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[
2
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.
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C
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s
[
3
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,
[
4
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[
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Fij
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[
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,
in
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q
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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&
R
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d
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c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
6
59
-
6
70
660
tech
n
o
lo
g
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s
k
ills
ar
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n
e
o
f
th
e
m
ain
ch
allen
g
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th
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s
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d
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f
th
e
C
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1
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I
m
p
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v
in
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th
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co
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ld
h
elp
im
p
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v
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'
tech
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s
k
ills
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s
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h
ig
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A
s
tu
d
y
[
7
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in
v
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ated
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h
ip
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g
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en
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ce
p
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in
m
a
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if
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Fo
r
e
x
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p
le
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i)
s
ee
o
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lin
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p
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t
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p
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d
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[
8
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;
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ital
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tec
h
n
o
lo
g
y
f
o
r
d
ig
ital
lear
n
in
g
a
ctiv
ities
[
9
]
;
iii)
o
r
teac
h
in
g
an
d
lear
n
i
n
g
s
tr
ateg
ies
d
ev
elo
p
ed
in
o
n
lin
e
e
n
v
ir
o
n
m
en
ts
o
r
a
co
m
b
in
atio
n
o
f
tr
ad
itio
n
al
an
d
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
1
0
]
.
W
ith
r
eg
ar
d
to
th
is
s
u
b
ject,
th
er
e
ar
e
th
r
ee
ter
m
s
m
e
n
tio
n
ed
in
p
r
ev
i
o
u
s
s
tu
d
ies,
i.e
.
,
e
-
p
e
d
ag
o
g
y
[
8
]
,
o
n
lin
e
p
ed
a
g
o
g
y
[
1
1
]
,
d
i
g
ital
p
ed
ag
o
g
y
,
a
n
d
th
ey
ca
n
b
e
u
s
ed
alter
n
ately
.
I
n
r
ec
en
t
y
ea
r
s
,
m
an
y
p
a
p
er
s
h
av
e
s
tu
d
ied
o
n
lin
e
teac
h
in
g
o
f
teac
h
er
s
an
d
p
r
o
p
o
s
ed
o
n
lin
e
p
e
d
ag
o
g
ical
co
m
p
eten
cies
f
o
r
teac
h
er
s
in
d
if
f
er
e
n
t
ap
p
r
o
ac
h
es.
I
n
a
m
o
d
el
ap
p
r
o
ac
h
,
th
e
E
u
r
o
p
ea
n
C
o
m
m
is
s
io
n
[
1
2
]
p
r
o
p
o
s
ed
a
d
ig
ital
co
m
p
eten
ce
f
r
am
ewo
r
k
f
o
r
ed
u
ca
to
r
s
co
n
s
is
tin
g
o
f
t
h
r
ee
co
m
p
o
n
en
t
c
o
m
p
eten
c
y
g
r
o
u
p
s
:
ed
u
ca
to
r
s
’
p
r
o
f
ess
io
n
al
co
m
p
ete
n
cies,
ed
u
ca
to
r
s
'
p
ed
ag
o
g
ical
co
m
p
e
ten
cies,
an
d
lear
n
er
s
’
co
m
p
ete
n
cies.
T
h
e
ed
u
ca
tio
n
al
p
ed
ag
o
g
ical
co
m
p
eten
cies
o
f
ed
u
ca
to
r
s
co
n
s
is
t
o
f
f
o
u
r
p
ed
ag
o
g
ical
c
o
m
p
etitio
n
g
r
o
u
p
s
,
in
clu
d
in
g
i
)
d
i
g
ital
r
eso
u
r
ce
s
(
r
elate
d
to
d
ig
ital
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
f
o
r
tea
ch
in
g
)
;
ii
)
teac
h
in
g
a
n
d
lear
n
in
g
(
e
n
h
an
ce
teac
h
in
g
a
n
d
le
ar
n
in
g
s
tr
ateg
ies
b
y
u
s
in
g
d
ig
ital
tech
n
o
lo
g
ies)
;
i
ii
)
ass
ess
m
en
t
(
cr
ea
te
o
r
/an
d
im
p
r
o
v
e
ex
is
tin
g
ass
ess
m
en
t
s
tr
ateg
ies)
;
an
d
iv
)
em
p
o
wer
lea
r
n
er
s
(
to
f
ac
ilit
ate
ac
tiv
e
en
g
ag
em
en
t)
.
A
p
r
o
f
ess
io
n
al
d
ig
ital
co
m
p
eten
cy
f
r
am
ewo
r
k
was
p
r
o
p
o
s
ed
f
o
r
No
r
wa
y
teac
h
er
s
[
1
3
]
.
