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.
1
,
Feb
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20
25
,
p
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.
505
~
515
I
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N:
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5
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C
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p
ar
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L
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in
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m
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d
alities
On
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ex
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C
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1
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o
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u
ca
tio
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ld
wid
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ly
tr
an
s
itio
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in
t
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lin
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m
o
d
alities
[
1
]
.
Fu
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m
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,
ed
u
ca
tio
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in
s
titu
tio
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[
2
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[
3
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4
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s
h
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at
h
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h
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u
ca
tio
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in
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Mo
r
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[
5
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
505
-
515
506
em
p
h
asize
d
th
e
ce
n
tr
ality
o
f
teac
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1
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d
u
ca
tio
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titu
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wo
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wid
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p
r
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d
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if
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to
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d
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Par
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Kim
[
6
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ch
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e
d
u
ca
tio
n
al
p
r
o
ce
s
s
th
at
o
cc
u
r
s
o
v
e
r
t
h
e
in
ter
n
et,
ca
te
r
in
g
t
o
in
d
iv
id
u
al
s
s
ee
k
in
g
r
em
o
te
ac
ce
s
s
to
e
d
u
c
atio
n
.
I
t
is
a
f
o
r
m
o
f
d
is
tan
ce
ed
u
ca
tio
n
e
n
ab
lin
g
s
tu
d
en
ts
to
lear
n
f
r
o
m
d
i
v
er
s
e
lo
ca
tio
n
s
,
s
u
p
p
lem
en
tin
g
tr
ad
i
tio
n
al
ed
u
ca
tio
n
al
m
et
h
o
d
s
.
Dh
awa
n
[
7
]
h
ig
h
lig
h
te
d
o
n
lin
e
lear
n
in
g
as
a
to
o
l
th
at
en
h
a
n
ce
s
s
tu
d
en
t
-
ce
n
ter
e
d
,
in
n
o
v
ativ
e,
an
d
f
le
x
ib
le
p
ed
ag
o
g
ies,
e
n
co
m
p
ass
in
g
b
o
t
h
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
ch
r
o
n
o
u
s
lear
n
in
g
en
v
ir
o
n
m
en
ts
f
ac
ilit
ated
th
r
o
u
g
h
d
ev
ices
with
in
ter
n
et
co
n
n
ec
tiv
ity
.
W
ei
an
d
C
h
o
u
[
8
]
u
n
d
er
s
co
r
e
d
d
if
f
e
r
en
ce
s
in
lear
n
in
g
s
ty
les
as
a
s
ig
n
if
ic
an
t
f
ac
to
r
af
f
ec
tin
g
s
tu
d
e
n
ts
’
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
s
,
n
o
tin
g
c
h
allen
g
es r
elate
d
to
en
g
ag
in
g
with
o
n
lin
e
co
n
ten
t a
n
d
a
lack
o
f
p
e
r
s
o
n
al
in
ter
ac
tio
n
.
Paec
h
ter
et
a
l.
[
9
]
o
u
tlin
ed
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
as
p
ec
ts
o
f
o
n
lin
e
lear
n
in
g
f
r
o
m
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es.
Flex
ib
ilit
y
an
d
co
n
v
en
ie
n
ce
em
er
g
e
d
as
m
aj
o
r
ad
v
a
n
tag
es,
wh
ile
tech
n
ic
al
is
s
u
es,
d
elay
ed
f
ee
d
b
ac
k
,
an
d
f
ee
lin
g
s
o
f
is
o
la
tio
n
wer
e
n
o
tab
le
c
h
allen
g
es.
Sk
o
r
d
is
-
W
o
r
r
all
et
a
l.
[
1
0
]
em
p
h
asized
f
lex
ib
ilit
y
as
a
k
ey
b
e
n
ef
it,
allo
win
g
s
tu
d
en
ts
to
co
n
tr
o
l
th
eir
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t
an
d
ac
ce
s
s
d
iv
er
s
e
r
eso
u
r
ce
s
an
d
in
s
tr
u
cto
r
s
.
C
o
n
v
er
s
ely
,
B
ar
a
n
[
1
1
]
p
o
in
ted
o
u
t
th
at
f
ew
s
tu
d
ies
ex
p
lo
r
e
th
e
b
ar
r
ie
r
s
teac
h
er
s
f
ac
e
in
im
p
lem
en
tin
g
m
o
b
ile
in
itiativ
es
o
r
h
o
w
th
eir
attitu
d
es
af
f
ec
t
m
o
b
ile
lear
n
in
g
.
S
ev
e
r
al
s
tu
d
ies
[
1
2
]
,
[
1
3
]
u
n
d
er
s
co
r
e
d
th
e
im
p
ac
t
o
f
is
o
latio
n
,
tim
e
m
an
a
g
em
en
t,
an
d
s
tr
ess
o
n
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
,
with
th
e
latter
also
n
o
tin
g
th
e
im
p
o
r
tan
ce
o
f
a
s
tr
o
n
g
s
en
s
e
o
f
co
m
m
u
n
ity
.
T
h
ey
f
u
r
th
e
r
em
p
h
asize
th
e
r
o
le
o
f
tech
n
o
l
o
g
y
ch
allen
g
es
an
d
t
h
e
n
ee
d
f
o
r
ef
f
ec
tiv
e
co
u
r
s
e
d
esig
n
a
n
d
i
m
p
lem
en
tatio
n
,
r
esp
ec
tiv
ely
.
C
r
ea
tin
g
ef
f
ec
tiv
e
o
n
lin
e
in
s
tr
u
ctio
n
r
eq
u
ir
es
s
u
b
s
tan
tial
teac
h
er
ef
f
o
r
t
an
d
s
tu
d
en
t
en
g
ag
em
en
t
[
1
4
]
.
C
h
o
wk
ase
et
a
l.
[
1
5
]
em
p
h
asized
k
e
y
q
u
alities
o
f
h
ig
h
-
q
u
ality
o
n
lin
e
lear
n
in
g
,
in
clu
d
in
g
s
tu
d
en
t
-
ce
n
ter
ed
n
ess
,
m
o
tiv
atio
n
,
r
ef
lectio
n
,
im
p
o
r
tan
ce
o
f
f
lex
i
b
ilit
y
,
co
m
m
u
n
icatio
n
s
,
an
d
h
u
m
an
co
n
n
ec
tio
n
s
.
Ho
f
m
an
n
et
a
l.
[
1
6
]
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
o
f
m
ea
n
i
n
g
f
u
l
in
teg
r
atio
n
b
etwe
en
o
n
lin
e
an
d
f
ac
e
-
to
-
f
ac
e
co
m
p
o
n
e
n
ts
f
o
r
a
s
u
cc
ess
f
u
l
b
len
d
ed
co
u
r
s
e.
So
lu
tio
n
s
to
ch
allen
g
es
in
clu
d
e
p
r
e
r
ec
o
r
d
in
g
v
id
e
o
lectu
r
es,
p
r
o
v
id
in
g
en
g
ag
in
g
co
n
te
n
t,
o
f
f
er
in
g
p
er
s
o
n
alize
d
atten
tio
n
,
an
d
en
s
u
r
in
g
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
[
1
7
]
.
So
lim
an
et
a
l.
[
1
8
]
em
p
h
asized
th
e
co
n
n
ec
tio
n
b
etwe
en
o
n
li
n
e
an
d
f
ac
e
-
to
-
f
ac
e
co
m
p
o
n
en
ts
,
f
ac
ilit
atin
g
b
etter
k
n
o
w
led
g
e
co
n
s
tr
u
ctio
n
.
E
n
co
u
r
a
g
in
g
s
elf
-
r
e
g
u
latio
n
a
n
d
m
o
tiv
atio
n
[
1
9
]
an
d
lev
er
a
g
in
g
tech
n
o
lo
g
y
'
s
b
en
ef
its
[
2
0
]
wer
e
h
ig
h
lig
h
te
d
as e
f
f
ec
tiv
e
s
tr
ateg
ies.
I
f
u
g
ao
State
Un
iv
er
s
ity
(
I
FS
U)
h
as
b
ee
n
p
r
o
ac
tiv
e
in
r
es
p
o
n
d
in
g
to
t
h
e
p
a
n
d
em
ic’
s
e
d
u
ca
tio
n
al
ch
allen
g
es.
I
FS
U’
s
s
tr
ateg
ic
ef
f
o
r
ts
,
in
clu
d
i
n
g
p
a
r
tn
er
s
h
ip
s
with
th
e
Un
iv
er
s
ity
o
f
th
e
Ph
ilip
p
in
es
-
Op
en
Un
iv
er
s
ity
an
d
th
e
co
n
d
u
ct
o
f
web
in
ar
s
an
d
wo
r
k
s
h
o
p
s
,
h
av
e
u
n
d
er
s
co
r
e
d
its
co
m
m
itm
en
t
to
ca
p
ac
itatin
g
f
ac
u
lty
m
e
m
b
er
s
f
o
r
ef
f
ec
tiv
e
f
lex
ib
le
-
b
len
d
e
d
lear
n
in
g
.
Alig
n
in
g
with
C
o
m
m
is
s
io
n
o
n
Hig
h
e
r
E
d
u
ca
tio
n
(
C
HE
D)
m
an
d
ates,
I
FS
U
h
as
i
s
s
u
ed
ad
v
is
o
r
ies
d
ir
ec
tin
g
th
e
d
ev
elo
p
m
e
n
t
o
f
lear
n
i
n
g
m
o
d
u
les
an
d
em
b
r
ac
in
g
th
e
lear
n
in
g
m
an
ag
em
e
n
t
s
y
s
tem
(
L
MS)
to
f
ac
ilit
ate
s
tu
d
en
t
en
g
a
g
em
en
t
a
n
d
co
n
s
tr
u
ctiv
e,
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
T
h
is
s
tu
d
y
ce
n
ter
s
o
n
I
f
u
g
ao
State
Un
iv
e
r
s
ity
-
Po
tia
C
am
p
u
s
,
d
elv
in
g
in
to
th
e
p
er
ce
p
tio
n
s
a
n
d
ex
p
er
ien
ce
s
o
f
b
o
th
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
with
o
n
l
in
e
teac
h
in
g
an
d
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
19
p
an
d
em
ic.
B
y
co
n
d
u
ctin
g
t
h
is
s
tu
d
y
,
th
e
r
esear
ch
er
s
aim
to
co
n
tr
ib
u
te
to
a
d
e
ep
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
ch
allen
g
es,
b
en
e
f
its
,
an
d
ev
o
lv
in
g
d
y
n
am
ics
o
f
o
n
lin
e
ed
u
ca
tio
n
,
o
f
f
er
i
n
g
in
s
ig
h
ts
th
at
ca
n
g
u
i
d
e
th
e
in
s
titu
tio
n
an
d
its
s
tak
eh
o
ld
er
s
in
en
h
an
cin
g
th
e
teac
h
i
n
g
-
lear
n
i
n
g
p
r
o
ce
s
s
u
n
d
er
th
ese
u
n
p
r
ec
ed
e
n
ted
cir
cu
m
s
tan
ce
s
.
Gen
er
ally
,
th
i
s
s
tu
d
y
ass
ess
e
s
th
e
p
er
ce
p
ti
o
n
s
an
d
f
ir
s
th
an
d
e
x
p
er
ie
n
ce
s
o
f
b
o
t
h
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
at
I
f
u
g
ao
State
Un
iv
er
s
ity
with
in
th
e
co
n
tex
t
o
f
th
e
C
OVI
D
-
1
9
d
r
i
v
en
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
m
o
d
e.
Sp
ec
if
icall
y
,
th
is
s
tu
d
y
will a
n
s
wer
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
p
e
r
ce
p
tio
n
s
o
f
f
ac
u
lty
m
e
m
b
er
s
an
d
s
tu
d
e
n
ts
co
n
ce
r
n
i
n
g
o
n
lin
e
teac
h
i
n
g
an
d
lear
n
i
n
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic?
ii)
W
h
at
ar
e
th
e
ex
p
er
ie
n
ce
s
o
f
f
a
cu
lty
m
em
b
er
s
a
n
d
s
tu
d
en
ts
in
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
e
s
tu
d
y
em
p
lo
y
ed
a
r
esear
c
h
m
eth
o
d
th
at
c
o
m
b
in
es
b
o
th
q
u
an
titativ
e
a
n
d
q
u
alitativ
e
a
p
p
r
o
ac
h
es,
s
tr
u
ctu
r
ed
with
in
a
c
o
n
v
e
r
g
en
t
p
ar
allel
d
esig
n
.
T
h
is
d
e
s
ig
n
in
v
o
l
v
es
co
llectin
g
b
o
t
h
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
in
d
ep
e
n
d
en
tly
,
an
aly
zin
g
th
e
m
s
ep
ar
ately
,
a
n
d
th
en
c
o
m
p
ar
in
g
o
r
m
er
g
in
g
th
e
r
esu
lts
d
u
r
in
g
th
e
in
ter
p
r
etatio
n
p
h
ase.
