
cial
i
n
ter
ac
ti
o
n
[
1
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
8
,
No
.
5
,
Octo
b
er
2
0
1
8
:
374
7
–
3
7
5
5
3752
5.
I
M
P
L
I
CATI
O
N
S
I
t
is
i
m
p
o
r
tan
t
to
f
o
cu
s
o
n
h
o
w
t
h
e
m
ed
ia
r
ea
ch
es
t
h
e
tar
g
et
g
r
o
u
p
an
d
ad
d
r
ess
es
th
e
n
e
ed
s
o
f
th
e
s
tu
d
e
n
ts
.
T
o
d
esig
n
ap
p
r
o
p
r
ia
te
e
-
lear
n
i
n
g
en
v
ir
o
n
m
en
t
s
an
d
to
av
o
id
f
ailu
r
e
an
d
d
r
o
p
o
u
t,
it
is
ess
en
tial
to
g
iv
e
atte
n
tio
n
to
th
e
co
n
tex
t,
ch
ar
ac
ter
is
tics
,
m
o
ti
v
atio
n
,
ab
ilit
ies,
p
r
io
r
k
n
o
w
led
g
e,
ex
p
er
ien
ce
,
etc.
o
f
th
e
lear
n
er
s
.
T
h
er
ef
o
r
e,
lear
n
er
a
n
d
co
n
te
x
t
an
al
y
s
is
ar
e
t
h
e
f
i
r
s
t
f
u
n
d
a
m
e
n
tal
s
tep
s
i
n
t
h
e
i
n
s
tr
u
ctio
n
al
d
esi
g
n
p
r
o
ce
s
s
.
An
o
th
er
i
m
p
o
r
ta
n
t
as
p
ec
t
in
in
s
tr
u
c
tio
n
al
d
esi
g
n
is
to
u
n
d
er
s
ta
n
d
m
ed
ia
b
eh
a
v
io
r
.
I
t
is
i
m
p
o
r
tan
t
to
f
o
cu
s
o
n
h
o
w
t
h
e
m
ed
ia
r
ea
ch
es
t
h
e
tar
g
et
g
r
o
u
p
an
d
ad
d
r
ess
es
t
h
e
n
ee
d
s
o
f
th
e
s
t
u
d
en
ts
.
U
n
d
er
s
tan
d
i
n
g
m
ed
ia
u
s
a
g
e
p
atter
n
s
,
ev
al
u
atin
g
an
d
m
ea
s
u
r
i
n
g
m
o
d
es
o
f
m
ed
ia
u
s
ag
e
is
a
n
i
m
p
o
r
tan
t
p
r
o
ce
d
u
r
e
in
in
s
tr
u
ctio
n
a
l
d
esig
n
[
1
7
]
.
Use
o
f
s
o
cial
m
ed
ia
i
s
o
n
t
h
e
r
is
e
w
it
h
i
n
ed
u
ca
tio
n
,
b
o
th
o
u
ts
id
e
an
d
in
s
id
e
t
h
e
class
r
o
o
m
.
As
m
o
r
e
ed
u
ca
to
r
s
in
co
r
p
o
r
ate
s
o
cial
m
ed
ia
i
n
t
h
e
cla
s
s
r
o
o
m
,
t
h
e
y
h
av
e
n
ee
d
ed
to
s
ee
k
o
u
t
n
e
w
an
d
o
ld
teac
h
in
g
an
d
lear
n
i
n
g
th
eo
r
ies
f
o
r
in
co
r
p
o
r
ati
n
g
t
h
e
tech
n
o
lo
g
y
i
n
p
ed
ag
o
g
icall
y
m
ea
n
i
n
g
f
u
l
w
a
y
s
.
W
h
en
i
n
co
r
p
o
r
atin
g
a
n
y
k
in
d
o
f
m
ed
ia
,
ed
u
ca
to
r
s
m
u
s
t
co
n
s
id
er
th
e
co
n
s
tr
u
ct
o
f
t
h
e
co
u
r
s
e,
th
e
tec
h
n
o
lo
g
ies
u
s
ed
a
n
d
th
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
to
d
esig
n
i
n
g
an
d
d
eli
v
er
i
n
g
lear
n
i
n
g
ac
ti
v
itie
s
.
W
ith
th
e
m
u
lt
it
u
d
e
o
f
to
o
ls
an
d
ap
p
r
o
ac
h
es
av
ailab
le,
th
e
ch
allen
g
e
is
in
f
in
d
i
n
g
th
e
a
p
p
r
o
ac
h
th
at
h
as
th
e
m
o
s
t
m
ea
n
in
g
f
u
l
lear
n
i
n
g
o
u
tco
m
e.
O
n
e
ap
p
r
o
ac
h
is
to
en
co
u
r
ag
e
lear
n
er
s
to
u
s
e
s
o
cial
m
ed
ia
ac
tiv
e
l
y
in
th
e
ir
lea
r
n
in
g
a
n
d
r
esear
ch
,
o
p
en
in
g
u
p
th
e
p
o
ten
tial
f
o
r
th
e
m
to
d
ev
elo
p
th
e
s
k
ills
t
h
e
y
n
ee
d
f
o
r
cr
ea
tin
g
a
p
er
s
o
n
al
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t
an
d
b
r
in
g
i
n
g
th
e
m
a
s
tep
clo
s
e
r
to
w
ar
d
b
ec
o
m
i
n
g
m
o
r
e
s
el
f
d
ir
ec
ted
lear
n
er
s
[
4
]
.
R
az
m
er
ita
et
a
l
.,
(
2
0
0
9
)
(
in
A
s
s
eg
a
f
f
et
a
l
,
2
0
1
6
)
p
r
o
p
o
s
es
m
u
ltip
le
tec
h
n
o
lo
g
ies
in
s
o
cial
m
ed
ia
t
h
at
ca
n
b
e
u
s
ed
in
o
p
ti
m
iz
in
g
k
n
o
w
led
g
e
s
h
ar
in
g
,
n
a
m
el
y
:
p
er
s
o
n
al
w
eb
p
ag
e
s
i
s
a
to
o
l
t
h
at
ca
n
i
m
p
r
o
v
e
th
e
o
r
g
an
izatio
n
an
d
p
r
esen
tatio
n
o
f
in
f
o
r
m
atio
n
a
n
d
s
h
ar
i
n
g
,
w
it
h
t
h
e
co
m
m
u
n
it
y
.