Ped
ag
o
g
y
a
n
d
s
u
b
ject
d
id
ac
tics
ar
e
o
n
e
o
f
th
e
eig
h
t
c
o
m
p
eten
ce
g
r
o
u
p
s
o
f
th
is
f
r
am
ewo
r
k
.
T
ea
ch
e
r
s
m
u
s
t
h
av
e
d
ig
ital
s
k
ills
to
d
e
v
elo
p
th
e
co
n
ten
t
o
f
th
e
s
u
b
jects,
in
teg
r
ate
d
ig
ital
r
eso
u
r
ce
s
in
to
lear
n
in
g
p
r
o
ce
s
s
es,
an
d
im
p
r
o
v
e
th
e
d
ig
ital
s
k
ills
o
f
th
eir
lear
n
er
s
.
Fallo
o
n
[
1
4
]
p
r
o
p
o
s
ed
th
e
teac
h
er
d
i
g
ital
co
m
p
eten
cy
f
r
am
ewo
r
k
wh
ich
co
m
b
i
n
ed
th
e
tech
n
o
lo
g
ical
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K
)
m
o
d
el
an
d
th
r
ee
d
i
m
en
s
io
n
s
in
J
an
s
s
en
et
a
l
.
[
1
5
]
,
n
a
m
ely
teac
h
e
r
d
ig
ital
c
o
m
p
eten
cy
,
p
er
s
o
n
al
-
eth
ical
co
m
p
eten
cy
,
an
d
p
er
s
o
n
al
-
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
.
I
n
a
teac
h
e
r
r
o
le
ap
p
r
o
ac
h
,
Go
o
d
y
ea
r
et
a
l.
[
1
6
]
id
en
tifi
ed
eig
h
t
r
o
les
o
f
teac
h
er
s
in
an
o
n
lin
e
teac
h
in
g
en
v
ir
o
n
m
e
n
t,
n
am
el
y
p
r
o
ce
s
s
f
ac
ilit
ato
r
,
ad
v
is
er
/co
u
n
s
elo
r
,
ass
ess
o
r
,
r
esear
ch
er
,
co
n
ten
t
f
ac
ilit
ato
r
,
tech
n
o
lo
g
is
t,
d
esig
n
er
,
an
d
m
an
ag
er
/ad
m
in
is
tr
ato
r
.
I
n
ea
ch
o
f
th
e
d
if
f
e
r
en
t
r
o
les,
th
e
p
r
o
p
o
s
ed
f
ac
u
lty
m
u
s
t
h
av
e
th
e
co
r
r
esp
o
n
d
in
g
co
m
p
o
n
en
t
co
m
p
eten
cies.
Fo
r
ex
a
m
p
le,
as
an
ass
ess
o
r
,
teac
h
er
s
m
u
s
t
h
av
e
th
e
s
k
ills
to
i
)
u
s
e
o
n
lin
e
tech
n
iq
u
es
to
ass
es
s
lear
n
in
g
o
u
tco
m
es
an
d
p
r
o
ce
s
s
es
;
ii
)
en
s
u
r
e
th
e
au
th
en
ticity
o
f
s
tu
d
en
t
wo
r
k
;
iii
)
ap
p
r
ec
iate
eth
ical
is
s
u
es
;
an
d
iv
)
d
is
tr
ib
u
te
g
r
ad
es
an
d
s
co
r
es
ac
co
r
d
in
g
t
o
leg
al
s
tatu
tes.
I
n
a
m
o
r
e
d
etailed
ap
p
r
o
ac
h
,
m
an
y
s
tu
d
ies
id
en
tify
s
p
ec
if
ic
co
m
p
eten
cies
f
o
r
ea
ch
teac
h
in
g
ac
tiv
ity
in
an
o
n
lin
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t.
Fo
r
ex
a
m
p
le,
Ko
r
d
r
o
s
tam
i
an
d
Seitz
[
1
7
]
co
n
ce
r
n
e
d
th
e
i
n
ter
ac
tio
n
s
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
.
Dab
b
ag
h
[
1
8
]
id
en
tifie
d
s
ca
f
f
o
ld
in
g
as
a
k
ey
c
o
m
p
eten
ce
o
f
p
io
n
ee
r
s
in
o
n
lin
e
teac
h
in
g
.
L
astl
y
,
Ng
et
a
l
.