I
t
all
o
ws
f
o
r
a
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
ex
p
lo
r
atio
n
o
f
th
e
r
esear
ch
o
b
jectiv
es,
o
f
f
er
in
g
a
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
On
lin
e
tea
ch
in
g
a
n
d
lea
r
n
in
g
in
h
ig
h
er e
d
u
ca
tio
n
in
s
titu
tio
n
in
…
(
R
a
s
h
id
C
ea
z
a
r
Ga
la
n
t
o
Ormil
la
)
507
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
o
n
lin
e
teac
h
in
g
a
n
d
lear
n
in
g
e
x
p
er
ien
ce
s
at
I
f
u
g
ao
State
Un
iv
er
s
ity
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
I
n
t
h
e
q
u
an
titativ
e
p
h
ase,
a
d
es
cr
ip
tiv
e
s
u
r
v
ey
was
em
p
lo
y
ed
.
T
h
is
ap
p
r
o
ac
h
s
y
s
tem
atica
lly
co
llected
ess
en
tial
d
ata
an
d
in
s
ig
h
ts
r
elate
d
to
th
e
s
tu
d
y
’
s
o
b
jectiv
es,
aim
in
g
to
d
is
ce
r
n
th
e
p
er
ce
p
tio
n
s
o
f
b
o
th
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
r
e
g
ar
d
in
g
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
q
u
alitativ
e
p
h
ase
d
elv
es
in
to
in
-
d
ep
th
in
f
o
r
m
atio
n
o
n
th
e
u
tili
za
tio
n
o
f
o
n
lin
e
teac
h
in
g
-
lear
n
in
g
m
o
d
a
liti
es,
as
ar
ticu
late
d
b
y
th
e
ex
p
er
ien
ce
s
o
f
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
.
T
h
is
q
u
alitativ
e
asp
ec
t
en
h
an
ce
s
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
th
e
p
r
ac
tical
im
p
licatio
n
s
o
f
o
n
lin
e
teac
h
in
g
a
n
d
lear
n
i
n
g
.
T
h
e
q
u
alitativ
e
r
esp
o
n
s
es
o
b
tain
ed
wer
e
an
aly
z
ed
u
s
in
g
th
em
atic
co
d
in
g
,
allo
win
g
f
o
r
th
e
id
en
tific
atio
n
o
f
r
e
cu
r
r
in
g
th
em
es
an
d
p
atter
n
s
with
in
th
e
d
ata.
B
y
em
p
lo
y
in
g
th
em
atic
co
d
in
g
,
m
ea
n
in
g
f
u
l
in
s
ig
h
ts
wer
e
ex
tr
ac
ted
f
r
o
m
th
e
n
a
r
r
ativ
es
p
r
o
v
id
ed
b
y
r
esp
o
n
d
en
ts
,
s
h
ed
d
in
g
lig
h
t o
n
t
h
eir
ex
p
er
ie
n
ce
s
.
2
.
2
.
Resea
rc
h
env
iro
nm
ent
a
nd
re
s
po
nd
e
nts
T
h
e
s
tu
d
y
was
co
n
d
u
cted
at
I
f
u
g
ao
State
Un
iv
er
s
ity
-
Po
tia
C
am
p
u
s
,
Ph
ilip
p
in
es.
Fo
r
th
e
s
u
r
v
ey
,
a
to
tal
en
u
m
er
atio
n
ap
p
r
o
ac
h
w
as
em
p
lo
y
ed
,
in
v
o
l
v
in
g
all
6
0
r
esp
o
n
d
en
ts
,
co
n
s
is
tin
g
o
f
b
o
th
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
f
r
o
m
th
e
ac
ad
e
m
ic
y
ea
r
2
0
2
2
-
2
0
2
3
.
T
h
e
p
ar
ticip
an
ts
f
o
r
th
e
in
ter
v
iew
s
ess
io
n
s
,
o
n
th
e
o
th
er
h
an
d
,
wer
e
s
elec
ted
t
h
r
o
u
g
h
a
co
n
v
en
ien
t
s
am
p
lin
g
m
et
h
o
d
.
T
h
e
in
ter
v
iews
wer
e
co
n
d
u
cted
v
ir
t
u
ally
.
T
h
e
p
ar
ticip
an
ts
in
clu
d
e
d
p
e
r
m
an
e
n
t
f
ac
u
lty
m
em
b
e
r
s
an
d
cu
r
r
e
n
tly
en
r
o
lled
s
tu
d
e
n
ts
at
th
e
u
n
iv
er
s
ity
wh
o
h
ad
ex
p
er
ien
ce
in
th
e
o
n
lin
e
tea
ch
in
g
an
d
lear
n
in
g
m
o
d
ality
.
T
h
eir
v
o
lu
n
tar
y
p
ar
ticip
atio
n
in
th
e
in
ter
v
iew
s
ess
io
n
s
p
r
o
v
id
ed
v
alu
a
b
le
f
ir
s
t
-
h
an
d
ex
p
er
ien
ce
s
,
co
n
tr
ib
u
t
in
g
to
th
e
o
p
tim
al
r
esu
lts
o
f
th
e
s
tu
d
y
.
2
.
3
.
Da
t
a
g
a
t
hering
t
o
o
ls
In
th
is
r
esear
ch
s
tu
d
y
,
a
cr
a
f
t
ed
q
u
esti
o
n
n
air
e
d
ev
elo
p
ed
b
y
th
e
r
esear
ch
er
s
wer
e
em
p
lo
y
ed
as
t
h
e
p
r
im
ar
y
d
ata
co
llectio
n
i
n
s
tr
u
m
en
t.
T
h
e
q
u
esti
o
n
n
air
e
u
n
d
er
wen
t
a
p
r
o
ce
s
s
o
f
v
alid
atio
n
an
d
r
eliab
ilit
y
test
in
g
to
en
s
u
r
e
its
ef
f
ec
tiv
e
n
ess
in
ac
cu
r
ately
ca
p
tu
r
in
g
th
e
tar
g
eted
in
f
o
r
m
atio
n
.
T
h
r
o
u
g
h
a
s
y
s
tem
atic
v
alid
atio
n
p
r
o
ce
s
s
,
th
e
q
u
esti
o
n
n
air
e
was
r
ev
iewe
d
b
y
e
x
p
er
ts
in
t
h
e
f
ield
to
ass
ess
its
co
n
ten
t
v
alid
ity
,
en
s
u
r
in
g
th
at
it
co
m
p
r
e
h
en
s
iv
ely
ad
d
r
ess
ed
th
e
r
esear
ch
o
b
jectiv
es.
Fu
r
th
er
m
o
r
e,
th
e
q
u
esti
o
n
n
air
e'
s
r
eliab
ilit
y
was
ass
es
s
ed
th
r
o
u
g
h
a
p
ilo
t
test
in
v
o
l
v
in
g
a
s
u
b
s
et
o
f
r
esp
o
n
d
e
n
ts
.
T
h
is
p
h
a
s
e
aim
ed
to
id
e
n
tify
an
y
p
o
ten
tial
am
b
i
g
u
ities
o
r
is
s
u
es
th
at
co
u
ld
im
p
ac
t
r
esp
o
n
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
th
e
q
u
esti
o
n
s
.
T
h
e
g
ath
er
ed
d
ata
f
r
o
m
th
e
p
ilo
t
te
s
t
wer
e
an
aly
ze
d
f
o
r
in
ter
n
al
c
o
n
s
is
ten
cy
u
s
in
g
ap
p
r
o
p
r
iate
s
tatis
tical
m
eth
o
d
s
,
af
f
ir
m
in
g
th
e
q
u
esti
o
n
n
air
e'
s
r
eliab
ilit
y
.
T
h
e
q
u
esti
o
n
n
air
e
was
s
tr
u
ctu
r
ed
in
to
two
p
a
r
ts
:
o
n
e
tailo
r
ed
f
o
r
f
ac
u
lty
m
em
b
e
r
s
an
d
an
o
th
er
f
o
r
s
tu
d
en
ts
.
T
h
e
f
ir
s
t
p
ar
t
f
o
cu
s
ed
o
n
th
e
p
er
ce
p
tio
n
o
f
f
a
cu
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
r
eg
ar
d
in
g
th
eir
en
g
a
g
em
en
t
with
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
s
ec
o
n
d
p
ar
t
d
elv
ed
in
to
th
e
ex
p
er
ien
ce
s
o
f
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
v
alid
ity
o
f
th
e
s
ec
o
n
d
p
ar
t
was
f
u
r
th
er
estab
lis
h
ed
th
r
o
u
g
h
in
ter
v
iews
th
at
ex
p
lo
r
e
d
p
ar
ti
cip
an
ts
’
ex
p
er
ien
ce
s
with
o
n
li
n
e
teac
h
in
g
a
n
d
lear
n
in
g
.
I
n
t
h
is
s
tu
d
y
,
th
e
f
o
u
r
-
p
o
in
t
L
ik
er
t
s
ca
le
was u
s
ed
,
as
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Fo
u
r
-
p
o
in
t
L
ik
er
t
s
ca
le
S
c
a
l
e
R
a
n
g
e
V
e
r
b
a
l
i
n
t
e
r
p
r
e
t
a
t
i
o
n
4
3
.
2
6
-
4
.
0
0
S
t
r
o
n
g
l
y
a
g
r
e
e
3
2
.
5
1
-
3
.
2
5
A
g
r
e
e
2
1
.
7
6
-
2
.
5
0
D
i
sag
r
e
e
1
1
.
0
0
-
1
.
7
5
S
t
r
o
n
g
l
y
d
i
sa
g
r
e
e
2
.
4
.
Da
t
a
g
a
t
hering
pro
ce
du
re
s
Prio
r
to
th
e
co
n
d
u
ct
o
f
th
e
s
tu
d
y
,
th
e
r
esear
ch
er
s
in
itiated
th
e
p
r
o
ce
s
s
b
y
f
o
r
m
ally
ad
d
r
ess
in
g
a
letter
o
f
r
eq
u
est
to
th
e
C
am
p
u
s
E
x
e
cu
tiv
e
Dir
ec
to
r
o
f
th
e
s
tu
d
y
s
ite.
T
h
is
in
itial
s
tep
s
o
u
g
h
t
o
f
f
icial
p
er
m
is
s
io
n
to
p
r
o
ce
ed
with
th
e
r
esear
ch
with
in
th
e
ca
m
p
u
s
p
r
em
is
es.
Ad
d
itio
n
ally
,
a
s
im
ilar
letter
o
f
r
e
q
u
est
was
s
u
b
m
itted
to
th
e
R
eg
is
tr
ar
’
s
Of
f
ice
t
o
o
b
tain
t
h
e
ess
en
tial
d
ata
r
eg
a
r
d
in
g
th
e
to
tal
n
u
m
b
e
r
o
f
f
a
cu
lty
m
em
b
er
s
a
n
d
s
tu
d
en
ts
en
r
o
lled
f
o
r
t
h
e
ac
ad
em
ic
y
ea
r
2
0
2
2
-
2
0
2
3
.
U
p
o
n
t
h
e
s
u
cc
ess
f
u
l
ac
q
u
is
itio
n
o
f
n
ec
ess
ar
y
ap
p
r
o
v
als,
th
e
r
esear
ch
er
s
d
ev
is
ed
an
ef
f
icien
t
o
n
lin
e
s
u
r
v
ey
p
latf
o
r
m
u
s
in
g
Go
o
g
le
Fo
r
m
s
to
ad
m
in
is
ter
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
t
o
th
e
tar
g
eted
r
esp
o
n
d
en
ts
.
Giv
en
th
e
p
r
e
v
ailin
g
p
a
n
d
em
ic
cir
cu
m
s
tan
ce
s
an
d
ass
o
ciate
d
r
estrictio
n
s
,
th
e
r
esear
ch
er
s
s
tr
ateg
ically
em
p
lo
y
ed
v
a
r
io
u
s
d
ig
ital
ch
an
n
els
,
s
u
ch
as
Face
b
o
o
k
,
Me
s
s
en
g
er
,
em
ail,
Go
o
g
le
Me
et,
an
d
Z
o
o
m
to
estab
lis
h
co
n
tact
with
th
e
r
esp
o
n
d
e
n
ts
f
o
r
th
e
i
n
ter
v
iew
p
ar
t.
B
ef
o
r
e
en
g
ag
in
g
with
th
e
p
a
r
ticip
an
ts
,
in
f
o
r
m
atio
n
r
e
g
ar
d
in
g
th
e
s
tu
d
y
’
s
o
b
jectiv
es wa
s
p
r
o
v
id
ed
t
o
th
em
.
Fu
r
th
er
m
o
r
e
,
p
ar
ticip
an
ts
wer
e
ass
u
r
ed
o
f
th
e
co
n
f
id
en
tiality
o
f
th
eir
id
en
tity
,
an
d
th
e
r
e
s
u
lts
wer
e
ex
p
licitly
d
esig
n
ated
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es.