P
er
s
o
n
a
lized
s
ea
r
ch
to
o
ls
p
r
o
v
id
e
th
e
f
ac
ilit
y
to
s
ea
r
ch
f
o
r
an
d
s
h
ar
e
in
f
o
r
m
at
io
n
,
So
cial
b
o
o
k
m
ar
k
in
g
to
o
l
t
h
at
allo
w
s
co
m
m
u
n
it
y
m
e
m
b
er
s
to
s
h
ar
e
b
o
o
k
m
ar
k
s
o
f
i
n
ter
es
t
a
m
o
n
g
t
h
e
m
e
m
b
er
s
,
p
er
s
o
n
alize
d
li
v
e
d
i
s
cu
s
s
i
o
n
f
o
r
u
m
is
a
to
o
l
th
at
ca
n
g
u
id
e
i
n
an
al
y
zi
n
g
,
ev
alu
ati
n
g
,
d
is
p
la
y
i
n
g
a
n
d
s
h
ar
in
g
in
f
o
r
m
a
tio
n
a
m
o
n
g
m
e
m
b
er
s
k
o
m
u
i
n
ta
s
,
v
ir
tu
a
l
w
o
r
ld
is
a
to
o
l
th
at
en
c
o
u
r
ag
es
co
m
m
u
n
it
y
m
e
m
b
er
s
to
s
h
ar
e
t
h
eir
k
n
o
w
led
g
e
,
b
lo
g
s
an
d
w
i
k
i
s
ar
e
t
h
e
to
o
ls
an
d
s
u
p
p
o
r
t
f
o
r
ed
itin
g
,
v
ie
w
i
n
g
,
o
r
g
a
n
izi
n
g
i
n
f
o
r
m
a
tio
n
o
r
k
n
o
w
led
g
e
b
y
i
n
d
iv
id
u
als
o
r
co
llab
o
r
ate
w
it
h
o
th
er
s
[
1
8
]
.
Sath
i
k
a
n
d
V
e
n
k
at
(
2015
)
,
n
o
ted
th
at
n
o
w
ad
a
y
s
t
h
e
a
m
o
u
n
t
o
f
w
eb
d
ata
s
to
r
ed
i
n
w
eb
s
er
v
er
s
i
s
in
cr
ea
s
i
n
g
r
ap
id
l
y
.
O
n
li
n
e
s
o
cial
n
et
w
o
r
k
s
,
h
a
v
e
e
x
p
lo
d
ed
in
p
o
p
u
lar
it
y
a
n
d
n
o
w
r
i
v
al
th
e
tr
ad
itio
n
al
w
eb
i
n
ter
m
s
o
f
u
s
a
g
e.
I
m
p
ac
t
o
f
s
o
cial
w
eb
in
ed
u
ca
tio
n
al
d
o
m
ai
n
r
ef
lec
ts
th
e
m
a
g
n
it
u
d
e
o
f
d
ata
ac
ce
s
s
ed
o
n
t
h
e
w
eb
f
o
r
lear
n
in
g
o
n
li
n
e.
E
s
p
ec
iall
y
in
t
h
e
f
ield
o
f
o
p
en
a
n
d
d
is
ta
n
ce
lear
n
i
n
g
th
e
k
n
o
w
led
g
e
tr
a
n
s
f
er
r
ed
o
n
lin
e
is
h
u
g
e.
T
h
e
s
o
cial
n
et
w
o
r
k
in
g
s
ites
Face
b
o
o
k
,
Or
k
u
t,
L
in
k
ed
I
n
a
n
d
W
h
at
s
a
p
p
ar
e
ex
a
m
p
les
o
f
w
id
el
y
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e
d
p
o
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lar
n
et
w
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k
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to
s
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ar
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k
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ai
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in
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r
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o
r
m
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t
io
n
[
1
4
]
.
6.
RE
SU
L
T
AND
DI
SCUS
SI
O
N
T
h
e
u
tili
za
tio
n
o
f
w
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ased
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r
k
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tu
r
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n
g
i
n
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th
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n
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tr
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cti
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ar
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P
ea
r
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L
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r
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i
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g
So
lu
t
io
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s
d
is
tr
ib
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tes
a
y
ea
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l
y
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tu
d
y
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w
h
ic
h
d
e
m
o
n
s
tr
ates
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x
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io
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in
o
n
l
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et
w
o
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k
i
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y
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s
tr
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s
.
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v
er
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r
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r
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o
n
l
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r
n
in
g
So
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u
t
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t
th
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co
n
s
eq
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e
n
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o
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o
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ased
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in
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d
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tili
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lip
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t r
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li
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r
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t
w
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th
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u
r
s
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m
ater
ial
a
n
d
to
s
u
p
p
o
r
t th
e
lear
n
in
g
p
r
o
ce
d
u
r
e
[
1
9
]
.
A
lr
a
h
m
i
et
al
.
,
(
2015
)
p
o
in
ted
o
u
t
th
a
t
s
o
cial
m
ed
ia
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ten
tial
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ig
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u
p
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tu
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in
liter
at
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E
v
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n
UNE
SC
O,
in
it
s
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lic
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m
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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A
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3753
co
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ta
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a
m
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t
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d
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h
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r
s
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p
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esear
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k
ills
[
2
0
]
.
Mu
k
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n
d
la
a
n
d
M
i
n
n
aa
r
(
2
0
1
7
)
,
d
is
cu
s
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f
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o
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So
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[
2
1
]
.
T
h
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esear
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f
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2
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t
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s
,
k
n
o
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e
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d
p
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at
d
ev
elo
p
[
2
2
]
.