[
1
9
]
p
r
o
p
o
s
ed
AI
d
ig
ital
co
m
p
eten
cies
a
n
d
2
1
s
t
ce
n
tu
r
y
s
k
ills
f
o
r
teac
h
er
s
in
th
e
p
o
s
t
-
p
a
n
d
em
ic
co
n
tex
t.
Desp
ite
th
e
g
r
o
win
g
p
o
p
u
lar
i
ty
o
f
o
n
lin
e
lear
n
in
g
,
alo
n
g
with
th
e
g
r
o
win
g
in
ter
est
in
th
e
o
n
lin
e
p
ed
ag
o
g
ical
ca
p
a
b
ilit
ies
o
f
u
n
iv
er
s
ity
f
ac
u
lty
,
s
o
f
a
r
th
e
r
e
h
as
b
ee
n
n
o
c
o
m
p
r
e
h
en
s
iv
e
s
tu
d
y
o
n
th
e
s
u
b
ject.
T
o
f
ill
th
is
r
esear
ch
g
a
p
,
we
co
n
d
u
cte
d
th
is
s
tu
d
y
to
e
x
p
lo
r
e
r
esear
ch
tr
en
d
s
,
th
em
es,
an
d
p
o
ten
tial
r
esear
c
h
d
ir
ec
tio
n
s
in
th
e
f
ield
o
f
teac
h
er
s
’
o
n
lin
e
p
e
d
ag
o
g
ical
co
m
p
eten
cies
in
h
ig
h
er
e
d
u
ca
tio
n
(
T
OPC
HE
)
.
T
h
is
p
u
r
p
o
s
e
is
s
p
ec
if
ied
in
th
e
f
iv
e
r
esear
ch
q
u
esti
o
n
s
:
-
W
h
at
ar
e
th
e
tr
en
d
s
in
T
OPC
HE
?
W
h
ich
co
u
n
tr
y
is
th
e
m
o
s
t r
elev
an
t?
-
W
h
at
ar
e
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
r
esear
ch
co
m
m
u
n
ity
in
T
OPC
HE
?
W
h
o
ar
e
th
e
lead
in
g
s
ch
o
lar
s
?
-
W
h
ich
s
o
u
r
ce
s
ar
e
th
e
m
o
s
t im
p
o
r
tan
t in
T
OPC
HE
in
r
ec
en
t y
ea
r
s
?
-
W
h
at
ar
e
th
e
r
esear
ch
th
em
es
in
T
OPC
HE
?
-
W
h
at
ar
e
th
e
em
er
g
in
g
to
p
ics
in
T
OPC
HE
?
2.
M
E
T
H
O
D
B
ib
lio
m
etr
ics
i
s
a
m
eth
o
d
o
lo
g
y
b
ased
o
n
b
ib
lio
g
r
ap
h
ic
in
f
o
r
m
atio
n
o
f
th
e
p
u
b
licatio
n
[
2
0
]
.
T
h
is
ap
p
r
o
ac
h
is
in
lin
e
with
r
ese
ar
ch
th
at
ex
p
lo
r
es
f
ield
s
an
d
h
as
b
ee
n
ca
r
r
ied
o
u
t
o
n
v
ar
io
u
s
to
p
ics
in
h
ig
h
er
ed
u
ca
tio
n
,
f
o
r
ex
am
p
le,
h
ig
h
e
r
to
u
r
is
m
e
d
u
ca
tio
n
an
d
c
u
r
r
i
cu
lu
m
[
2
1
]
,
ac
ad
em
ic
e
n
g
ag
e
m
en
t
[
2
2
]
,
[
2
3
]
.
So
,
we
ch
o
s
e
b
ib
lio
m
etr
ics to
co
n
d
u
ct
th
is
r
esear
ch
.
W
e
ch
o
s
e
th
e
W
eb
o
f
Scien
ce
as th
e
s
o
u
r
ce
o
f
d
ata
f
o
r
th
is
r
esear
ch
.
T
h
er
e
ar
e
th
r
ee
r
ea
s
o
n
s
f
o
r
th
is
:
i
)
th
e
W
eb
o
f
Scien
ce
i
s
a
p
o
p
u
lar
an
d
r
ep
u
tab
le
d
atab
ase
in
th
e
s
cien
tific
r
esear
ch
co
m
m
u
n
ity
;
ii)
th
e
d
ata
ar
e
s
y
s
tem
atica
lly
o
r
g
a
n
ized
an
d
s
u
itab
le
f
o
r
d
ir
ec
to
r
y
an
aly
s
is
ap
p
licatio
n
s
,
e.
g
.