I
t
is
n
o
tewo
r
th
y
th
at
th
e
u
tm
o
s
t
ca
r
e
was
tak
en
to
s
af
eg
u
ar
d
th
e
well
-
b
ein
g
an
d
m
en
tal
s
tate
o
f
th
e
p
a
r
ticip
an
ts
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
T
h
e
e
n
tire
r
e
s
ea
r
ch
p
r
o
ce
s
s
was
co
n
d
u
cte
d
with
o
u
t
an
y
h
ar
m
o
r
ab
u
s
e,
eith
er
p
h
y
s
ical
o
r
p
s
y
ch
o
lo
g
ical,
t
o
an
y
o
f
th
e
r
e
s
p
o
n
d
en
ts
.
T
h
u
s
,
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
505
-
515
508
s
y
s
tem
atic
ap
p
r
o
ac
h
was
u
n
d
er
tak
en
,
in
cl
u
d
in
g
o
f
f
icial
co
r
r
esp
o
n
d
en
ce
,
o
n
lin
e
s
u
r
v
e
y
d
ep
lo
y
m
en
t,
an
d
th
o
u
g
h
t
f
u
l
p
ar
ticip
a
n
t
en
g
ag
e
m
en
t
s
tr
ateg
ies,
to
en
s
u
r
e
th
e
eth
ical
an
d
ef
f
ec
tiv
e
ex
ec
u
tio
n
o
f
th
is
s
tu
d
y
am
id
s
t th
e
ch
allen
g
es p
o
s
ed
b
y
th
e
o
n
g
o
in
g
p
a
n
d
em
ic
s
itu
atio
n
.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
co
llected
f
o
r
th
is
s
tu
d
y
u
n
d
e
r
wen
t
a
s
y
s
tem
atic
p
r
o
ce
s
s
th
at
in
v
o
lv
e
d
class
if
icatio
n
,
tally
in
g
,
tab
u
latio
n
,
an
d
u
tili
z
atio
n
o
f
s
tatis
tical
to
o
ls
.
T
o
d
eter
m
in
e
th
e
p
e
r
ce
p
tio
n
s
o
f
b
o
th
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
e
n
ts
in
th
e
o
n
lin
e
t
ea
ch
in
g
a
n
d
lea
r
n
in
g
m
o
d
e,
th
e
weig
h
ted
m
ea
n
was
em
p
lo
y
ed
,
w
h
ich
is
a
q
u
an
titativ
e
m
et
h
o
d
.
Fu
r
th
e
r
m
o
r
e,
a
th
em
atic
an
aly
s
is
ap
p
r
o
ac
h
was
u
tili
ze
d
to
ex
am
i
n
e
th
e
q
u
alitativ
e
d
ata
r
elate
d
to
th
e
e
x
p
er
ien
ce
s
o
f
p
ar
ticip
an
ts
.
T
h
is
in
v
o
lv
ed
ca
teg
o
r
izin
g
t
h
e
d
ata
in
t
o
th
em
es,
allo
win
g
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
co
m
p
ar
is
o
n
o
f
d
if
f
er
en
t
p
er
s
p
ec
tiv
es a
n
d
ex
p
er
ien
ce
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
P
er
ce
pti
o
n o
f
re
s
po
nd
ent
s
in o
nli
ne
t
ea
ching
a
nd
le
a
rning
I
n
th
is
s
tu
d
y
,
we
d
eter
m
i
n
ed
th
e
p
er
ce
p
tio
n
s
o
f
b
o
th
f
ac
u
lt
y
m
em
b
e
r
s
an
d
s
tu
d
en
ts
r
eg
a
r
d
in
g
t
h
e
o
n
lin
e
teac
h
in
g
a
n
d
lear
n
in
g
m
o
d
e.
T
ab
le
2
s
u
m
m
a
r
izes
th
e
p
er
ce
p
tio
n
s
an
d
ex
p
er
ien
ce
s
o
f
b
o
th
g
r
o
u
p
s
ac
r
o
s
s
v
ar
io
u
s
in
d
icato
r
s
.
T
he
tab
le
s
h
o
ws
th
e
p
er
ce
p
tio
n
s
o
f
f
a
cu
lty
an
d
s
tu
d
en
ts
r
eg
ar
d
in
g
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
h
ig
h
est
m
e
an
r
atin
g
am
o
n
g
f
ac
u
lty
m
em
b
er
s
is
3
.
2
0
f
o
r
two
in
d
icato
r
s
:
“On
lin
e
clas
s
es
h
av
e
in
c
r
ea
s
ed
m
y
tec
h
n
o
lo
g
ical
liter
ac
y
”
a
n
d
“T
h
e
s
ch
o
o
l/m
y
teac
h
er
s
ets
g
u
id
el
in
es
f
o
r
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
an
d
i
n
ter
ac
tio
n
d
u
r
i
n
g
o
u
r
o
n
lin
e
class
es,”
b
o
th
d
escr
ib
ed
as “
Ag
r
ee
.
”
T
h
i
s
s
h
o
ws th
at
f
ac
u
lty
m
em
b
er
s
ac
k
n
o
wled
g
e
th
e
r
o
le
o
f
o
n
lin
e
class
es
in
en
h
an
c
in
g
th
eir
tech
n
o
lo
g
ical
s
k
ills
an
d
a
p
p
r
ec
iate
t
h
e
g
u
id
elin
es
s
et
f
o
r
e
f
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
.
T
h
is
also
im
p
lies
th
at
o
n
lin
e
teac
h
in
g
h
as
p
o
s
itiv
ely
af
f
ec
te
d
f
ac
u
lty
’
s
tech
n
o
lo
g
ical
p
r
o
f
icien
cy
an
d
th
at
clea
r
co
m
m
u
n
ic
atio
n
g
u
id
elin
es
ar
e
ess
en
tial
f
o
r
ef
f
ec
tiv
e
o
n
lin
e
ed
u
ca
tio
n
.
Ho
wev
er
,
th
e
lo
w
est
m
ea
n
r
atin
g
o
f
2
.
4
7
f
o
r
t
h
e
in
d
icato
r
“I
g
et
m
o
r
e
en
g
ag
ed
in
o
u
r
o
n
lin
e
lear
n
in
g
b
ec
au
s
e
it
is
f
u
n
an
d
in
ter
ac
tiv
e,
”
d
escr
ib
ed
as
“Disag
r
ee
.
”
T
h
is
in
d
icate
s
th
at
f
ac
u
lty
m
em
b
er
s
d
o
n
o
t
f
in
d
o
n
lin
e
lear
n
in
g
p
ar
tic
u
lar
ly
en
g
ag
in
g
o
r
i
n
ter
ac
tiv
e.
T
h
is
im
p
lies
th
at
th
er
e
m
a
y
b
e
a
n
ee
d
f
o
r
m
o
r
e
in
ter
ac
tiv
e
an
d
e
n
g
ag
i
n
g
teac
h
in
g
m
eth
o
d
s
to
in
cr
ea
s
e
f
ac
u
lty
en
g
a
g
em
en
t in
o
n
lin
e
class
es.
On
th
e
o
th
er
h
a
n
d
,
th
e
h
ig
h
est
m
ea
n
r
atin
g
am
o
n
g
s
tu
d
en
ts
is
3
.
6
7
f
o
r
two
in
d
icato
r
s
:
“T
h
e
s
ch
o
o
l/m
y
teac
h
er
s
ets
g
u
id
elin
es
f
o
r
ef
f
ec
tiv
e
co
m
m
u
n
icati
o
n
an
d
in
ter
ac
tio
n
d
u
r
in
g
o
u
r
o
n
lin
e
class
es”
an
d
“I
en
jo
y
s
tu
d
e
n
ts
to
teac
h
er
in
tim
ac
y
in
o
u
r
o
n
lin
e
lear
n
in
g
,
”
b
o
th
m
ea
n
s
as
“Str
o
n
g
ly
ag
r
ee
.
”
T
h
is
i
n
d
icate
s
th
at
s
tu
d
en
ts
g
r
ea
tly
v
alu
e
th
e
g
u
id
elin
es
f
o
r
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
an
d
th
e
s
en
s
e
o
f
in
tim
ac
y
th
ey
f
ee
l
with
th
eir
teac
h
er
s
in
o
n
lin
e
lear
n
in
g
.
T
h
is
im
p
lies
th
at
th
ese
f
ac
to
r
s
s
ig
n
if
ican
tly
en
h
an
ce
th
e
s
tu
d
e
n
t
ex
p
er
ien
ce
in
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
.
W
h
ile
th
e
lo
west
m
ea
n
r
atin
g
o
f
2
.
8
7
f
o
r
th
e
in
d
icato
r
“I
g
et
m
o
r
e
en
g
ag
ed
in
o
u
r
o
n
lin
e
lear
n
in
g
b
ec
au
s
e
it
is
f
u
n
a
n
d
in
ter
ac
ti
v
e,
”
d
escr
ib
e
d
as
“Ag
r
ee
.
”
T
h
is
s
h
o
ws
th
at
wh
ile
s
tu
d
en
ts
d
o
f
in
d
o
n
lin
e
lear
n
in
g
s
o
m
ewh
at
en
g
ag
in
g
,
th
er
e
is
s
till
r
o
o
m
f
o
r
im
p
r
o
v
em
e
n
t
to
m
ak
e
it
m
o
r
e
f
u
n
an
d
in
ter
ac
tiv
e.
T
h
is
im
p
lies
th
at
en
h
an
cin
g
th
e
in
ter
ac
tiv
it
y
an
d
en
jo
y
m
e
n
t
o
f
o
n
lin
e
cl
ass
es
co
u
ld
f
u
r
th
er
in
cr
ea
s
e
s
tu
d
en
t e
n
g
a
g
em
en
t.
T
ab
le
2
.
Per
ce
p
tio
n
o
f
r
esp
o
n
d
en
ts
in
o
n
lin
e
teac
h
in
g
a
n
d
le
ar
n
in
g
I
n
d
i
c
a
t
o
r
s
F
a
c
u
l
t
y
memb
e
r
s
Q
u
a
l
i
t
a
t
i
v
e
d
e
s
c
r
i
p
t
i
o
n
S
t
u
d
e
n
t
s
Q
u
a
l
i
t
a
t
i
v
e
d
e
s
c
r
i
p
t
i
o
n
1.
O
n
l
i
n
e
c
l
a
ss
h
e
l
p
s m
e
t
o
b
e
i
n
d
e
p
e
n
d
e
n
t
a
n
d
p
e
r
f
o
r
m w
e
l
l
.
2
.
8
0
A
g
r
e
e
3
.
5
3
S
t
r
o
n
g
l
y
a
g
r
e
e
2.
O
n
l
i
n
e
c
l
a
ss
e
s
h
a
v
e
i
n
c
r
e
a
se
d
m
y
t
e
c
h
n
o
l
o
g
i
c
a
l
l
i
t
e
r
a
c
y
.
3
.
2
0
A
g
r
e
e
3
.
6
0
S
t
r
o
n
g
l
y
a
g
r
e
e
3.
O
n
l
i
n
e
c
l
a
sses
h
e
l
p
me
t
o
g
a
i
n
m
o
r
e
k
n
o
w
l
e
d
g
e
a
n
d
i
m
p
r
o
v
e
m
y
o
t
h
e
r
s
k
i
l
l
s.
2
.
9
3
A
g
r
e
e
3
.
5
3
S
t
r
o
n
g
l
y
a
g
r
e
e
4.
I
r
e
c
e
i
v
e
d
e
n
o
u
g
h
su
p
p
o
r
t
a
n
d
r
e
so
u
r
c
e
s
f
r
o
m
m
y
t
e
a
c
h
e
r
/
i
n
s
t
i
t
u
t
i
o
n
.
2
.
8
0
A
g
r
e
e
3
.
2
0
A
g
r
e
e
5.
My
s
t
u
d
e
n
t
s/
t
e
a
c
h
e
r
e
n
c
o
u
r
a
g
e
s
d
i
s
c
u
ss
i
o
n
d
u
r
i
n
g
o
u
r
o
n
l
i
n
e
c
l
a
ss
e
s.
2
.
8
7
A
g
r
e
e
3
.
4
7
S
t
r
o
n
g
l
y
a
g
r
e
e
6.
Th
e
s
c
h
o
o
l
/
my
t
e
a
c
h
e
r
se
t
s
g
u
i
d
e
l
i
n
e
s
f
o
r
e
f
f
e
c
t
i
v
e
c
o
mm
u
n
i
c
a
t
i
o
n
a
n
d
i
n
t
e
r
a
c
t
i
o
n
d
u
r
i
n
g
o
u
r
o
n
l
i
n
e
c
l
a
sses
.
3
.
2
0
A
g
r
e
e
3
.
6
7
S
t
r
o
n
g
l
y
a
g
r
e
e
7.