So
cial
n
et
w
o
r
k
in
g
s
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s
(
S
NS)
ar
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f
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t
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s
in
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is
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llab
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y
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co
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s
er
v
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W
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k
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,
Go
o
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le
Do
cs,
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d
Z
o
h
o
,
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m
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s
.
T
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y
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tio
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ated
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f
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s
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g
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n
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u
ca
t
io
n
al
s
etti
n
g
s
[
2
3
]
.
Sal
m
o
n
et
a
l
.
,
2
0
1
5
a
r
g
u
ed
th
a
t
So
cial
m
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ia
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n
h
i
g
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er
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u
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s
b
ee
n
f
o
u
n
d
to
en
h
a
n
c
e
lear
n
in
g
o
u
tco
m
es
a
n
d
ac
ad
em
ic
ac
h
ie
v
e
m
e
n
t
,
an
d
to
co
n
tr
ib
u
te
to
k
n
o
w
led
g
e
co
n
s
tr
u
ctio
n
.
So
ci
al
m
ed
ia
ca
n
ass
i
s
t
s
tu
d
e
n
ts
to
s
h
ar
e
ad
m
i
n
is
tr
ati
v
e
in
f
o
r
m
atio
n
w
i
th
p
ee
r
s
,
s
u
c
h
as
m
ee
ti
n
g
ti
m
e
s
an
d
lo
ca
tio
n
s
,
an
d
ass
es
s
m
e
n
t
r
eq
u
ir
e
m
en
ts
a
n
d
also
to
n
et
wo
r
k
an
d
p
r
o
m
o
te
p
ee
r
f
ee
d
b
ac
k
.
W
h
e
n
d
ep
lo
y
ed
f
o
r
lear
n
i
n
g
,
s
o
cial
m
ed
ia
ca
n
f
ac
ilit
ate
th
e
d
ev
elo
p
m
e
n
t o
f
o
n
li
n
e
co
m
m
u
n
ities
,
al
lo
w
in
g
f
o
r
co
llab
o
r
ativ
e
an
d
p
ar
ticip
ato
r
y
e
n
g
ag
e
m
e
n
t b
y
p
lacin
g
e
m
p
h
asi
s
o
n
co
llecti
v
e
k
n
o
w
led
g
e
a
n
d
s
o
cial
i
n
ter
a
ctio
n
.
So
cial
m
ed
ia
ca
n
h
elp
s
tr
en
g
t
h
e
n
t
h
e
s
o
ci
al
r
elatio
n
s
h
ip
s
a
m
o
n
g
s
tu
d
e
n
ts
,
h
eig
h
te
n
s
t
u
d
en
t
s
‟
s
el
f
-
e
s
tee
m
,
an
d
b
o
o
s
t
th
eir
lear
n
in
g
p
er
f
o
r
m
a
n
ce
.
St
u
d
en
ts
m
a
y
b
e
m
o
r
e
w
illi
n
g
to
v
o
ice
th
eir
o
p
in
io
n
s
o
r
d
is
ag
r
ee
m
en
t
w
it
h
p
ee
r
s
in
an
o
n
li
n
e
d
is
c
u
s
s
io
n
r
ath
er
th
a
n
i
n
a
f
ac
e
-
to
-
f
ac
e
s
etti
n
g
.
Fu
r
t
h
er
,
o
n
lin
e
s
o
cial
i
n
ter
ac
tio
n
allo
w
s
s
h
y
s
tu
d
e
n
ts
to
co
n
tr
ib
u
te
an
d
b
e
h
ea
r
d
b
y
th
e
g
r
o
u
p
,
an
d
t
h
u
s
m
a
y
p
r
o
v
id
e
b
en
ef
it
s
to
th
o
s
e
w
it
h
lo
w
er
s
elf
e
s
tee
m
[
1
1
]
.
Gu
lb
ah
ar
e
t
a
l
.
,
(
2015
)
in
d
icate
d
th
at
w
h
e
n
u
s
ed
p
r
o
p
e
r
ly
,
s
o
cial
m
ed
ia
ca
n
cr
ea
te
ef
f
e
ctiv
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
s
f
o
r
s
tu
d
en
ts
,
w
it
h
en
v
ir
o
n
m
e
n
t
s
th
e
y
v
al
u
e
f
o
r
i
n
d
iv
id
u
al
g
ai
n
,
w
h
ils
t
e
f
f
ec
ti
v
e
u
s
e
f
o
s
ter
s
i
n
s
tr
u
cto
r
s
'
a
war
en
ess
o
f
p
o
ten
t
ial
b
en
ef
it
s
f
o
r
b
o
th
in
s
tr
u
cto
r
an
d
le
ar
n
er
s
.
T
h
eir
r
esear
ch
in
d
icate
d
th
at
s
o
cial
m
ed
ia
as
an
ef
f
ec
ti
v
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t,
ca
n
s
u
p
p
o
r
t
tr
ad
itio
n
al
co
u
r
s
e
s
.
So
cial
m
ed
ia
m
ak
e
s
it
ea
s
ier
to
r
ea
ch
s
tu
d
e
n
ts
,
to
co
m
m
u
n
icate
w
it
h
t
h
e
m
a
t
an
y
ti
m
e,
b
o
th
g
en
er
all
y
an
d
b
e
y
o
n
d
th
e
c
o
n
f
i
n
es
o
f
th
e
cl
a
s
s
r
o
o
m
,
an
d
en
co
u
r
ag
es
p
ee
r
lear
n
in
g
,
g
r
o
u
p
w
o
r
k
,
a
n
d
s
o
c
ializatio
n
a
m
o
n
g
lear
n
er
s
[
9
]
.
Ay
d
in
(
2012
)
,
in
R
asp
o
v
o
v
ic
et
a
l
.