,
VO
Sv
iewe
r
,
Mic
r
o
s
o
f
t
E
x
ce
l
;
an
d
iii)
it
is
u
s
ed
in
m
an
y
p
u
b
licatio
n
s
in
th
e
f
iel
d
o
f
s
cien
ce
in
h
ig
h
e
r
ed
u
ca
tio
n
,
f
o
r
ex
am
p
le,
p
r
o
jectio
n
o
f
e
-
lear
n
in
g
i
n
h
ig
h
er
lear
n
in
g
[
2
4
]
,
a
r
tific
ial
in
tellig
en
ce
in
h
ig
h
er
ed
u
ca
tio
n
[
2
5
]
.
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
S
ta
te
-
of
-
th
e
-
a
r
t in
tea
ch
ers
’
o
n
lin
e
p
ed
a
g
o
g
ica
l c
o
mp
eten
ci
es in
h
ig
h
er
… (
Th
i
-
Th
a
n
h
-
Ha
i P
h
a
m
)
661
T
h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
is
b
ased
o
n
th
e
PR
I
SM
A
g
u
id
elin
es,
p
r
ef
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
al
y
s
es
[
2
6
]
.
T
h
e
g
u
id
elin
es
was
r
ec
o
m
m
en
d
ed
to
g
ath
e
r
elig
ib
ilit
y
d
ata
f
o
r
b
ib
lio
m
etr
ic
r
esear
ch
[
2
0
]
,
[
2
2
]
,
[
2
3
]
.
T
h
e
s
tep
-
by
-
s
tep
p
r
o
ce
s
s
is
d
escr
ib
ed
in
T
ab
le
1
.
I
n
th
e
i
n
itial
p
h
ase,
b
ased
o
n
th
e
s
co
p
e
o
f
th
e
s
tu
d
y
to
p
ic,
we
d
e
f
in
ed
k
ey
wo
r
d
s
/k
ey
wo
r
d
p
h
r
ases
as
s
ea
r
ch
cr
iter
ia.
T
h
e
d
o
cu
m
e
n
tatio
n
o
f
th
e
s
tu
d
y
s
u
b
ject
m
u
s
t
s
im
u
ltan
eo
u
s
ly
en
s
u
r
e
f
o
u
r
co
n
d
itio
n
s
r
elatin
g
to
co
m
p
eten
ce
/s
k
ills
,
teac
h
er
,
h
ig
h
er
ed
u
ca
tio
n
le
v
el,
o
n
lin
e
p
e
d
ag
o
g
y
in
wh
ich
th
e
co
n
d
itio
n
s
ar
e
s
im
u
ltan
e
o
u
s
ly
lin
k
ed
b
y
t
h
e
AND
o
p
er
ato
r
,
th
e
th
esau
r
u
s
/s
im
ilar
k
ey
wo
r
d
s
co
n
n
ec
ted
b
y
t
h
e
OR
o
p
e
r
ato
r
.
Sear
ch
cr
iter
ia
b
y
titl
e,
ab
s
tr
ac
t,
an
d
k
e
y
wo
r
d
in
f
o
r
m
atio
n
f
ield
s
o
f
W
eb
o
f
Scien
c
e
-
in
d
ex
ed
d
o
c
u
m
en
ts
.
T
h
e
i
n
itial
d
ataset
y
ield
ed
1
,
6
9
6
r
ec
o
r
d
s
.
I
n
th
e
s
cr
ee
n
in
g
p
h
ase,
th
e
in
itial
d
ataset
wa
s
n
ar
r
o
wed
b
y
p
u
b
lis
h
ed
y
ea
r
,
d
o
cu
m
en
t
ty
p
es,
W
eb
o
f
Scien
ce
ca
teg
o
r
y
,
a
n
d
lan
g
u
ag
e.
T
h
e
s
cr
ee
n
in
g
d
ataset
co
n
s
is
ts
o
f
9
3
7
r
elev
an
t
r
ec
o
r
d
s
.
I
n
th
e
elig
ib
ilit
y
p
h
ase,
we
c
h
ec
k
th
e
titl
e
an
d
ab
s
tr
ac
t
o
f
ea
c
h
r
e
co
r
d
to
d
eter
m
i
n
e
th
e
s
u
itab
ili
ty
o
f
t
h
e
d
o
cu
m
en
t
.
At
th
e
s
am
e
tim
e,
we
id
en
tify
r
esear
ch
p
ap
er
s
in
th
e
co
n
tex
t
o
f
C
OVI
D
-
1
9
b
y
lab
ellin
g
t
h
em
as
‘
C
OVI
D
19
co
n
tex
t
’
,
an
d
v
ice
v
er
s
a,
n
o
n
-
C
OVI
D
-
1
9
p
ap
er
s
ar
e
lab
elle
d
as
‘
non
-
C
OVI
D
-
1
9
c
o
n
tex
ts
.