I
f
e
e
l
m
o
r
e
c
o
mf
o
r
t
a
b
l
e
t
o
t
e
a
c
h
/
p
a
r
t
i
c
i
p
a
t
e
i
n
o
u
r
o
n
l
i
n
e
c
l
a
ss
d
i
s
c
u
ss
i
o
n
s
.
2
.
6
7
A
g
r
e
e
3
.
1
3
A
g
r
e
e
8.
I
e
n
j
o
y
s
t
u
d
e
n
t
s
t
o
t
e
a
c
h
e
r
i
n
t
i
ma
c
y
i
n
o
u
r
o
n
l
i
n
e
l
e
a
r
n
i
n
g
.
2
.
7
3
A
g
r
e
e
3
.
6
7
S
t
r
o
n
g
l
y
a
g
r
e
e
9.
Th
e
r
e
a
r
e
st
u
d
e
n
t
’
s
c
o
l
l
a
b
o
r
a
t
i
o
n
s
i
n
o
u
r
o
n
l
i
n
e
l
e
a
r
n
i
n
g
.
2
.
7
3
A
g
r
e
e
3
.
4
7
S
t
r
o
n
g
l
y
a
g
r
e
e
1
0
.
I
g
e
t
m
o
r
e
e
n
g
a
g
e
d
i
n
o
u
r
o
n
l
i
n
e
l
e
a
r
n
i
n
g
b
e
c
a
u
se
i
t
i
s
f
u
n
a
n
d
i
n
t
e
r
a
c
t
i
v
e
.
2
.
4
7
D
i
sag
r
e
e
2
.
8
7
A
g
r
e
e
1
1
.
Th
e
r
e
i
s
i
n
st
a
n
t
f
e
e
d
b
a
c
k
f
r
o
m
my
t
e
a
c
h
e
r
/
st
u
d
e
n
t
i
n
o
u
r
o
n
l
i
n
e
l
e
a
r
n
i
n
g
.
2
.
7
3
A
g
r
e
e
3
.
0
0
A
g
r
e
e
1
2
.
I
o
f
t
e
n
g
e
t
b
e
t
t
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h
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th
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v
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all
weig
h
ted
m
ea
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f
o
r
f
ac
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lty
is
2
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8
5
,
w
h
ich
d
escr
ib
ed
as
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r
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h
is
s
h
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ws
th
at
f
ac
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m
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ally
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ak
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e
o
v
er
all
weig
h
te
d
m
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o
r
s
tu
d
en
ts
is
3
.
3
7
,
ca
teg
o
r
ized
as
“Str
o
n
g
ly
ag
r
ee
.
”
T
h
is
in
d
icate
s
th
at
s
tu
d
en
ts
h
av
e
a
v
er
y
p
o
s
itiv
e
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e
r
ce
p
tio
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o
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lin
e
lear
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in
g
,
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ar
ticu
lar
l
y
v
al
u
in
g
th
e
in
cr
ea
s
ed
tech
n
o
lo
g
ical
li
ter
ac
y
,
ef
f
ec
tiv
e
c
o
m
m
u
n
icatio
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g
u
id
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es,
a
n
d
th
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in
tim
ac
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o
f
s
tu
d
en
t
-
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ter
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s
.
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e
p
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ce
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o
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tu
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itiv
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u
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o
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T
s
an
d
th
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ap
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licatio
n
o
f
d
ig
ital
tech
n
o
lo
g
ies
[
2
1
]
–
[
2
3
]
.
Ho
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er
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f
ac
u
lty
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em
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er
s
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e
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ess
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in
g
p
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ess
io
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al
d
ev
elo
p
m
en
t
[
2
4
]
.
E
f
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
g
u
id
elin
es
an
d
a
s
en
s
e
o
f
co
n
n
ec
tio
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h
er
s
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b
ee
n
i
d
en
tifie
d
as
k
ey
f
a
cto
r
s
in
en
h
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cin
g
th
e
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
f
o
r
s
tu
d
e
n
ts
[
2
1
]
.
T
h
e
r
esu
lt
o
f
th
e
p
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ce
p
tio
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s
o
f
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o
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f
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lty
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s
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d
s
tu
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ts
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th
e
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h
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d
c
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s
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ar
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th
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lin
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h
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lear
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g
m
o
d
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ca
n
b
e
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ee
n
in
T
ab
le
3
.
T
ab
le
3
.
C
h
allen
g
es a
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d
co
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ce
r
n
s
in
o
n
lin
e
teac
h
in
g
a
n
d
lear
n
in
g
I
n
d
i
c
a
t
o
r
s
F
a
c
u
l
t
y
memb
e
r
s
Q
u
a
l
i
t
a
t
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v
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p
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o
n
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t
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Q
u
a
l
i
t
a
t
i
v
e
d
e
s
c
r
i
p
t
i
o
n
1.
I
f
e
e
l
l
a
c
k
o
f
m
o
t
i
v
a
t
i
o
n
f
r
o
m
m
y
f
a
mi
l
y
t
o
t
a
k
e
/
t
e
a
c
h
o
n
l
i
n
e
c
l
a
ss
e
s.
2
.
2
7
D
i
sag
r
e
e
2
.
6
7
S
t
r
o
n
g
l
y
a
g
r
e
e
2.
I
f
i
n
d
i
t
h
a
r
d
t
o
st
i
c
k
t
o
a
s
t
u
d
y
s
c
h
e
d
u
l
e
o
f
t
h
e
o
n
l
i
n
e
c
o
u
r
se
.
2
.
6
7
A
g
r
e
e
3
.
4
0
S
t
r
o
n
g
l
y
a
g
r
e
e
3.
I
f
e
e
l
l
a
z
y
&
d
i
si
n
t
e
r
e
st
e
d
d
u
r
i
n
g
o
n
l
i
n
e
c
l
a
sses
.
2
.
6
7
A
g
r
e
e
3
.
2
0
A
g
r
e
e
4.
I
d
o
n
o
t
f
o
l
l
o
w
t
h
e
r
u
l
e
s
g
i
v
e
n
f
o
r
o
n
l
i
n
e
a
c
t
i
v
i
t
i
e
s
o
r
e
x
a
m
s.
2
.
1
3
D
i
sag
r
e
e
2
.
8
0
A
g
r
e
e
5.
I
t
i
s d
i
f
f
i
c
u
l
t
f
o
r
me
t
o
c
l
a
r
i
f
y
d
o
u
b
t
s i
n
o
u
r
o
n
l
i
n
e
c
l
a
s
ses.
2
.
6
0
A
g
r
e
e
3
.
2
0
A
g
r
e
e
6.
I
l
o
se
i
n
t
e
r
e
s
t
a
n
d
I
e
a
s
i
l
y
g
e
t
b
o
r
e
d
i
n
o
u
r
o
n
l
i
n
e
sess
i
o
n
s.
2
.
8
0
A
g
r
e
e
3
.
4
7
S
t
r
o
n
g
l
y
a
g
r
e
e
7.
I
d
o
n
’
t
u
s
u
a
l
l
y
g
e
t
a
n
sw
e
r
s
t
o
m
y
q
u
e
s
t
i
o
n
s
d
u
r
i
n
g
o
u
r
o
n
l
i
n
e
l
e
a
r
n
i
n
g
.
2
.
4
0
D
i
sag
r
e
e
3
.
0
7
A
g
r
e
e
8.
I
l
a
c
k
u
n
d
e
r
st
a
n
d
i
n
g
o
f
t
h
e
o
n
l
i
n
e
s
u
b
j
e
c
t
’
s c
o
n
t
e
n
t
s.
2
.
5
3
A
g
r
e
e
3
.
6
7
S
t
r
o
n
g
l
y
a
g
r
e
e
9.
I
a
l
w
a
y
s
e
x
p
e
r
i
e
n
c
e
n
e
t
w
o
r
k
i
ss
u
e
d
u
e
t
o
o
u
r
l
o
c
a
t
i
o
n
.
3
.
4
0
D
i
sag
r
e
e
3
.
6
0
S
t
r
o
n
g
l
y
a
g
r
e
e
1
0
.
I
l
a
c
k
I
C
T
k
n
o
w
l
e
d
g
e
w
h
i
c
h
r
e
s
u
l
t
s
t
o
p
o
o
r
p
e
r
f
o
r
ma
n
c
e
i
n
o
u
r
o
n
l
i
n
e
c
o
u
r
s
e
.
2
.
3
3
D
i
sag
r
e
e
3
.
4
0
S
t
r
o
n
g
l
y
a
g
r
e
e
1
1
.
I
a
m
d
i
st
r
a
c
t
e
d
f
r
o
m
my
f
a
mi
l
y
m
e
mb
e
r
s
w
h
i
l
e
h
a
v
i
n
g
o
n
l
i
n
e
sessi
o
n
s
.
2
.
6
7
D
i
sag
r
e
e
3
.
4
0
S
t
r
o
n
g
l
y
a
g
r
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1
2
.
I
l
o
se
c
o
n
c
e
n
t
r
a
t
i
o
n
i
n
o
u
r
o
n
l
i
n
e
c
l
a
s
s b
e
c
a
u
se
o
f
h
o
u
se
w
o
r
k
s
.
2
.
6
7
A
g
r
e
e
3
.
1
3
A
g
r
e
e
1
3
.
I
n
e
e
d
mo
r
e
t
i
m
e
t
o
e
f
f
e
c
t
i
v
e
l
y
a
c
c
o
mp
l
i
s
h
t
a
s
k
i
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
.
3
.
2
0
S
t
r
o
n
g
l
y
a
g
r
e
e
3
.
4
0
S
t
r
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n
g
l
y
a
g
r
e
e
O
v
e
r
a
l
l
2
.
7
4
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g
r
e
e
3
.
3
2
S
t
r
o
n
g
l
y
a
g
r
e
e
T
ab
le
3
p
r
esen
ts
th
e
c
h
allen
g
es
an
d
co
n
ce
r
n
s
f
ac
ed
b
y
f
ac
u
lty
an
d
s
tu
d
en
ts
in
t
h
e
co
n
tex
t
o
f
o
n
lin
e
teac
h
in
g
a
n
d
lear
n
in
g
.
T
h
e
f
ac
u
lty
h
i
g
h
est
m
ea
n
r
atin
g
i
s
3
.
2
0
f
o
r
t
h
e
in
d
icato
r
“I
n
ee
d
m
o
r
e
tim
e
to
ef
f
ec
tiv
ely
ac
co
m
p
lis
h
task
s
in
o
n
lin
e
lear
n
in
g
,
”
wh
ich
is
d
escr
ib
ed
as
“Str
o
n
g
ly
a
g
r
ee
.
”
T
h
is
s
u
g
g
ests
th
at
f
ac
u
lty
m
em
b
er
s
f
ee
l
th
ey
r
e
q
u
ir
e
ad
d
itio
n
al
tim
e
to
m
an
ag
e
an
d
co
m
p
lete
task
s
ef
f
ec
tiv
ely
in
an
o
n
lin
e
en
v
ir
o
n
m
en
t.
T
h
is
also
im
p
lie
s
th
at
o
n
lin
e
teac
h
in
g
d
em
an
d
s
m
o
r
e
p
r
ep
a
r
atio
n
an
d
ad
ap
ta
tio
n
tim
e
co
m
p
ar
e
d
to
tr
ad
itio
n
al
class
r
o
o
m
s
ettin
g
s
.
W
h
ile
th
e
lo
we
s
t
m
ea
n
r
at
in
g
is
2
.
1
3
f
o
r
th
e
in
d
icato
r
“I
d
o
n
o
t
f
o
llo
w
th
e
r
u
les
g
iv
en
f
o
r
o
n
lin
e
ac
tiv
i
ties
o
r
ex
am
s
,
”
wh
ich
d
escr
ib
ed
as
“Disag
r
ee
.
”
T
h
is
in
d
icate
s
th
at
f
ac
u
lty
m
em
b
er
s
g
en
e
r
ally
ad
h
er
e
to
th
e
r
u
les
s
et
f
o
r
o
n
lin
e
ac
ti
v
ities
an
d
ex
am
s
.
T
h
e
im
p
li
es
th
at
d
esp
ite
th
e
ch
allen
g
es,
f
ac
u
lty
m
em
b
er
s
a
r
e
co
m
m
itted
to
m
ain
tain
in
g
a
ca
d
em
ic
in
teg
r
ity
i
n
th
e
o
n
lin
e
teac
h
in
g
p
r
o
ce
s
s
.
On
th
e
o
th
er
h
an
d
,
th
e
h
ig
h
est
m
ea
n
r
atin
g
am
o
n
g
s
tu
d
en
ts
is
3
.
6
7
f
o
r
th
e
in
d
icato
r
“I
lack
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
o
n
lin
e
s
u
b
ject’
s
co
n
ten
ts
,
”
wh
ich
is
d
escr
ib
ed
as
“Str
o
n
g
l
y
a
g
r
ee
.