,
(
2
0
1
7
)
,
s
aid
th
at
as
s
t
u
d
en
t
s
ar
e
m
ai
n
l
y
u
s
in
g
Face
b
o
o
k
f
o
r
co
m
m
u
n
ica
t
io
n
an
d
i
n
ter
ac
tio
n
,
i
n
cl
u
d
in
g
ad
ap
tatio
n
to
n
e
w
s
ch
o
o
l
p
r
o
g
r
a
m
s
an
d
cu
l
tu
r
es
,
d
is
co
v
er
in
g
s
o
cial
ac
ti
v
itie
s
,
f
in
d
i
n
g
a
n
d
m
ai
n
tain
in
g
r
el
atio
n
s
h
ip
s
,
s
ee
k
in
g
k
n
o
w
led
g
e
o
n
a
v
ar
iet
y
o
f
s
u
b
j
ec
ts
,
s
elf
-
r
ep
r
esen
tat
io
n
an
d
s
elf
-
p
r
o
m
o
tio
n
,
r
ec
r
u
it
m
en
t,
s
h
ar
i
n
g
k
n
o
w
led
g
e,
ac
ad
em
ic
p
u
r
p
o
s
es,
a
n
d
ad
h
er
in
g
to
s
p
ec
i
f
ic
a
g
e
n
d
as,
f
i
n
d
in
g
s
s
h
o
w
th
at
u
s
i
n
g
Face
b
o
o
k
i
n
cr
ea
s
es
lear
n
er
s
'
s
elf
-
e
f
f
icac
y
,
m
o
ti
v
atio
n
,
an
d
s
elf
-
e
s
tee
m
w
h
ile
r
ed
u
c
in
g
an
x
iet
y
in
t
h
e
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
e
s
[
1
2
]
.
7.
CO
NCLU
SI
O
N
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
8
,
No
.
5
,
Octo
b
er
2
0
1
8
:
374
7
–
3
7
5
5
3754
As
w
ith
tr
ad
itio
n
al
li
f
elo
n
g
le
ar
n
in
g
th
er
e
is
n
o
t
o
n
e
id
ea
l
m
et
h
o
d
f
o
r
ed
u
c
atio
n
u
s
in
g
s
o
cial
m
ed
ia
to
o
ls
.
A
d
u
lt
lear
n
er
s
w
ill
n
ee
d
in
f
o
r
m
atio
n
i
n
a
v
ar
iet
y
o
f
f
o
r
m
at
s
,
d
esi
g
n
ed
to
f
it
t
h
e
s
p
ec
if
ic
ed
u
ca
tio
n
a
l
o
b
j
ec
tiv
es,
to
f
it
d
i
f
f
er
en
t
lea
r
n
in
g
s
t
y
le
a
n
d
p
r
ef
er
en
ce
s
,
an
d
to
f
ill
t
h
e
lear
n
er
g
ap
o
v
er
ti
m
e
g
i
v
e
n
n
e
w
ev
id
en
ce
,
n
e
w
o
p
p
o
r
tu
n
ities
,
an
d
n
e
w
c
h
alle
n
g
es.
Me
t
h
o
d
s
o
f
teac
h
i
n
g
th
a
t
p
r
o
m
o
te
ad
u
lt
lear
n
e
r
en
g
a
g
e
m
en
t
ar
e
t
h
e
m
o
s
t
e
f
f
e
ctiv
e.
Si
m
i
lar
l
y
,
s
o
cial
m
ed
ia
to
o
ls
th
at
en
g
a
g
e
t
h
e
lear
n
er
,
p
r
o
v
id
e
ac
cu
r
ate
an
d
u
p
to
d
ate
in
f
o
r
m
atio
n
,
an
d
ca
n
b
e
ea
s
il
y
m
o
d
i
f
ied
to
ac
co
m
m
o
d
ate
n
e
w
a
n
d
e
m
er
g
in
g
r
esear
ch
i
n
s
p
ec
if
ic
s
u
b
j
ec
t
ar
ea
s
ar
e
lik
el
y
to
b
e
th
e
m
o
s
t
e
f
f
ec
tiv
e
to
o
ls
f
o
r
lif
elo
n
g
lear
n
i
n
g
[
2
4
]
.
T
h
e
ef
f
ec
ti
v
e
d
ep
lo
y
m
en
t
a
n
d
u
s
e
o
f
tec
h
n
o
lo
g
y
i
n
ed
u
ca
tio
n
al
s
et
tin
g
s
ca
n
,
at
least
to
s
o
m
e
ex
te
n
t,
a
m
e
lio
r
ate
ed
u
ca
tio
n
al
an
d
s
o
cial
i
n
eq
u
ali
ties
a
n
d
p
r
o
v
id
e
lear
n
er
s
w
it
h
ac
ce
s
s
t
o
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
i
n
wa
y
s
n
o
t
p
r
ev
io
u
s
l
y
p
o
s
s
ib
le.
I
n
r
eso
u
r
ce
-
co
n
s
tr
ai
n
ed
s
ett
in
g
s
w
h
er
e
m
o
r
e
cla
s
s
ic
d
ig
ital
m
ea
n
s
,
s
u
c
h
a
s
o
n
l
in
e
f
o
r
u
m
s
,
ca
n
b
e
u
n
p
o
p
u
lar
an
d
u
n
s
u
cc
es
s
f
u
l.
T
h
e
in
cr
ea
s
in
g
ad
o
p
tio
n
o
f
s
o
cial
m
ed
ia,
an
d
in
p
ar
ticu
lar
o
f
s
o
cial
n
et
w
o
r
k
i
n
g
s
ites
,
m
a
y
o
f
f
er
n
o
v
el
af
f
o
r
d
an
ce
s
to
ed
u
ca
t
e,
tr
ain
,
an
d
s
u
p
er
v
is
e
lear
n
er
s
[
2
5
]
.
Z
o
r
n
ic
an
d
Hasa
n
o
v
ic
(
2011
)
b
eliev
e
th
at
th
e
r
o
le
o
f
in
ter
ac
tio
n
in
o
n
li
n
e
lear
n
i
n
g
u
s
i
n
g
s
o
c
ial
m
ed
ia,
is
cr
u
cial
f
o
r
e
f
f
ec
t
iv
e
lear
n
i
n
g
b
ec
au
s
e
it
i
s
n
o
t
o
n
l
y
lear
n
er
s
to
lear
n
er
s
in
ter
ac
tio
n
t
h
at
m
atter
s
.