’
T
h
e
f
in
al
d
ata
s
et
h
ad
1
3
1
elig
ib
ilit
y
r
ec
o
r
d
s
to
p
er
f
o
r
m
b
ib
lio
m
et
r
ic
an
aly
s
is
in
wh
ich
th
e
f
i
r
s
t a
r
ticle
in
th
is
f
ield
was
[
2
7
]
.
T
ab
le
1
.
Data
g
ath
e
r
in
g
p
r
o
ce
s
s
S
t
e
p
D
e
scri
p
t
i
o
n
Q
u
e
r
y
R
e
c
o
r
d
s
1
S
e
a
r
c
h
i
n
i
t
i
a
l
d
a
t
a
se
t
r
e
l
a
t
e
d
t
o
u
n
i
v
e
r
si
t
y
t
e
a
c
h
e
r
s’
p
e
d
a
g
o
g
i
c
a
l
c
o
m
p
e
t
e
n
c
i
e
s
i
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
TS=(
(
t
e
a
c
h
e
r
*
A
N
D
(
u
n
i
v
e
r
si
t
*
O
R
c
o
l
l
e
g
e
O
R
"
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
"
)
A
N
D
(
"
o
n
l
i
n
e
l
e
a
r
n
i
n
g
"
O
R
"
o
n
l
i
n
e
t
e
a
c
h
i
n
g
"
O
R
"
o
n
l
i
n
e
p
e
d
a
g
o
g
*
"
O
R
"
o
n
l
i
n
e
e
d
u
c
a
t
*
"
O
R
"
d
i
g
i
t
a
l
l
e
a
r
n
i
n
g
"
O
R
"
d
i
g
i
t
a
l
t
e
a
c
h
i
n
g
"
O
R
"
d
i
g
i
t
a
l
p
e
d
a
g
o
g
*
"
O
R
"
d
i
g
i
t
a
l
e
d
u
c
a
t
*
"
O
R
"
e
-
l
e
a
r
n
i
n
g
"
O
R
"
e
-
t
e
a
c
h
i
n
g
"
O
R
"
e
-
p
e
d
a
g
o
g
*
"
)
A
N
D
(
c
o
m
p
e
t
e
n
c
*
O
R
s
k
i
l
l
*
)
)
)
1
,
6
9
6
2
Ex
c
l
u
d
e
c
r
i
t
e
r
i
a
:
P
u
b
l
i
s
h
e
d
y
e
a
r
:
2
0
2
3
a
n
d
2
0
2
3
(
E
x
c
l
u
d
e
–
P
u
b
l
i
c
a
t
i
o
n
Y
e
a
r
s)
1
,
6
0
3
3
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
:
A
r
t
i
c
l
e
,
P
r
o
c
e
e
d
i
n
g
P
a
p
e
r
a
n
d
A
r
t
i
c
l
e
o
r
P
r
o
c
e
e
d
i
n
g
P
a
p
e
r
(
D
o
c
u
me
n
t
t
y
p
e
s
)
1
,
5
6
7
4
Ex
c
l
u
d
e
c
r
i
t
e
r
i
a
:
E
a
r
l
y
a
c
c
e
ss,
r
e
t
r
a
c
t
e
d
p
u
b
l
i
c
a
t
i
o
n
a
n
d
E
a
r
l
y
A
c
c
e
ss
o
r
R
e
t
r
a
c
t
e
d
P
u
b
l
i
c
a
t
i
o
n
(
E
x
c
l
u
d
e
–
D
o
c
u
m
e
n
t
Ty
p
e
s)
1
,
5
3
8
5
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
:
Ed
u
c
a
t
i
o
n
Ed
u
c
a
t
i
o
n
a
l
R
e
se
a
r
c
h
a
n
d
E
d
u
c
a
t
i
o
n
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
r
c
h
(
W
e
b
o
f
S
c
i
e
n
c
e
C
a
t
e
g
o
r
i
e
s)
1
,
0
4
1
6
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
(
La
n
g
u
a
g
e
)
:
En
g
l
i
s
h
a
n
d
E
n
g
l
i
sh
(
La
n
g
u
a
g
e
s)
9
3
7
7
El
i
g
i
b
i
l
i
t
y
-
R
e
v
i
e
w
e
l
i
g
i
b
i
l
i
t
y
c
o
n
t
e
n
t
o
f
e
a
c
h
d
o
c
u
me
n
t
-
La
b
e
l
l
e
d
:
C
O
V
I
D
-
1
9
c
o
n
t
e
x
t
1
3
1
N
o
t
e
:
T
h
e
st
r
i
n
g
q
u
e
r
y
w
a
s
sea
r
c
h
e
d
o
n
Ju
n
2
9
2
0
2
3
,
1
4
:
4
5
:
1
3
G
M
T
+
0
7
0
0
(
I
n
d
o
c
h
i
n
a
t
i
me
)
W
e
u
s
e
VOSv
iewe
r
s
o
f
twar
e
an
d
Mic
r
o
s
o
f
t
E
x
ce
l
to
h
i
g
h
li
g
h
t
r
elev
a
n
t
o
b
jects
an
d
t
h
eir
p
atter
n
s
in
th
e
b
ib
lio
m
etr
ic
n
etwo
r
k
s
.