”
T
h
is
in
d
icate
s
a
s
ig
n
if
ican
t
co
n
ce
r
n
a
m
o
n
g
s
tu
d
en
ts
r
eg
ar
d
in
g
th
eir
co
m
p
r
eh
en
s
io
n
o
f
th
e
co
u
r
s
e
m
ater
ial
in
an
o
n
lin
e
f
o
r
m
at
.
T
h
is
im
p
lies
th
at
th
er
e
m
ig
h
t
b
e
a
n
ee
d
f
o
r
im
p
r
o
v
e
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
o
r
ad
d
itio
n
al
s
u
p
p
o
r
t
to
en
h
a
n
ce
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
ject
m
atter
.
W
h
ile
th
e
lo
west
m
ea
n
r
atin
g
is
2
.
6
7
f
o
r
th
e
in
d
icato
r
“I
f
ee
l
lack
o
f
m
o
tiv
atio
n
f
r
o
m
m
y
f
a
m
ily
to
tak
e/tea
ch
o
n
lin
e
class
es,”
d
escr
ib
ed
as
“Str
o
n
g
ly
a
g
r
ee
.
”
T
h
is
s
u
g
g
ests
th
at
s
tu
d
en
ts
d
o
n
o
t g
en
er
all
y
f
ee
l u
n
s
u
p
p
o
r
ted
b
y
th
eir
f
am
i
lies
in
ter
m
s
o
f
m
o
tiv
atio
n
f
o
r
o
n
lin
e
class
es.
T
h
e
im
p
lies
th
at
f
am
ily
s
u
p
p
o
r
t is r
elativ
ely
s
tr
o
n
g
,
w
h
ich
is
a
p
o
s
itiv
e
f
ac
to
r
in
th
e
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
Fu
r
th
er
m
o
r
e
,
th
e
o
v
e
r
all
weig
h
ted
m
ea
n
f
o
r
f
ac
u
lty
is
2
.
7
4
,
d
escr
ib
ed
as
“Ag
r
ee
.
”
T
h
is
s
h
o
ws
th
at
f
ac
u
lty
m
em
b
er
s
f
ac
e
m
o
d
er
at
e
ch
allen
g
es
an
d
co
n
ce
r
n
s
in
o
n
lin
e
teac
h
in
g
b
u
t
m
an
a
g
e
to
co
p
e
with
th
em
to
s
o
m
e
ex
ten
t.
L
ik
ewise,
th
e
o
v
er
all
weig
h
ted
m
ea
n
f
o
r
s
tu
d
en
ts
is
3
.
3
2
,
d
escr
ib
ed
as
“S
tr
o
n
g
ly
a
g
r
ee
.
”
T
h
is
in
d
icate
s
th
at
s
tu
d
en
ts
f
ac
e
m
o
r
e
s
ig
n
if
ican
t
c
h
allen
g
es
an
d
co
n
ce
r
n
s
co
m
p
ar
ed
t
o
f
ac
u
lty
m
em
b
er
s
,
esp
ec
ially
in
ter
m
s
o
f
u
n
d
e
r
s
tan
d
in
g
co
u
r
s
e
co
n
ten
t
a
n
d
d
ea
lin
g
with
n
etwo
r
k
is
s
u
es.
T
h
e
f
in
d
in
g
s
im
p
ly
th
at
wh
ile
b
o
th
f
ac
u
lty
an
d
s
tu
d
en
ts
f
ac
e
ch
allen
g
es
in
o
n
li
n
e
ed
u
ca
tio
n
,
th
e
in
te
n
s
ity
a
n
d
n
atu
r
e
o
f
th
ese
ch
allen
g
es
d
if
f
er
.
Facu
lty
m
em
b
er
s
n
ee
d
m
o
r
e
tim
e
to
ad
ap
t
an
d
p
r
ep
ar
e
f
o
r
o
n
lin
e
teac
h
in
g
,
wh
er
ea
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
505
-
515
510
s
tu
d
en
ts
s
tr
u
g
g
le
m
o
r
e
with
co
m
p
r
eh
e
n
s
io
n
a
n
d
tech
n
ical
is
s
u
es.
Ad
d
r
ess
in
g
t
h
ese
s
p
ec
if
ic
ar
ea
s
co
u
ld
im
p
r
o
v
e
t
h
e
o
v
e
r
all
o
n
lin
e
lea
r
n
in
g
e
x
p
er
ien
ce
f
o
r
b
o
th
g
r
o
u
p
s
.
I
n
c
o
r
r
o
b
o
r
atio
n
,
s
tu
d
y
b
y
R
ich
ar
d
s
an
d
Po
wer
[
2
5
]
in
d
ica
te
d
th
at
t
h
e
tr
a
n
s
itio
n
to
o
n
lin
e
teac
h
in
g
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
p
a
n
d
e
m
ic
h
as
p
r
esen
ted
ch
allen
g
es
f
o
r
b
o
th
f
ac
u
lt
y
an
d
s
tu
d
e
n
t
s
.
Facu
lty
m
em
b
er
s
h
av
e
s
tr
u
g
g
led
with
th
e
n
ee
d
f
o
r
m
o
r
e
tim
e
t
o
a
d
ap
t
a
n
d
p
r
ep
ar
e
f
o
r
o
n
lin
e
teac
h
i
n
g
,
as
well
as
th
e
r
eq
u
ir
em
e
n
t f
o
r
tec
h
n
ical
s
k
ills
an
d
k
n
o
wled
g
e
o
f
o
n
lin
e
tea
ch
in
g
m
o
d
alities
.
Ad
d
r
ess
in
g
th
ese
n
ee
d
s
th
r
o
u
g
h
co
m
p
r
eh
e
n
s
iv
e
tr
ain
i
n
g
p
r
o
g
r
am
s
an
d
s
u
p
p
o
r
t
n
etwo
r
k
s
co
u
ld
s
ig
n
i
f
ican
tly
im
p
r
o
v
e
th
e
o
n
lin
e
lear
n
i
n
g
ex
p
er
ien
ce
f
o
r
b
o
th
f
ac
u
lt
y
an
d
s
tu
d
en
ts
.
On
th
e
o
th
er
h
an
d
,
s
tu
d
en
ts
h
av
e
f
ac
e
d
d
if
f
icu
lties
with
co
m
p
r
eh
e
n
s
io
n
an
d
tech
n
ical
is
s
u
es.
Facu
lty
m
em
b
er
s
ca
n
p
lay
a
cr
u
cial
r
o
le
i
n
ad
d
r
ess
in
g
th
ese
ch
allen
g
es
b
y
en
h
an
ci
n
g
th
eir
o
n
lin
e
co
m
p
eten
ce
an
d
af
f
ec
tiv
e
en
g
ag
em
en
t
s
k
ills
,
wh
ich
ca
n
p
o
s
iti
v
ely
im
p
ac
t
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
t
h
e
q
u
ality
o
f
th
eir
o
n
lin
e
lear
n
i
n
g
ex
p
er
ien
c
e
[
2
6
]
.
Hen
ce
,
th
e
s
h
if
t
to
o
n
li
n
e
ed
u
ca
tio
n
d
u
r
in
g
th
e
p
an
d
em
ic
h
i
g
h
lig
h
ts
th
e
n
ee
d
f
o
r
f
ac
u
lty
f
lex
ib
ilit
y
,
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t,
an
d
s
tr
ateg
ies
to
ad
d
r
ess
d
is
tr
ac
tio
n
s
,
em
p
h
asizin
g
th
e
i
m
p
o
r
tan
ce
o
f
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t a
n
d
s
u
p
p
o
r
t
[
2
7
]
–
[
3
0
]
.
3
.
2
.
E
x
perience
s
o
f
f
a
cult
y
m
em
bers a
nd
s
t
ud
ent
s
in o
nl
ine t
ea
ching
-
lea
rning
B
ased
o
n
th
e
d
ata
,
th
e
r
esear
ch
er
s
id
en
tifie
d
f
iv
e
th
e
m
es
with
r
eg
ar
d
s
to
I
f
u
g
ao
State
Un
iv
er
s
ity
o
n
lin
e
teac
h
in
g
an
d
lear
n
in
g
ex
p
er
ien
ce
s
d
u
r
i
n
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
.
T
h
e
f
o
llo
win
g
wer
e
th
e
th
em
es
id
en
tifie
d
:
i
)
lear
n
in
g
/teac
h
in
g
d
ev
elo
p
m
e
n
t
;
ii
)
o
n
lin
e
m
ed
i
a
p
latf
o
r
m
/in
ter
n
et
ac
ce
s
s
;
iii
)
tech
n
ical/so
f
twar
e
k
n
o
wled
g
e
;
iv
)
lear
n
i
n
g
/teac
h
i
n
g
en
v
i
r
o
n
m
e
n
t
; a
n
d
v
)
t
im
e
m
an
ag
em
en
t.
3
.
2
.
1
.
L
ea
rning
/
t
ea
ching
dev
elo
pm
ent
Facu
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
tr
ea
s
u
r
ed
d
ev
elo
p
m
en
t
f
o
r
it
im
p
r
o
v
ed
p
er
f
o
r
m
an
ce
.
Mo
r
eo
v
er
,
ac
q
u
ir
in
g
d
ev
elo
p
m
en
t
f
o
r
s
p
ec
if
ic
f
ield
s
b
en
e
f
itted
th
e
p
ar
ticip
an
ts
to
p
r
ep
ar
e
th
em
s
elv
es
f
o
r
v
ar
i
o
u
s
r
esp
o
n
s
ib
ilit
ies esp
ec
ially
in
t
h
e
lig
h
t o
f
th
e
p
an
d
em
ic.
So
m
e
o
f
th
e
p
ar
ticip
an
ts
an
s
wer
ed
th
at
o
n
lin
e
lear
n
in
g
p
u
s
h
ed
th
em
to
b
ec
o
m
e
in
d
e
p
en
d
en
t a
n
d
s
elf
-
ef
f
icien
t.
Facu
lty
n
u
m
b
e
r
4
in
d
icate
d
th
at:
“
O
n
l
i
n
e
l
e
a
r
n
i
n
g
e
n
c
o
u
r
a
g
e
s
i
n
d
e
p
e
n
d
e
n
t
l
e
a
r
n
i
n
g
.
S
i
n
c
e
y
o
u
n
e
e
d
t
o
b
e
r
e
s
p
o
n
s
i
b
l
e
e
n
o
u
g
h
i
n
a
c
c
o
m
p
l
i
s
h
i
n
g
a
n
d
u
n
d
e
r
s
t
a
n
d
i
n
g
a
l
l
t
a
s
k
s
g
i
v
e
n
b
y
t
h
e
t
e
a
c
h
e
r
.”
Als
o
,
f
ac
u
lty
n
u
m
b
er
3
0
ex
p
la
in
ed
:
“
O
n
l
i
n
e
l
e
a
r
n
i
n
g
i
n
i
t
i
a
t
e
s
s
t
u
d
e
n
t
s
t
o
d
o
t
h
e
i
r
o
w
n
r
e
s
e
a
r
c
h
a
b
o
u
t
t
h
e
t
o
p
i
c
s
i
n
c
e
t
h
e
i
n
f
o
r
m
a
t
i
o
n
p
r
o
v
i
d
e
d
a
r
e
n
o
t
e
n
o
u
g
h
.
”
Fu
r
th
er
,
th
e
p
ar
ticip
an
ts
ac
q
u
ir
ed
co
u
n
tles
s
s
k
ills
wh
ile
en
g
ag
in
g
i
n
o
n
lin
e
lear
n
in
g
an
d
teac
h
in
g
d
u
r
in
g
th
e
p
a
n
d
em
ic.
M
o
s
t
o
f
th
e
p
ar
ticip
an
ts
ex
p
r
ess
ed
th
a
t
o
n
lin
e
lear
n
i
n
g
o
p
en
ed
n
u
m
er
o
u
s
o
p
p
o
r
tu
n
ities
to
im
p
r
o
v
e
o
n
eself
p
ar
ticu
lar
l
y
in
cr
itical
th
in
k
in
g
,
tim
e
m
a
n
ag
em
en
t
an
d
co
m
m
u
n
icatio
n
.
Facu
lty
n
u
m
b
er
1
2
v
iewe
d
o
n
lin
e
lear
n
in
g
as
a
g
r
ea
t
way
to
b
r
o
a
d
en
ed
th
in
k
in
g
ab
ilit
y
.
Als
o
,
s
h
e
ass
er
ted
th
at
it
h
elp
ed
to
ea
s
ily
u
n
d
er
s
tan
d
less
o
n
b
y
g
ettin
g
m
o
r
e
lear
n
i
n
g
r
eso
u
r
ce
s
o
n
lin
e.