Six
d
i
f
f
er
en
t
f
o
r
m
s
o
f
i
n
ter
ac
tio
n
th
a
t
ac
c
o
u
n
t
f
o
r
lear
n
i
n
g
ca
n
b
e
r
ec
o
g
n
ized
i
n
d
is
ta
n
ce
lear
n
in
g
ed
u
ca
tio
n
:
lear
n
er
lear
n
er
s
,
lear
n
er
s
tea
c
h
er
,
lear
n
er
s
co
n
ten
t,
lear
n
er
s
teac
h
er
,
teac
h
er
co
n
ten
t,
a
n
d
co
n
te
n
t
co
n
ten
t
[
1
2
]
.
T
o
o
ls
th
at
e
n
co
u
r
ag
e
in
ter
ac
tio
n
,
en
g
a
g
e
m
en
t,
an
d
co
llab
o
r
atio
n
,
s
u
c
h
a
s
Face
b
o
o
k
,
T
w
it
ter
,
an
d
b
lo
g
s
ar
e
in
n
o
v
ati
v
e
to
o
ls
f
o
r
th
e
cla
s
s
r
o
o
m
,
an
d
as
a
s
tep
p
i
n
g
o
f
f
p
o
in
t
t
o
ex
ten
d
lear
n
i
n
g
b
e
y
o
n
d
p
r
e
o
r
p
o
s
t
th
e
class
r
o
o
m
.
E
d
u
ca
to
r
s
f
o
u
n
d
th
at
u
til
izin
g
th
e
s
e
s
o
cial
m
ed
i
a
co
n
s
tr
u
cts
led
to
in
cr
ea
s
ed
lear
n
er
p
ar
ticip
atio
n
as
w
ell
as
i
m
p
r
o
v
ed
in
ter
ac
ti
o
n
w
it
h
p
ee
r
s
.
T
h
er
e
is
also
a
p
o
ten
tial
to
b
r
ea
k
d
o
w
n
h
ier
ar
ch
y
an
d
f
ac
il
i
tate
q
u
esti
o
n
s
an
d
an
s
w
er
s
a
m
o
n
g
s
tu
d
en
t
s
,
tr
ain
ee
s
,
an
d
f
ac
u
lt
y
[
2
4
]
.
Kin
d
an
d
E
v
an
s
also
ad
d
ed
th
at
w
it
h
r
ap
id
ea
s
y
ac
ce
s
s
an
d
ea
s
e
o
f
i
n
f
o
r
m
atio
n
-
s
ee
k
i
n
g
a
n
d
s
h
ar
i
n
g
,
t
h
er
e
is
also
o
n
li
n
e
lear
n
i
n
g
at
th
e
p
o
in
t o
f
ca
r
e,
an
d
o
th
er
f
o
r
m
al
an
d
in
f
o
r
m
a
l
o
p
p
o
r
tu
n
ities
to
lear
n
an
d
s
h
ar
e
in
f
o
r
m
a
tio
n
.
R
ea
d
i
n
g
b
lo
g
g
e
d
s
u
m
m
ar
ies
w
it
h
lin
k
s
to
th
e
p
ee
r
-
r
ev
ie
w
ed
liter
atu
r
e,
p
ar
ticip
atin
g
i
n
s
o
cial
m
ed
ia
b
ased
j
o
u
r
n
al
clu
b
s
an
d
clas
s
r
o
o
m
tech
n
o
lo
g
y
t
h
at
li
n
k
s
s
t
u
d
en
t
to
p
r
o
f
ess
o
r
an
d
o
th
er
ex
p
e
r
ts
ar
e
b
ec
o
m
i
n
g
m
o
r
e
co
m
m
o
n
aso
cial
m
ed
ia
b
ec
o
m
e
s
in
ter
d
i
g
itated
w
it
h
li
f
elo
n
g
lear
n
in
g
[
2
5
]
.
C
h
e
n
an
d
B
r
y
er
(
2012
)
p
r
o
v
id
ed
s
o
m
e
cu
r
r
en
t
p
r
ac
tices
d
r
a
w
n
f
r
o
m
t
h
eir
s
tu
d
y
ab
o
u
t
u
s
in
g
s
o
cial
m
ed
ia
in
f
o
r
m
al
a
n
d
in
f
o
r
m
al
lear
n
in
g
t
h
at
co
u
ld
b
e
p
r
esen
ted
in
t
h
is
s
tu
d
y
a
s
s
u
g
g
esti
o
n
s
a
n
d
r
ec
o
m
m
e
n
d
atio
n
s
:
a.
Use
s
o
cial
m
ed
ia
as
to
o
ls
to
f
ac
ilit
a
te
in
f
o
r
m
a
l
d
is
cu
s
s
io
n
s
a
n
d
co
llab
o
r
atio
n
s
w
it
h
cl
ea
r
in
s
tr
u
ctio
n
a
l
g
o
als.
b.
Un
d
er
s
ta
n
d
th
at
th
e
f
o
c
u
s
o
f
s
o
cial
m
ed
ia
ac
ti
v
it
y
f
o
r
s
o
m
e
f
ac
u
lt
y
i
s
lear
n
er
s
‟
p
er
s
o
n
al
in
ter
es
ts
an
d
p
r
ef
er
en
ce
s
,
r
at
h
er
th
a
n
in
s
tit
u
tio
n
al
o
r
i
n
s
tr
u
cto
r
s
‟
r
eq
u
ir
e
m
en
ts
,
e
v
id
en
ce
d
b
y
f
ac
u
lt
y
,
w
h
o
r
ep
o
r
ted
b
o
th
o
p
p
o
r
tu
n
itie
s
an
d
co
n
ce
r
n
s
r
e
g
ar
d
in
g
th
e
ir
p
er
ce
iv
ed
o
b
s
tacle
s
to
s
t
u
d
en
t
s
u
s
i
n
g
s
o
cial
m
e
d
ia
f
o
r
lear
n
in
g
p
u
r
p
o
s
es.
c.