T
h
e
o
b
jects
to
p
r
esen
t
wer
e
a
u
th
o
r
s
,
s
o
u
r
ce
s
,
d
o
cu
m
e
n
ts
,
an
d
k
ey
w
o
r
d
s
.
T
h
e
r
elev
an
t
o
b
jects
wer
e
in
v
esti
g
ated
b
y
t
h
e
n
u
m
b
er
o
f
d
o
c
u
m
en
ts
an
d
/o
r
n
u
m
b
er
o
f
citatio
n
s
.
Patter
n
s
o
f
o
b
jects we
r
e
v
is
u
alize
d
b
y
b
ib
lio
m
etr
ic
an
aly
s
is
.
T
h
e
an
aly
s
is
m
eth
o
d
s
wer
e
u
s
ed
ac
co
r
d
in
g
to
th
e
r
esear
ch
q
u
esti
o
n
s
.
First,
we
s
tati
s
tically
esti
m
ated
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
th
at
wer
e
p
u
b
lis
h
ed
an
n
u
ally
to
d
eter
m
in
e
t
h
e
p
u
b
licatio
n
tr
e
n
d
o
f
th
e
f
ield
as
s
h
o
wn
in
Fig
u
r
e
1
.
C
o
-
au
t
h
o
r
an
aly
s
is
was
ap
p
lied
to
id
en
tify
co
o
p
er
atio
n
n
etwo
r
k
s
b
y
c
o
u
n
tr
y
as
s
h
o
wn
in
Fig
u
r
e
2
.
Seco
n
d
,
r
ele
v
an
t
a
u
t
h
o
r
s
wer
e
d
eter
m
in
e
d
b
ased
o
n
s
tatis
tical
an
aly
s
is
o
f
th
e
n
u
m
b
er
o
f
d
o
cu
m
en
ts
an
d
citatio
n
s
as
s
h
o
wn
in
T
ab
le
2
.
T
h
e
a
u
th
o
r
co
llab
o
r
atio
n
n
etwo
r
k
was
v
is
u
alize
d
b
y
c
o
-
au
th
o
r
a
n
aly
s
is
as
s
h
o
wn
in
Fig
u
r
e
3
.
T
h
ir
d
,
r
el
ev
an
t
s
o
u
r
ce
s
wer
e
id
e
n
tifie
d
b
y
b
ib
lio
g
r
ap
h
y
c
o
u
p
lin
g
a
n
aly
s
is
with
o
v
er
lay
v
is
u
aliza
tio
n
as
s
h
o
wn
in
Fig
u
r
e
4
.
Fo
r
t
h
,
t
h
e
to
p
1
0
r
elev
an
t
d
o
c
u
m
en
ts
wer
e
lis
ted
b
y
citatio
n
in
d
ex
an
d
th
em
es
wer
e
clu
s
ter
ed
b
y
b
ib
lio
g
r
ap
h
y
co
u
p
lin
g
a
n
aly
s
is
as
s
h
o
wn
in
Fig
u
r
e
5
.
L
astl
y
,
th
e
p
o
p
u
lar
to
p
ics
wer
e
s
h
o
wn
b
y
th
e
f
r
eq
u
en
cy
o
f
a
u
th
o
r
k
ey
wo
r
d
s
.
C
o
-
wo
r
d
an
aly
s
is
was
ap
p
lied
to
d
ep
ict
em
er
g
in
g
to
p
ics
an
d
h
ig
h
lig
h
t r
esear
ch
to
p
ics i
n
th
e
C
OVI
D
-
1
9
co
n
tex
t
as sh
o
wn
in
Fig
u
r
e
6
.