T
h
is
was su
p
p
o
r
ted
b
y
f
ac
u
l
ty
n
u
m
b
er
15
:
“
I
d
e
v
e
l
o
p
m
y
a
b
i
l
i
t
y
a
n
d
r
e
f
i
n
e
d
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
s
k
i
l
l
s
a
n
d
i
m
p
r
o
v
e
d
v
i
r
t
u
a
l
c
o
m
m
u
n
i
c
a
t
i
o
n
a
n
d
c
o
l
l
a
b
o
r
a
t
i
o
n
.
”
Similar
ly
,
s
tu
d
en
t n
u
m
b
er
2
5
d
is
clo
s
ed
:
“
A
s
a
s
t
u
d
e
n
t
m
y
l
e
a
r
n
i
n
g
s
a
n
d
e
x
p
e
r
i
e
n
c
e
s
d
u
r
i
n
g
t
h
e
o
n
l
i
n
e
l
e
a
r
n
i
n
g
w
e
r
e
t
h
a
t
t
i
m
e
m
a
n
a
g
e
m
e
n
t
i
s
r
e
a
l
l
y
i
m
p
o
r
t
a
n
t
.
A
n
d
u
s
i
n
g
a
n
d
e
n
g
a
g
i
n
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d
:
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.
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D
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p
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p
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8
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2
2
On
lin
e
tea
ch
in
g
a
n
d
lea
r
n
in
g
in
h
ig
h
er e
d
u
ca
tio
n
in
s
titu
tio
n
in
…
(
R
a
s
h
id
C
ea
z
a
r
Ga
la
n
t
o
Ormil
la
)
511
“
S
o
m
e
t
i
m
e
s
I
c
a
n
’
t
f
o
c
u
s
d
u
e
t
o
m
a
n
y
a
c
t
i
v
i
t
i
e
s
f
r
o
m
d
i
f
f
e
r
e
n
t
t
e
a
c
h
e
r
s
,
a
n
d
I
c
a
n
’
t
d
o
t
h
e
m
a
t
t
h
e
s
a
m
e
t
i
m
e
.
”
A
d
d
i
t
i
o
n
a
l
l
y
,
s
t
u
d
e
n
t
n
u
m
b
e
r
1
0
s
a
i
d
:
“
D
u
r
i
n
g
t
h
e
p
a
n
d
e
m
i
c
,
t
h
e
r
e
a
r
e
l
o
t
s
o
f
h
a
n
d
s
-
o
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c
t
i
v
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y
t
h
a
t
'
s
w
h
y
s
o
m
e
t
i
m
e
s
w
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f
e
e
l
s
t
r
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s
s
e
d
.
”
S
t
u
d
e
n
t
n
u
m
b
e
r
s
1
a
n
d
1
3
a
g
r
e
e
d
t
h
a
t
t
h
e
r
e
w
a
s
l
e
s
s
l
e
a
r
n
i
n
g
d
u
e
t
o
l
o
w
i
n
t
e
r
n
e
t
c
o
n
n
e
c
t
i
o
n
t
h
a
t
m
a
d
e
t
h
e
s
o
u
n
d
c
h
o
p
p
y
a
n
d
n
o
t
u
n
d
e
r
s
t
a
n
d
a
b
l
e
.
C
o
n
s
i
d
e
r
i
n
g
a
l
l
t
h
e
f
a
c
t
s
,
s
t
u
d
e
n
t
s
c
a
n
n
o
t
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n
d
e
r
s
t
a
n
d
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h
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l
e
s
s
o
n
d
u
e
t
o
p
o
o
r
i
n
t
e
r
n
e
t
c
o
n
n
e
c
t
i
o
n
w
h
i
l
e
t
e
a
c
h
e
r
s
c
a
n
n
o
t
e
x
t
e
n
d
a
n
d
c
l
a
r
i
f
y
d
i
s
c
u
s
s
i
o
n
s
d
u
e
t
o
l
i
m
i
t
e
d
i
n
t
e
r
a
c
t
i
o
n
.
T
h
is
was
s
u
p
p
o
r
ted
b
y
t
h
e
s
tu
d
y
o
f
Gu
p
ta
et
a
l.
[
3
1
]
wh
ich
s
tated
th
at
m
an
y
tim
es
s
tu
d
en
ts
tr
ek
k
ed
f
o
r
a
f
ew
k
ilo
m
eter
s
in
ce
r
tai
n
ar
ea
s
to
g
et
a
p
r
o
p
er
s
ig
n
al
s
o
th
at
th
ey
c
o
u
ld
atten
d
cla
s
s
es
o
r
s
u
b
m
it
th
eir
ass
ig
n
m
en
ts
o
n
lin
e.
W
ith
th
e
g
o
v
er
n
m
en
t
tr
y
i
n
g
all
o
p
tio
n
s
f
o
r
ed
u
ca
tio
n
f
r
o
m
o
n
lin
e,
to
telev
is
io
n
,
class
es
th
r
o
u
g
h
c
o
m
m
u
n
ity
r
ad
io
,
o
n
l
in
e
ed
u
ca
tio
n
h
as
n
o
t
g
o
t
th
e
d
esire
d
r
esp
o
n
s
e
d
u
e
to
p
o
o
r
i
n
ter
n
et
c
o
n
n
ec
tiv
ity
in
th
e
r
em
o
te
ar
ea
s
o
f
th
e
r
eg
io
n
.
I
n
co
n
s
id
er
in
g
th
ese
in
s
ig
h
ts
f
r
o
m
b
o
th
f
ac
u
lty
an
d
s
tu
d
en
ts
,
th
e
im
p
licatio
n
s
f
o
r
f
u
tu
r
e
ed
u
ca
tio
n
al
s
tr
ateg
ies
b
ec
o
m
e
ap
p
a
r
e
n
t,
ca
llin
g
f
o
r
a
b
alan
ce
d
ap
p
r
o
ac
h
th
at
h
ar
n
ess
es
th
e
p
o
s
itiv
e
asp
ec
ts
o
f
d
e
v
elo
p
m
en
t w
h
ile
ad
d
r
ess
in
g
c
h
allen
g
es e
f
f
ec
tiv
ely
.
3
.
2
.
2
.
O
nli
ne
m
edia
pla
t
f
o
r
m/i
nte
rnet
a
cc
ess
All
ar
o
u
n
d
th
e
wo
r
ld
,
ed
u
ca
t
io
n
al
in
s
titu
tio
n
s
wer
e
lo
o
k
in
g
to
war
d
o
n
lin
e
lear
n
i
n
g
p
latf
o
r
m
s
t
o
co
n
tin
u
e
with
th
e
p
r
o
ce
s
s
o
f
ed
u
ca
tin
g
s
tu
d
e
n
ts
.
Facu
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
ac
ce
s
s
ed
ev
er
y
th
i
n
g
r
ig
h
t
a
t
th
eir
f
in
g
er
tip
s
with
th
e
h
el
p
o
f
o
n
lin
e
m
ed
ia
p
latf
o
r
m
s
/in
ter
n
et.
T
h
e
r
esu
lt
ex
h
ib
ite
d
th
at
th
e
u
ltima
te
n
eg
ativ
e
asp
ec
t o
f
in
ter
n
et
was its
p
o
o
r
co
n
n
ec
tio
n
.
I
n
its
en
tire
ty
,
p
o
o
r
i
n
ter
n
et
co
n
n
ec
tio
n
s
er
v
ed
as a
b
ar
r
ier
to
ac
ce
s
s
m
u
ltip
le
lear
n
in
g
r
eso
u
r
ce
s
.
Ho
wev
er
,
th
e
p
o
s
it
iv
e
asp
ec
ts
o
f
o
n
lin
e
lear
n
i
n
g
r
eg
a
r
d
in
g
o
n
lin
e
m
ed
ia
p
latf
o
r
m
s
/in
ter
n
et
ac
c
ess
g
ar
n
er
ed
g
r
ea
t
r
esp
o
n
s
e
s
.
Par
ticip
an
ts
en
u
m
er
ated
th
at
o
n
lin
e
m
ed
ia
p
latf
o
r
m
s
/in
ter
n
et
ac
ce
s
s
h
el
p
ed
t
o
g
ath
er
d
if
f
e
r
en
t
r
eliab
le
in
f
o
r
m
atio
n
,
o
p
en
ed
co
lla
b
o
r
atio
n
an
d
ea
s
ily
ac
ce
s
s
ib
le
an
y
tim
e
an
d
an
y
wh
er
e.
Facu
lty
n
u
m
b
er
1
4
p
r
o
v
e
d
th
at
th
e
s
tatem
en
t w
as p
r
ec
is
e:
“
W
i
t
h
t
h
e
u
s
e
o
f
t
h
e
i
n
t
e
r
n
e
t
,
l
e
a
r
n
i
n
g
c
o
n
t
i
n
u
e
s
,
a
n
d
w
e
a
r
e
n
o
t
s
t
u
c
k
i
n
l
e
a
r
n
i
n
g
.
H
a
v
i
n
g
t
h
e
I
n
t
e
r
n
e
t
i
s
a
b
i
g
h
e
l
p
b
e
c
a
u
s
e
i
t
a
l
l
o
w
s
s
t
u
d
e
n
t
s
a
n
d
t
e
a
c
h
e
r
s
t
o
c
o
m
m
u
n
i
c
a
t
e
.
”
As we
ll a
s
s
tu
d
en
t n
u
m
b
er
1
0
co
n
v
ey
e
d
:
“
D
u
r
i
n
g
t
h
e
p
a
n
d
e
m
i
c
,
I
l
e
a
r
n
a
l
o
t
f
r
o
m
u
s
i
n
g
t
h
e
i
n
t
e
r
n
e
t
i
n
m
y
s
t
u
d
y
m
o
s
t
e
s
p
e
c
i
a
l
l
y
i
n
m
a
k
i
n
g
a
s
s
i
g
n
m
e
n
t
s
,
p
r
o
j
e
c
t
s
a
n
d
o
t
h
e
r
a
c
a
d
e
m
i
c
t
a
s
k
s
.
”
B
esid
es
,
b
ased
o
n
t
h
e
n
o
t
i
o
n
o
f
f
ac
u
lty
n
u
m
b
er
4
,
o
n
li
n
e
m
ed
ia
p
latf
o
r
m
s
/in
ter
n
et
ac
ce
s
s
was
clea
r
ly
b
en
ef
icial
f
o
r
teac
h
er
s
a
n
d
s
tu
d
en
ts
:
“
O
p
e
n
d
i
s
c
u
s
s
i
o
n
b
e
t
w
e
e
n
t
h
e
t
e
a
c
h
e
r
a
n
d
t
h
e
s
t
u
d
e
n
t
s
.
T
h
e
d
i
f
f
e
r
e
n
t
f
e
a
t
u
r
e
s
o
f
e
a
c
h
m
e
d
i
a
p
l
a
t
f
o
r
m
w
e
r
e
u
s
e
f
u
l
a
n
d
b
e
i
n
g
u
t
i
l
i
z
e
d
u
r
i
n
g
m
e
e
t
i
n
g
.
O
n
l
i
n
e
m
e
d
i
a
p
l
a
t
f
o
r
m
s
s
u
c
h
a
s
G
o
o
g
l
e
M
e
e
t
,
Z
o
o
m
,
M
e
s
s
e
n
g
e
r
a
n
d
F
a
c
e
b
o
o
k
w
e
r
e
a
c
c
e
s
s
i
b
l
e
a
n
d
f
l
e
x
i
b
l
e
.
”
Acc
o
r
d
in
g
to
L
o
za
n
o
et
a
l.
[
3
2
]
,
an
in
te
g
r
ated
s
et
o
f
in
ter
ac
tiv
e
o
n
lin
e
s
er
v
ices
co
n
s
titu
tes
an
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
.
T
h
is
p
latf
o
r
m
aim
s
to
f
u
r
n
is
h
t
r
ain
er
s
,
le
ar
n
er
s
,
an
d
o
th
e
r
s
tak
eh
o
l
d
er
s
in
ed
u
ca
tio
n
with
in
f
o
r
m
atio
n
,
to
o
ls
,
an
d
r
eso
u
r
ce
s
to
s
u
p
p
o
r
t
an
d
en
h
a
n
ce
th
e
d
eliv
er
y
an
d
m
an
ag
e
m
en
t
o
f
ed
u
ca
tio
n
.
I
n
th
e
p
r
esen
t
er
a,
t
h
e
I
n
ter
n
et
h
as
b
r
o
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g
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ab
o
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t
a
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tio
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n
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ar
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s
asp
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ts
o
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o
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r
liv
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s
,
in
clu
d
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g
wo
r
k
,
r
ec
r
ea
tio
n
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m
m
u
n
icatio
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ad
m
in
is
tr
atio
n
,
an
d
,
n
o
tab
ly
,
lear
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in
g
.
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h
e
d
i
g
ital
lan
d
s
ca
p
e
h
as
ef
f
ec
tiv
ely
r
em
o
v
ed
n
ea
r
ly
all
co
n
s
tr
ain
ts
o
n
ed
u
ca
tio
n
,
lib
er
atin
g
u
s
f
r
o
m
th
e
co
n
f
in
es
o
f
p
h
y
s
ical
clas
s
r
o
o
m
s
o
r
lib
r
ar
ies.