E
v
alu
a
te
s
t
u
d
en
t
s
‟
r
e
f
lectio
n
s
o
n
th
eir
lea
r
n
i
n
g
v
ia
s
o
cial
m
e
d
ia
in
th
e
f
o
r
m
o
f
f
o
r
m
ati
v
e
as
s
ess
m
e
n
t.
d.
Use
s
o
cial
m
ed
ia
as
a
n
o
p
t
io
n
al
to
o
l
i
n
s
id
e
a
n
d
o
u
t
s
id
e
class
e
s
.
P
r
o
v
id
e
s
t
u
d
en
t
s
w
it
h
a
lter
n
ati
v
e
ass
i
g
n
m
e
n
ts
i
f
t
h
e
y
c
h
o
o
s
e
n
o
t
to
p
ar
ticip
ate.
e.
E
d
u
ca
te
s
tu
d
e
n
ts
ab
o
u
t t
h
e
s
ec
u
r
it
y
a
n
d
p
r
iv
ac
y
i
s
s
u
es o
f
p
o
s
tin
g
p
er
s
o
n
al
in
f
o
r
m
a
tio
n
o
n
l
i
n
e.
f.
I
m
p
le
m
e
n
t
in
s
tit
u
tio
n
al
p
o
lici
es
o
n
t
h
e
u
s
e
o
f
s
o
cial
m
ed
i
a
in
t
h
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
i
n
lig
h
t
o
f
s
ec
u
r
it
y
/p
r
iv
ac
y
is
s
u
e
s
,
as
w
el
l a
s
f
ac
u
lt
y
a
n
d
s
t
u
d
en
t
s
u
p
p
o
r
t.
g.
T
h
e
u
s
e
o
f
s
o
cial
m
ed
ia
in
h
ig
h
er
ed
u
ca
tio
n
teac
h
i
n
g
i
s
an
e
m
er
g
e
n
t a
r
ea
s
t
u
d
y
[
2
6
]
.
RE
F
E
R
E
NC
E
S
[1
]
L
e
No
u
e
,
e
t
a
l
.
,
“
A
d
u
lt
E
d
u
c
a
ti
o
n
a
n
d
t
h
e
S
o
c
ial
M
e
d
ia Re
v
u
l
o
ti
o
n
”
,
Ad
u
lt
L
e
a
r
n
in
g
,
vol
.
22,
n
o.
2,
2
0
1
1
.
[2
]
He
l
m
i
No
r
m
a
n
,
e
t
a
l
.,
“
Ex
p
lo
ri
n
g
th
e
Ro
les
o
f
S
o
c
ial
P
a
rti
c
ip
a
ti
o
n
i
n
M
o
b
il
e
S
o
c
ial
M
e
d
ia
L
e
a
r
n
in
g
:
A
S
o
c
ial
Ne
tw
o
rk
A
n
a
l
y
sis”
,
In
ter
n
a
ti
o
n
a
l
Rev
iew o
f
Res
e
a
rc
h
i
n
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
in
g
,
v
o
l
.
1
6
,
n
o.
4,
2
0
1
5
.
[3
]
S
h
e
n
W
e
n
,
e
t
a
l
.
,
“
A
n
a
ly
sis
o
f
S
o
c
ial
M
e
d
ia
In
f
lu
e
n
c
e
rs
a
n
d
T
re
n
d
s
o
n
On
li
n
e
a
n
d
M
o
b
i
le
L
e
a
rn
in
g
”
,
T
h
e
In
ter
n
a
t
io
n
a
l
Rev
iew o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
i
n
g
,
v
ol
.
1
8
,
n
o
.
1,
2
0
1
7
.
[4
]
Blas
c
h
k
e
a
n
d
L
isa
a
rie,
“
Us
in
g
S
o
c
ial
M
e
d
ia
to
En
g
a
g
e
a
n
d
to
De
v
e
lo
p
th
e
On
li
n
e
L
e
a
rn
e
r
in
S
e
lf
D
e
ter
m
in
e
d
L
e
a
rn
in
g
”
,
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
.
22,
n
o
.
1
,
2
0
1
4
.
[5
]
F
e
ld
m
a
n
,
Eri
c
M
.
,
“T
h
e
In
f
lu
e
n
c
e
o
n
S
o
c
ial
M
e
d
ia
o
n
A
d
u
lt
L
e
a
rn
e
rs
Kn
o
w
led
g
e
Co
n
stru
c
ti
o
n
a
n
d
De
m
o
c
ra
ti
c
P
a
rti
c
i
p
a
ti
o
n
”,
Ne
w
Ho
rizo
n
s i
n
A
d
u
lt
Ed
u
c
a
ti
o
n
a
n
d
H
u
ma
n
Res
o
u
rc
e
s
De
v
e
lo
p
me
n
t
,
v
o
l
.
27
,
n
o
.
4,
2
0
1
5
.
[6
]
G
re
e
n
Ch
risti
n
e
a
n
d
L
e
w
in
Ca
th
y
,
“
S
o
c
ial
M
e
d
ia
a
n
d
E
d
u
c
a
ti
o
n
:
Re
c
o
n
c
e
p
tu
a
li
z
in
g
t
h
e
Bo
u
n
d
a
ries
o
f
F
o
rm
a
l
a
n
d
In
f
o
rm
a
l
L
e
a
rn
in
g
”
,
L
e
a
rn
i
n
g
M
e
d
ia
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
4
1
,
n
o
.
1,
2
0
1
6
.
[7
]
Ke
a
r
K
a
re
n
,
e
t
a
l
.
,
“
S
o
c
ial
T
e
c
h
n
o
lo
g
ies
f
o
r
On
li
n
e
L
e
a
rn
in
g
:
T
h
e
o
re
ti
c
a
l
a
n
d
Co
n
tex
tu
a
l
Iss
u
e
s
”
,
Op
e
n
L
e
a
rn
i
n
g
th
e
J
o
u
r
n
a
l
o
f
O
p
e
n
Dist
a
n
c
e
a
n
d
E
L
e
a
rn
in
g
,
v
o
l
.