3.
RE
SU
L
T
S
3
.
1
.
T
he
T
O
P
CH
E
t
re
nd
s
f
r
o
m
2
0
1
1
t
o
2
0
2
2
T
h
e
T
OPC
HE
d
ata
s
et
in
clu
d
ed
1
3
1
W
eb
o
f
Scien
ce
-
i
n
d
ex
ed
d
o
c
u
m
en
ts
.
T
h
e
ar
ticles
wer
e
p
u
b
lis
h
ed
b
etwe
en
2
0
1
1
a
n
d
2
0
2
2
,
with
th
r
ee
p
u
b
lis
h
ed
in
2
0
1
1
,
in
cl
u
d
in
g
o
n
e
ar
ti
cle
[
2
7
]
an
d
two
co
n
f
er
e
n
ce
p
ap
e
r
s
[
2
8
]
,
[
2
9
]
.
Fig
u
r
e
1
d
ep
icts
th
e
an
n
u
al
p
u
b
licatio
n
o
f
th
e
T
OPC
HE
r
esear
ch
ar
ea
f
r
o
m
2
0
1
1
to
2
0
2
2
.
T
h
e
d
ata
s
u
g
g
ested
th
at
th
e
n
u
m
b
er
o
f
an
n
u
al
p
u
b
licatio
n
s
co
u
ld
d
iv
id
e
th
e
f
ield
in
to
two
p
h
ases
.
T
h
e
f
ir
s
t
p
h
ase
is
f
r
o
m
2
0
1
1
to
2
0
2
0
in
wh
ic
h
th
e
n
u
m
b
er
o
f
a
n
n
u
al
p
u
b
licatio
n
s
d
o
es
n
o
t
ex
ce
e
d
1
0
d
o
cu
m
e
n
ts
p
er
y
ea
r
.
A
to
tal
o
f
6
0
d
o
cu
m
e
n
ts
(
co
r
r
esp
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ased
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it
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ased
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atalo
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ain
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with
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iv
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s
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i.e
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ter
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ad
th
e
m
o
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cited
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ts
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1
9
8
citatio
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s
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.
Nex
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,
th
e
g
r
o
u
p
o
f
Ko
h
n
k
e,
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o
r
h
o
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s
e
(
4
0
citatio
n
s
)
,
th
e
g
r
o
u
p
o
f
Mc
g
ee
,
T
o
r
r
es
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3
5
citatio
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s
)
.
Fo
u
r
g
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u
p
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h
ad
o
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e
d
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cu
m
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t p
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h
.
Fig
u
r
e
1
.
An
n
u
al
p
u
b
licatio
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o
f
T
OPC
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f
r
o
m
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t
o
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2
T
ab
le
2
.
T
o
p
1
0
co
u
n
tr
ies o
f
T
OPC
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f
r
o
m
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s
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ted
b
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r
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2011
2012
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2014
2015
2016
2017
2018
2019
2020
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9
8
citatio
n
s
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,
f
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llo
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ter
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R
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tr
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6
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d
u
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tio
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ce
s
(
5
7
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u
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4
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th
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ap
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o
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th
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b
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th
s
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f
T
a
b
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,
i.e
.
E
d
u
ca
tio
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Scien
ce
s
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I
n
ter
n
atio
n
al
R
ev
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o
f
R
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ch
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Op
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Dis
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o
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m
at
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T
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lo
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E
d
u
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:
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C
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m
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ter
s
cien
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Dev
elo
p
m
en
tal
an
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E
d
u
ca
tio
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al
Ps
y
ch
o
lo
g
y
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Me
d
icin
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as
s
h
o
wn
in
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en
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itiv
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n
t)
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m
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tal
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m
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tal
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ea
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,
m
e
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tal
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ein
g
,
d
i
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ital
r
esil
ien
ce
)
,
tech
n
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lo
g
ical
ap
p
licatio
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s
(
in
t
er
n
et,
in
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o
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m
atio
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tech
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lo
g
y
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n
etwo
r
k
en
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n
m
en
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d
ig
ital
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n
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o
lo
g
y
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ew
tech
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asy
n
ch
r
o
n
o
u
s
,
tech
n
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lo
g
y
ad
o
p
tio
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m
o
d
els),
p
r
ep
ar
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n
e
s
s
an
d
r
ea
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in
ess
f
o
r
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n
lin
e
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u
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tio
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(
tech
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ac
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tan
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e,
r
ea
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ess
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s
tu
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e,
f
ac
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lty
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r
e
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ar
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n
ess
)
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m
m
u
n
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(
s
tu
d
en
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in
ter
ac
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in
te
r
ac
tiv
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class
r
o
o
m
e
n
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m
en
t
,
s
y
n
ch
r
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u
s
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m
p
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ter