W
ith
ac
ce
s
s
to
a
c
o
m
p
u
ter
,
tab
let,
o
r
s
m
ar
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h
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e,
in
d
iv
id
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als
ca
n
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f
f
o
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tles
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ly
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cc
ess
an
ab
u
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d
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ce
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in
f
o
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m
atio
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ey
o
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eir
i
m
ag
in
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T
h
e
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ter
n
et
n
o
t o
n
ly
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as
ex
p
a
n
d
ed
r
esear
ch
p
o
s
s
ib
ilit
ies
lim
itles
s
ly
b
u
t
h
as
also
f
ac
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ated
th
e
cr
ea
tio
n
o
f
o
n
lin
e
lear
n
in
g
p
lat
f
o
r
m
s
,
allo
win
g
f
o
r
co
m
p
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eh
e
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iv
e
teac
h
in
g
an
d
lear
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in
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ex
p
e
r
ien
ce
s
r
eg
ar
d
le
s
s
o
f
g
eo
g
r
ap
h
ical
lo
ca
tio
n
.
Un
d
o
u
b
te
d
ly
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th
e
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
h
as
p
r
o
f
o
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n
d
l
y
tr
an
s
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o
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m
ed
o
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r
e
d
u
ca
tio
n
al
ex
p
er
ien
ce
s
f
o
r
th
e
b
etter
.
3
.
2
.
3
.
T
ec
hn
ica
l/
s
o
f
t
wa
re
k
no
wledg
e
T
ec
h
n
ical/So
f
twar
e
k
n
o
wled
g
e
was
im
p
o
r
tan
t
f
o
r
a
v
ar
i
ety
o
f
r
ea
s
o
n
s
.
I
t
h
elp
ed
te
ac
h
er
s
an
d
s
tu
d
en
ts
to
wo
r
k
m
o
r
e
ef
f
icien
tly
,
ac
h
iev
ed
c
o
m
p
etitiv
e
ad
v
an
tag
e
an
d
i
n
cr
ea
s
ed
p
r
o
d
u
c
tiv
ity
.
B
ased
o
n
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
505
-
515
512
r
esp
o
n
s
es,
th
e
co
m
m
o
n
a
n
s
wer
in
d
icate
d
was
th
e
u
n
s
o
lv
ed
t
ec
h
n
ical
is
s
u
es
d
u
e
to
lack
o
f
tech
n
o
lo
g
ical
s
k
ills
an
d
k
n
o
wled
g
e.
Un
f
o
r
tu
n
ately
,
as
s
tated
b
y
f
ac
u
lty
n
u
m
b
e
r
3
,
g
ain
in
g
tech
n
ical
k
n
o
wled
g
e
cr
ea
ted
h
u
g
e
a
n
d
r
ea
lis
tic
n
eg
ativ
e
asp
ec
t
lik
e
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ein
g
e
x
p
er
t
i
n
ch
ea
tin
g
a
n
d
h
ac
k
in
g
.
On
t
h
e
o
th
e
r
h
an
d
,
t
h
e
p
o
s
itiv
e
asp
ec
ts
wer
e
im
p
r
o
v
e
d
co
m
p
u
ter
liter
ac
y
,
ea
s
ily
u
tili
ze
d
tech
n
o
lo
g
y
,
a
n
d
ex
p
l
o
r
ed
b
ey
o
n
d
u
n
k
n
o
wn
o
n
lin
e
p
latf
o
r
m
s
.
Facu
lty
n
u
m
b
e
r
6
s
tated
f
r
o
m
t
h
e
in
ter
v
iew:
“
O
n
l
i
n
e
l
e
a
r
n
i
n
g
h
e
l
p
s
t
o
i
m
p
r
o
v
e
m
y
k
n
o
w
l
e
d
g
e
o
n
h
o
w
t
o
u
s
e
d
i
f
f
e
r
e
n
t
t
e
c
h
n
o
l
o
g
i
e
s
t
o
c
a
t
e
r
o
u
r
o
n
l
i
n
e
c
l
a
s
s
.
A
l
s
o
,
t
h
e
v
i
r
t
u
a
l
s
e
t
t
i
n
g
o
f
e
d
u
c
a
t
i
o
n
t
h
o
u
g
h
t
m
e
t
o
b
e
c
u
n
n
i
n
g
.
I
c
a
n
s
a
y
t
h
a
t
I
d
i
d
n
'
t
f
e
e
l
m
u
c
h
p
r
e
s
s
u
r
e
i
n
l
e
a
r
n
i
n
g
t
h
e
d
i
f
f
e
r
e
n
t
s
o
f
t
w
a
r
e
n
e
e
d
e
d
t
o
c
o
n
d
u
c
t
a
r
e
p
o
r
t
.
”
On
to
p
o
f
th
at,
f
ac
u
lty
n
u
m
b
er
1
8
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
tech
n
ical
k
n
o
wled
g
e:
“
H
a
v
i
n
g
t
e
c
h
n
i
c
a
l
k
n
o
w
l
e
d
g
e
h
e
l
p
s
a
s
t
u
d
e
n
t
i
n
n
a
v
i
g
a
t
i
n
g
t
e
c
h
n
o
l
o
g
y
e
a
s
i
l
y
w
h
e
n
h
a
v
i
n
g
o
n
l
i
n
e
c
l
a
s
s
e
s
.
B
e
s
i
d
e
s
,
i
t
h
e
l
p
s
u
s
o
n
h
o
w
t
o
n
a
v
i
g
a
t
e
o
u
r
c
o
m
p
u
t
e
r
o
r
p
h
o
n
e
.
W
e
e
x
p
l
o
r
e
s
o
m
e
f
e
a
t
u
r
e
s
w
e
h
a
v
e
n
'
t
e
n
c
o
u
n
t
e
r
e
d
b
e
f
o
r
e
.
A
l
s
o
,
i
t
h
e
l
p
s
m
e
t
o
g
o
b
e
y
o
n
d
m
y
s
o
f
t
w
a
r
e
k
n
o
w
l
e
d
g
e
a
n
d
a
c
q
u
i
r
e
d
n
e
w
s
k
i
l
l
b
y
e
x
p
l
o
r
i
n
g
t
h
e
a
d
v
a
n
c
e
f
e
a
t
u
r
e
s
o
f
t
e
c
h
n
o
l
o
g
i
e
s
.
”
A
r
an
g
e
o
f
s
tu
d
ies
h
av
e
h
i
g
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
t
ec
h
n
o
lo
g
ical
k
n
o
wled
g
e
f
o
r
f
ac
u
lty
an
d
s
t
u
d
e
n
t
s
.
T
ec
h
n
o
lo
g
y
teac
h
er
s
'
u
n
d
er
s
tan
d
in
g
o
f
th
is
k
n
o
wled
g
e
v
ar
ied
,
p
o
ten
tially
im
p
ac
tin
g
cu
r
r
icu
lu
m
in
ter
p
r
etatio
n
an
d
s
tu
d
en
t
as
s
e
s
s
m
e
n
t
[
3
3
]
.
R
o
d
r
ig
u
es
e
t
a
l
.
[
3
4
]
em
p
h
asized
th
e
n
ee
d
f
o
r
b
alan
ce
d
tech
n
o
lo
g
ical
s
k
ills
d
ev
elo
p
m
en
t
in
h
ig
h
e
r
e
d
u
ca
tio
n
,
wh
ic
h
is
cr
u
cial
f
o
r
s
t
u
d
e
n
t
s
'
p
e
r
s
o
n
a
l
,
s
o
c
i
a
l
,
a
n
d
p
r
o
f
ess
io
n
al
f
u
tu
r
e.
Kaf
y
u
lilo
e
t
a
l
.
[
3
5
]
id
en
tifie
d
s
ch
o
o
l
m
an
ag
em
en
t
en
co
u
r
ag
em
e
n
t
a
s
a
cr
itical
f
ac
to
r
in
teac
h
er
s
'
co
n
tin
u
atio
n
o
f
tech
n
o
lo
g
y
u
s
e,
d
esp
ite
ch
allen
g
es.
B
ac
k
f
is
ch
e
t
a
l
.
[
3
6
]
f
u
r
th
er
u
n
d
er
s
co
r
e
d
th
e
r
o
le
o
f
teac
h
er
s
'
m
o
tiv
atio
n
a
l
b
elief
s
in
e
f
f
ec
tiv
ely
ap
p
l
y
in
g
tec
h
n
o
lo
g
y
i
n
in
s
tr
u
cti
o
n
.
T
h
ese
f
in
d
in
g
s
co
llectiv
ely
em
p
h
asize
th
e
n
ee
d
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
tech
n
o
l
o
g
ical
k
n
o
wled
g
e
a
n
d
th
e
im
p
o
r
tan
ce
o
f
s
u
p
p
o
r
t a
n
d
m
o
tiv
atio
n
in
its
ap
p
licatio
n
.
3
.
2
.
4
.
L
ea
rning
/
t
ea
ching
env
iro
nm
ent
A
lear
n
in
g
en
v
ir
o
n
m
e
n
t
ch
a
r
ac
ter
ized
b
y
ac
tiv
e
e
n
g
ag
e
m
en
t
en
h
an
ce
s
s
tu
d
en
ts
’
att
en
tio
n
an
d
co
n
ce
n
tr
atio
n
,
f
o
s
ter
s
m
ea
n
in
g
f
u
l
lear
n
in
g
en
co
u
n
ter
s
,
b
o
o
s
ts
o
v
er
all
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
,
an
d
s
tim
u
lates
th
e
ap
p
licatio
n
o
f
ad
v
a
n
ce
d
cr
itical
th
in
k
in
g
s
k
ills
.
C
r
ea
tin
g
a
lear
n
in
g
atm
o
s
p
h
er
e
th
at
m
o
tiv
ates
s
tu
d
en
ts
to
lear
n
with
in
th
e
co
n
f
in
es
o
f
a
s
ec
u
r
e
class
r
o
o
m
is
th
e
d
u
ty
o
f
th
e
teac
h
er
.
Nev
er
th
eless
,
in
an
o
n
lin
e
co
n
te
x
t,
r
esp
o
n
d
en
ts
r
ep
o
r
ted
ex
p
e
r
ien
cin
g
a
s
en
s
e
o
f
f
r
ee
d
o
m
an
d
c
o
m
f
o
r
t
as
th
ey
co
u
ld
s
elec
t
a
s
ec
u
r
e
lo
ca
tio
n
f
o
r
th
eir
lear
n
in
g
a
n
d
teac
h
in
g
a
ctiv
ities
.
T
h
e
s
tu
d
y
f
o
u
n
d
o
u
t
th
at
th
e
p
an
d
em
ic
lea
d
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
to
lear
n
at
h
o
m
e
wh
er
e
th
er
e
was
n
o
n
ee
d
f
o
r
h
u
m
an
in
ter
ac
tio
n
to
p
r
e
v
en
t
th
e
s
p
r
ea
d
in
g
o
f
th
e
v
ir
u
s
.
Stu
d
en
t n
u
m
b
e
r
4
m
e
n
tio
n
ed
:
“
I
h
a
v
e
t
h
e
f
r
e
e
d
o
m
t
o
c
h
o
o
s
e
t
h
e
p
l
a
c
e
w
h
e
r
e
I
'
m
c
o
m
f
o
r
t
a
b
l
e
t
o
l
e
a
r
n
.
F
o
r
t
u
n
a
t
e
l
y
,
I
c
a
n
s
t
i
l
l
m
a
n
a
g
e
t
o
l
e
a
r
n
w
h
e
r
e
v
e
r
I
a
m
.
”
T
h
e
s
t
a
t
e
m
e
n
t
w
a
s
a
g
r
e
e
d
b
y
s
t
u
d
e
n
t
n
u
m
b
e
r
6
:
“
I
f
e
e
l
s
a
f
e
b
e
i
n
g
a
t
h
o
m
e
w
h
i
l
e
s
t
u
d
y
i
n
g
,
i
t
’
s
j
u
s
t
d
a
n
g
e
r
o
u
s
o
u
t
s
i
d
e
b
e
c
a
u
s
e
o
f
t
h
e
t
h
r
e
a
t
b
r
o
u
g
h
t
b
y
t
h
e
C
O
V
I
D
-
1
9
v
i
r
u
s
.
”
On
th
e
co
n
tr
a
r
y
,
th
er
e
wer
e
n
e
g
ativ
e
asp
ec
ts
ab
o
u
t
lear
n
in
g
an
d
teac
h
in
g
en
v
ir
o
n
m
e
n
t
g
at
h
er
ed
f
r
o
m
th
e
s
u
r
v
ey
.
R
esp
o
n
d
en
ts
ad
m
itted
th
at
th
eir
h
o
m
e
was
n
o
t
co
n
d
u
ci
v
e
f
o
r
lear
n
in
g
d
u
e
to
th
e
b
ar
r
ier
s
an
d
d
is
tu
r
b
an
ce
s
.