3
1
,
n
o
.
1,
2
0
1
6
.
[8
]
Ya
se
m
in
G
ü
lb
a
h
a
r
,
e
t
a
l
.
,
“
En
ri
c
h
in
g
Hig
h
e
r
Ed
u
c
a
ti
o
n
w
it
h
S
o
c
ial
M
e
d
ia:
De
v
e
lo
p
m
e
n
t
a
n
d
Ev
a
lu
a
ti
o
n
o
f
a
S
o
c
ial
M
e
d
ia T
o
o
lk
it
”
,
In
ter
n
a
ti
o
n
a
l
Rev
iew o
f
Res
e
a
rc
h
i
n
Op
e
n
a
n
d
Distri
b
u
te
d
L
e
a
r
n
in
g
,
v
o
l
.
1
8
,
no.
1,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2
0
8
8
-
8708
Th
e
I
mp
a
ct
o
f
S
o
cia
l Med
ia
T
ec
h
n
o
lo
g
ies o
n
A
d
u
lt Lea
r
n
in
g
(
K
h
a
lil A
ls
a
a
d
a
t
)
3755
[9
]
S
c
h
re
u
rs
,
e
t
a
l
.
,
“
A
n
In
v
e
sti
g
a
ti
o
n
in
to
S
o
c
ial
L
e
a
rn
in
g
Ac
ti
v
it
ies
b
y
P
ra
c
ti
ti
o
n
e
r
s
in
Op
e
n
Ed
u
c
a
ti
o
n
a
l
P
ra
c
ti
c
e
s”
,
In
ter
n
a
t
io
n
a
l
Rev
iew o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
i
n
g
,
v
o
l
.
15
,
n
o
.
4
,
2
0
1
4
.
[1
0
]
Be
rli
lan
a
a
n
d
T
a
q
u
a
Ha
ri
g
o
n
a
,
“
Un
d
e
rsta
n
d
i
n
g
o
f
A
n
tec
e
d
e
n
ts
to
A
c
h
ie
v
e
Cu
sto
m
e
r
T
ru
st
a
n
d
Cu
sto
m
e
r
In
ten
ti
o
n
to
P
u
rc
h
a
se
E
-
Co
m
m
e
rc
e
in
S
o
c
ial
M
e
d
ia,
a
n
Em
p
iri
c
a
l
A
ss
e
ss
m
e
n
t”
,
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
El
e
c
trica
l
a
n
d
Co
mp
u
ter
E
n
g
in
e
e
rin
g
(
IJ
ECE
)
, v
o
l.
7
,
n
o
.
3
,
2
0
1
7
.
[1
1
]
S
a
lm
o
n
Ge
ll
y
,
e
t
a
l
.,
“T
h
e
S
p
a
c
e
f
o
r
S
o
c
ial
M
e
d
ia
i
n
S
tru
c
t
u
re
d
On
li
n
e
L
e
a
rn
in
g
”
,
Res
e
a
rc
h
i
n
L
e
a
r
n
in
g
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
23,
n
o.
1,
2
0
1
5
.
[1
2
]
Ra
sp
o
p
o
v
ic
M
ir
o
sla
v
a
,
e
t
a
l
.,
“
T
h
e
E
ff
e
c
ts
o
f
In
teg
r
a
ti
n
g
S
o
c
ial
L
e
a
rn
in
g
En
v
iro
n
m
e
n
t
w
it
h
O
n
li
n
e
L
e
a
rn
in
g
”
,
In
ter
n
a
t
io
n
a
l
Rev
iew o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
i
n
g
,
v
o
l
.
1
8
,
n
o.
1,
2
0
1
7
.
[1
3
]
A
lsa
a
d
a
t
Kh
a
li
l,
“
M
o
b
i
le
L
e
a
r
n
in
g
a
n
A
lt
e
rn
a
ti
v
e
A
p
p
ro
a
c
h
In
Hig
h
e
r
Ed
u
c
a
ti
o
n
”
,
E
u
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
Al
ter
n
a
ti
v
e
S
tu
d
ies
,
v
o
l
.
2
,
n
o
.
1,
2
0
1
7
.
[1
4
]
S
a
th
ick
Jb
u
v
a
r
a
n
d
V
e
n
k
a
t
Ja
y
a
,
“
A
G
e
n
e
ric
F
ra
m
e
w
o
rk
f
o
r
Ex
tr
a
c
ti
o
n
o
f
Kn
o
w
led
g
e
f
ro
m
S
o
c
ial
W
e
b
S
o
u
rc
e
s
(S
o
c
ial
Ne
tw
o
rk
in
g
Web
sites
)
f
o
r
a
n
On
li
n
e
Re
c
o
m
m
e
n
d
a
ti
o
n
S
y
st
e
m
”
,
In
ter
n
a
ti
o
n
a
l
Rev
iew
o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
i
n
g
,
v
ol
.
1
6
,
n
o.
2,
2
0
1
5
.
[1
5
]
T
h
o
m
a
s,
e
t
a
l
.,
“
S
o
c
ial
M
e
d
ia
M
a
tu
rit
y
Lev
e
l
”
,
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
He
a
lt
h
c
a
re
M
a
n
a
g
e
me
n
t
,
v
o
l
.
9,
n
o.
1,
2
0
1
6
.
[1
6
]
M
b
a
ti
L
y
d
ia,
“
On
li
n
e
S
o
c
ial
M
e
d
ia
A
p
p
li
c
a
ti
o
n
s
f
o
r
Co
n
stru
c
ti
v
i
s
m
a
n
d
Ob
se
rv
a
ti
o
n
a
l
L
e
a
rn
in
g
”
,
In
ter
n
a
ti
o
n
a
l
Rev
iew o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
in
g
,
v
ol
.
1
4
,
n
o.
5
,
2
0
1
3
.
[1
7
]
Zaw
a
c
k
i
O
la
f
,
e
t
a
l.
,
“
S
tu
d
e
n
t
M
e
d
ia
Us
a
g
e
P
a
tt
e
rn
s
a
n
d
N
o
n
-
T
ra
d
it
io
n
a
l
L
e
a
rn
in
g
in
Hig
h
e
r
Ed
u
c
a
ti
o
n
”
,
In
ter
n
a
t
io
n
a
l
Rev
iew o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
i
n
g
,
v
o
l
.
1
6
,
n
o.
2,
2
0
1
5
.
[1
8
]
A
s
sg
a
ff
,
e
t
a
l
.
,
“
S
o
c
ial
M
e
d
ia
S
u
c
c
e
ss
f
o
r
Kn
o
w
led
g
e
S
h
a
rin
g
:
In
stru
m
e
n
t
Co
n
ten
t
V
a
li
d
a
ti
o
n
”
,
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
El
e
c
trica
l
a
n
d
C
o
mp
u
t
e
r E
n
g
i
n
e
e
rin
g
, v
o
l.
6
,
n
o
.
5
,
2
0
1
6
.
[1
9
]
Ku
m
a
r,
e
t
a
l
.
,
“
A
Re
v
ie
w
o
f
S
o
c
ial
M
e
d
ia:
I
n
F
u
tu
re
”
,
In
d
o
n
e
sia
n
J
o
u
rn
a
l
o
f
El
e
c
trica
l
En
g
i
n
e
e
rin
g
a
n
d
C
o
mp
u
ter
S
c
ien
c
e
(
IJ
EE
CS
)
, v
o
l.
8
, n
o
.
3
,
2
0
1
7
.
[2
0
]
Al
-
Ra
h
m
i,
e
t
a
l
.,
“
T
h
e
Ro
le
o
f
S
o
c
ial
M
e
d
ia
f
o
r
Co
ll
a
b
o
ra
ti
v
e
L
e
a
rn
in
g
to
I
m
p
ro
v
e
A
c
a
d
e
m
ic
P
e
rf
o
rm
a
n
c
e
o
f
S
tu
d
e
n
ts
a
n
d
Re
se
a
rc
h
e
rs
in
M
a
la
y
sia
n
Hi
g
h
e
r
Ed
u
c
a
ti
o
n
”
,
In
t
e
rn
a
ti
o
n
a
l
Rev
iew
o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
in
g
, v
o
l.
1
6
,
n
o
.
4
,
2
0
1
5
.
[2
1
]
M
n
k
a
n
d
la
Er
n
e
st
a
n
d
M
in
n
a
a
r
An
sie
,
“
T
h
e
Us
e
o
f
S
o
c
ial
M
e
d
ia
in
E
-
L
e
a
rn
in
g
:
A
M
e
tas
y
n
th
e
sis”
,
In
ter
n
a
ti
o
n
a
l
Rev
iew o
f
Res
e
a
rc
h
in
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
in
g
, v
o
l.
1
8
,
n
o
.
5
,
2
0
1
7
.
[2
2
]
Nilse
n
A
n
d
e
rs
G
ro
v
a
n
d
S
to
rd
G
ra
n
A
l
m
a
s,
“
A
d
d
e
d
V
a
lu
e
s
a
nd
Ch
a
ll
e
n
g
e
s
S
o
c
ial
M
e
d
ia
Re
p
re
se
n
t
in
th
e
H
y
b
rid
iza
ti
o
n
o
f
T
e
a
c
h
e
r
T
ra
in
in
g
”
,
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
Op
e
n
,
D
ista
n
c
e
a
n
d
E
lea
r
n
in
g
,
2
0
1
6
.
[2
3
]
Kili
s
S
e
lca
n
,
e
t
a
l
.
,
“
Ex
p
lo
ra
ti
o
n
o
f
T
e
a
c
h
in
g
P
e
rf
o
rm
a
n
c
e
s
o
f
I
n
stru
c
to
rs
Us
e
o
f
S
o
c
ial
M
e
d
ia”
,
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
Op
e
n
,
Dista
n
c
e
a
nd
E
L
e
a
r
n
in
g
,
2
0
1
6
.
[2
4
]
Kin
d
,
e
t
a
l
.,
“
S
o
c
ial
M
e
d
ia f
o
r
L
ifelo
n
g
L
e
a
rn
in
g
”
,
In
ter
n
a
t
io
n
a
l
Rev
iew o
f
Psy
c
h
ia
try
,
v
o
l
.
2
7
,
n
o.
2
,
2
0
1
5
.
[2
5
]
P
im
m
e
r
C
h
risto
p
h
,
e
t
a
l
.,
“
S
u
p
e
rv
isio
n
o
n
S
o
c
ial
M
e
d
ia:
Us
e
a
n
d
P
e
rc
e
p
ti
o
n
o
f
F
a
c
e
b
o
o
k
a
s
a
R
e
se
a
rc
h
Ed
u
c
a
ti
o
n
T
o
o
l
in
Disa
d
v
a
n
tag
e
d
A
re
a
s
”
,
In
ter
n
a
ti
o
n
a
l
Rev
iew
o
f
Res
e
a
rc
h
i
n
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
i
n
g
,
v
o
l
.
1
7
,
n
o
.
5
,
2
0
1
6
.
[2
6
]
Ch
e
n
B
a
iy
n
a
n
d
Br
y
e
r
T
h
o
m
a
s,
“
In
v
e
stig
a
ti
n
g
In
stru
c
ti
o
n
a
l
S
tr
a
teg
ies
f
o
r
Us
in
g
S
o
c
ial
M
e
d
ia
in
F
o
rm
a
l
a
n
d
In
f
o
rm
a
l
L
e
a
rn
in
g
”
,
In
ter
n
a
ti
o
n
a
l
Rev
iew o
f
Res
e
a
rc
h
i
n
Op
e
n
a
n
d
Distrib
u
ted
L
e
a
rn
in
g
,
v
o
l
.
1
3
,
n
o.
1,
2
0
1
2
.
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