No
is
es
f
r
o
m
th
e
s
u
r
r
o
u
n
d
in
g
en
ab
led
lear
n
er
s
t
o
f
o
c
u
s
o
n
th
e
less
o
n
an
d
d
i
g
e
s
t
th
e
in
f
o
r
m
ati
o
n
th
e
teac
h
er
s
p
r
o
v
id
ed
.
Facu
lty
n
u
m
b
e
r
6
s
tated
:
“
O
n
e
o
f
t
h
e
d
i
s
a
d
v
a
n
t
a
g
e
s
o
f
o
n
l
i
n
e
c
l
a
s
s
e
s
i
s
t
h
a
t
t
h
e
n
o
i
s
e
s
y
o
u
h
e
a
r
o
n
y
o
u
r
b
a
c
k
g
r
o
u
n
d
a
r
e
u
n
s
t
o
p
p
a
b
l
e
.
Y
o
u
j
u
s
t
c
a
n
'
t
d
o
a
n
y
t
h
i
n
g
a
b
o
u
t
i
t
.
”
T
h
i
s
w
a
s
s
u
p
p
o
r
t
e
d
b
y
t
h
e
s
t
a
t
e
m
e
n
t
o
f
s
t
u
d
e
n
t
n
u
m
b
e
r
1
9
:
“
T
h
e
r
e
a
r
e
s
o
m
e
b
a
r
r
i
e
r
s
i
n
t
h
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
t
h
a
t
m
a
k
e
i
t
h
a
r
d
t
o
c
o
n
c
e
n
t
r
a
t
e
,
s
u
c
h
a
s
n
o
i
s
e
,
c
h
o
r
e
s
t
h
a
t
n
e
e
d
t
o
b
e
d
o
n
e
w
h
i
l
e
s
t
u
d
y
i
n
g
o
n
l
i
n
e
,
a
n
d
a
p
o
o
r
l
y
v
e
n
t
i
l
a
t
e
d
s
p
a
c
e
,
a
s
I
e
x
p
e
r
i
e
n
c
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
On
lin
e
tea
ch
in
g
a
n
d
lea
r
n
in
g
in
h
ig
h
er e
d
u
ca
tio
n
in
s
titu
tio
n
in
…
(
R
a
s
h
id
C
ea
z
a
r
Ga
la
n
t
o
Ormil
la
)
513
L
ea
r
n
er
s
ex
p
e
r
ien
ce
d
th
e
u
n
c
o
n
d
u
ci
v
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
d
u
r
in
g
th
e
p
a
n
d
em
ic
as
d
i
s
clo
s
ed
b
y
s
tu
d
en
t n
u
m
b
er
1
2
:
“
M
y
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
i
s
n
o
t
c
o
n
d
u
c
i
v
e
f
o
r
l
e
a
r
n
i
n
g
f
o
r
t
h
e
r
e
w
e
r
e
m
a
n
y
d
i
s
t
r
a
c
t
i
o
n
s
.
S
o
m
e
t
i
m
e
s
I
c
a
n
n
o
t
c
o
n
c
e
n
t
r
a
t
e
b
e
c
a
u
s
e
m
y
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
w
a
s
f
i
l
l
e
d
w
i
t
h
d
i
s
t
u
r
b
a
n
c
e
s
t
h
a
t
m
a
k
e
s
m
e
f
e
e
l
u
n
c
o
m
f
o
r
t
a
b
l
e
.
”
R
esear
ch
by
W
an
g
[
3
0
]
r
e
v
ea
led
th
at
s
tu
d
en
ts
h
ad
tr
o
u
b
le
g
r
asp
in
g
c
o
n
ce
p
ts
at
h
o
m
e
d
u
r
in
g
o
n
lin
e
class
es
b
ec
au
s
e
th
ey
h
a
v
e
m
o
r
e
d
is
tr
ac
tio
n
s
th
at
to
o
k
t
h
eir
f
o
c
u
s
awa
y
f
r
o
m
th
eir
e
d
u
ca
tio
n
.
Stu
d
en
ts
b
ec
am
e
d
is
tr
ac
ted
a
lo
t
ea
s
ier
wh
en
n
o
t
in
a
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t
i
n
f
r
o
n
t
o
f
o
th
er
s
tu
d
e
n
ts
an
d
teac
h
er
s
,
wh
ich
ca
u
s
ed
th
em
to
n
o
t
b
e
ab
le
t
o
g
r
asp
c
o
n
ce
p
ts
b
ein
g
tau
g
h
t
as
well
a
s
if
th
ey
wer
e
in
-
p
er
s
o
n
.
Stu
d
en
ts
d
o
n
o
t
i
n
n
ately
u
n
d
er
s
tan
d
(
o
r
a
p
p
r
ec
iate)
all
ed
u
ca
tio
n
al
ap
p
s
.
3
.
2
.
5
.
T
im
e
ma
na
g
em
ent
T
im
e
m
an
ag
e
m
en
t
r
ef
er
r
e
d
t
o
m
ak
in
g
th
e
b
est
u
s
e
o
f
tim
e
as
tim
e
was
alwa
y
s
lim
ited
.
I
t
was
to
m
an
ag
e
tim
e
ef
f
ec
tiv
ely
s
o
th
at
th
e
r
ig
h
t
tim
e
was
al
lo
ca
ted
to
th
e
r
ig
h
t
ac
tiv
ity
.
E
f
f
ec
tiv
e
tim
e
m
an
ag
em
en
t
allo
wed
in
d
iv
i
d
u
als
to
ass
ig
n
s
p
ec
if
ic
tim
e
s
lo
ts
to
ac
ti
v
ities
as
p
er
th
ei
r
im
p
o
r
tan
c
e.
Alo
n
g
with
th
is
,
r
esp
o
n
d
en
ts
lear
n
ed
to
s
av
e
a
n
d
b
alan
ce
tim
e
in
d
o
in
g
h
o
u
s
eh
o
ld
ch
o
r
es a
n
d
s
ch
o
o
l a
ctiv
iti
es in
ev
er
y
class
.
T
h
e
r
esear
ch
s
h
o
wed
th
at
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
e
n
ts
lear
n
ed
th
e
im
p
o
r
tan
ce
o
f
tim
e
m
an
ag
em
en
t.
Facu
lty
n
u
m
b
e
r
s
1
7
,
1
5
an
d
1
8
an
s
wer
ed
th
at
th
e
tim
e
d
u
r
in
g
o
n
lin
e
class
wa
s
f
lex
ib
le.
Ma
jo
r
ity
o
f
th
e
r
esp
o
n
d
e
n
ts
v
i
ewe
d
o
n
lin
e
class
as
a
way
to
ap
p
r
ec
iate
an
d
m
aster
tim
e
m
a
n
ag
em
en
t.
Stu
d
en
t
n
u
m
b
er
1
4
r
ea
lized
d
u
r
in
g
t
h
e
in
ter
v
iew:
“
A
s
a
s
t
u
d
e
n
t
a
n
d
a
t
e
a
c
h
e
r
s
o
o
n
,
t
i
m
e
m
a
n
a
g
e
m
e
n
t
i
s
m
o
r
e
i
m
p
o
r
t
a
n
t
,
w
e
c
a
n
d
o
a
l
l
t
h
i
n
g
s
w
e
d
e
s
i
r
e
d
t
o
d
o
i
f
w
e
m
a
n
a
g
e
o
u
r
t
i
m
e
w
i
s
e
l
y
.
”
I
n
t
h
e
s
u
r
v
e
y
,
s
t
u
d
e
n
t
n
u
m
b
e
r
8
s
h
a
r
e
d
a
n
i
n
s
i
g
h
t
:
“
T
h
e
r
e
w
a
s
t
i
m
e
a
l
l
o
t
t
e
d
f
o
r
e
a
c
h
t
a
s
k
.
I
l
e
a
r
n
t
h
a
t
m
a
n
a
g
i
n
g
t
i
m
e
w
i
s
e
l
y
i
s
a
m
u
s
t
f
o
r
y
o
u
t
o
a
c
c
o
m
p
l
i
s
h
s
o
m
e
t
h
i
n
g
.
”
O
n
l
i
n
e
l
e
a
r
n
i
n
g
b
r
o
u
g
h
t
t
e
a
c
h
e
r
s
a
n
d
s
t
u
d
e
n
t
s
a
l
e
s
s
o
n
t
h
a
t
c
h
a
n
g
e
s
t
h
e
w
a
y
t
h
e
y
p
e
r
c
e
i
v
e
d
t
i
m
e
.
A
s
w
h
a
t
f
a
c
u
l
t
y
n
u
m
b
e
r
3
0
d
i
s
c
e
r
n
e
d
:
“
I
l
e
a
r
n
e
d
t
o
m
a
n
a
g
e
m
y
t
i
m
e
v
e
r
y
-
w
e
l
l
d
u
r
i
n
g
t
h
e
o
n
l
i
n
e
l
e
a
r
n
i
n
g
t
o
a
c
c
o
m
p
l
i
s
h
a
l
l
r
e
q
u
i
r
e
m
e
n
t
s
o
n
t
i
m
e
.
A
l
s
o
,
i
t
m
a
d
e
u
s
t
i
m
e
-
c
o
n
s
c
i
o
u
s
w
h
i
c
h
I
t
h
o
u
g
h
t
a
g
o
o
d
e
x
p
e
r
i
e
n
c
e
s
i
n
c
e
w
e
c
a
n
f
i
n
i
s
h
a
c
t
i
v
i
t
i
e
s
(
f
o
r
e
x
a
m
p
l
e
)
o
n
o
r
b
e
f
o
r
e
t
h
e
t
i
m
e
.
L
a
s
t
l
y
,
I
l
e
a
r
n
t
o
a
d
j
u
s
t
m
y
t
i
m
e
i
n
d
o
i
n
g
w
o
r
k
i
n
g
s
t
u
d
e
n
t
a
n
d
d
o
i
n
g
m
y
a
c
t
i
v
i
t
i
e
s
i
n
s
c
h
o
o
l
.
”
D
e
s
p
i
t
e
o
f
t
h
e
a
b
o
v
e
-
m
e
n
t
i
o
n
e
d
p
o
s
i
t
i
v
e
a
s
p
e
c
t
s
t
h
e
r
e
w
e
r
e
a
l
w
a
y
s
d
r
a
w
b
a
c
k
s
.
C
l
a
s
s
s
c
h
e
d
u
l
e
a
n
d
t
i
m
e
a
l
l
o
c
a
t
i
o
n
w
e
r
e
t
h
e
m
a
j
o
r
p
r
o
b
l
e
m
s
t
h
a
t
t
h
e
r
e
s
p
o
n
d
e
n
t
s
i
d
e
n
t
i
f
i
e
d
.
F
a
c
u
l
t
y
n
u
m
b
e
r
1
2
e
x
p
o
s
e
d
:
“
T
i
m
e
m
a
n
a
g
e
m
e
n
t
i
s
n
'
t
r
e
a
l
l
y
e
x
e
r
c
i
s
e
s
i
n
c
e
m
o
s
t
o
f
u
s
o
n
l
y
d
o
o
u
r
h
o
m
e
w
o
r
k
i
f
t
h
e
d
e
a
d
l
i
n
e
i
s
n
e
a
r
.
F
u
r
t
h
e
r
,
s
o
m
e
t
i
m
e
s
c
h
e
d
u
l
e
w
a
s
n
o
t
f
o
l
l
o
w
e
d
b
e
c
a
u
s
e
o
f
u
n
e
x
p
e
c
t
e
d
s
i
t
u
a
t
i
o
n
l
i
k
e
u
n
s
t
a
b
l
e
c
o
n
n
e
c
t
i
o
n
a
n
d
o
t
h
e
r
s
.
”
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
f
in
d
s
u
p
p
o
r
t
in
th
e
r
esear
ch
co
n
d
u
cted
b
y
Ma
r
tin
et
a
l.
[
3
7
]
,
wh
o
id
en
tifie
d
th
at
th
e
lo
west
co
m
p
ete
n
cy
in
tim
e
m
an
ag
e
m
en
t
was
“stay
in
g
o
n
task
an
d
av
o
id
in
g
d
is
tr
ac
tio
n
s
wh
ile
s
tu
d
y
in
g
.
”
W
h
ile
tim
e
m
an
ag
em
en
t
h
as
alwa
y
s
p
r
esen
te
d
c
h
allen
g
es,
ev
e
n
i
n
tr
a
d
itio
n
al
o
n
-
ca
m
p
u
s
co
u
r
s
es,
it
b
ec
o
m
es
m
o
r
e
f
o
r
m
i
d
ab
le
i
n
th
e
o
n
lin
e
en
v
ir
o
n
m
e
n
t.
I
n
o
n
lin
e
co
u
r
s
es,
s
tu
d
en
ts
ar
e
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