-
m
ed
i
ated
co
m
m
u
n
icatio
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m
u
ltimo
d
al
co
m
m
u
n
icatio
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)
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lea
r
n
in
g
o
r
g
a
n
izatio
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lear
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g
o
r
g
an
izatio
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s
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v
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tu
al
lear
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s
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ateg
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o
n
lin
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ativ
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f
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ca
s
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tu
d
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Fij
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UAE
,
Sri
L
an
k
a)
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s
u
b
jects
(
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th
em
atics
ed
u
c
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Me
d
ical
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ti
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n
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C
h
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as
a
f
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r
eig
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m
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n
t,
co
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tin
u
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g
teac
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ed
u
ca
ti
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n
,
in
itial
tr
ain
in
g
)
,
teac
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s
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d
ig
ital
s
k
ills
/co
m
p
eten
cies
(
teac
h
er
d
ig
ital
co
m
p
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ce
,
d
ig
ital
r
elatio
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al
c
o
m
p
e
ten
ce
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s
elf
-
d
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ec
ted
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g
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ig
h
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r
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er
th
in
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g
s
k
ills
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d
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ital th
in
k
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g
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r
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)
.
On
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th
e
e
m
er
g
in
g
T
OPC
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r
d
s
r
elate
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th
e
co
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tex
t
o
u
ts
id
e
o
f
C
OVI
D
-
19
wer
e
g
r
o
u
p
ed
b
y
th
e
f
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llo
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n
g
to
p
ics.
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h
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wer
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th
e
co
m
p
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f
r
am
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k
(
co
m
p
e
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r
am
ew
o
r
k
,
Dig
C
o
m
p
E
d
u
f
r
am
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r
k
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ch
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tify
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n
ter
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teac
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m
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s
,
s
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-
r
eg
u
lated
lear
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v
ir
tu
al
class
r
o
o
m
m
a
n
ag
em
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n
t,
m
eth
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d
o
lo
g
ical
co
m
p
eten
ce
,
d
iv
er
s
ity
-
in
clu
s
i
v
e
p
ed
a
g
o
g
y
,
f
ac
u
lty
co
m
p
eten
ce
s
)
,
g
lo
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al
e
d
u
ca
tio
n
(
g
lo
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al
ed
u
ca
tio
n
,
in
ter
n
atio
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al
e
d
u
ca
tio
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d
ig
ita
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ig
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r
e
d
u
ca
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n
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ity
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llab
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ltu
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ities
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ig
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ed
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al
tech
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lo
g
ies
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ig
i
tal
lear
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in
g
tech
n
o
lo
g
ies,
ed
u
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tio
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al
tech
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lo
g
y
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d
ig
italiz
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n
o
f
ed
u
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n
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ig
ital
lear
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g
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ls
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i
g
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an
s
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m
atio
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,
s
o
cial
m
ed
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th
e
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ttin
g
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ed
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e
tech
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l
o
g
y
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teac
h
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g
,
d
ig
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ed
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ca
tio
n
al
e
n
v
ir
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n
m
en
t,
L
MS)
,
lan
g
u
a
g
e
lear
n
i
n
g
(
L
2
lear
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E
n
g
lis
h
f
o
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ac
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E
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ter
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R
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s
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u
m
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p
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m
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g
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m
eth
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d
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r
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d
ev
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p
m
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t,
i
n
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d
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k
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.
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lear
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ig
italizatio
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Ma
lay
s
ia,
s
o
cial
n
etwo
r
k
s
,
lear
n
in
g
tech
n
o
lo
g
y
.
T
ab
le
5
.
T
o
p
1
0
T
OPC
HE
d
o
c
u
m
en
ts
s
o
r
ted
b
y
n
u
m
b
er
o
f
ci
tatio
n
s
f
r
o
m
2
0
1
1
to
2
0
2
2
Th
e
m
e
N
o
d
e
C
i
t
a
t
i
o
n
s
O
n
l
i
n
e
t
e
a
c
h
e
r
r
o
l
e
s
B
a
r
a
n
[
2
7
]
1
9
8
O
n
l
i
n
e
t
e
a
c
h
e
r
r
o
l
e
s
M
u
n
o
z
C
a
r
r
i
l
[
3
0
]
54
Emerg
e
n
c
y
r
e
m
o
t
e
t
e
a
c
h
i
n
g
M
o
o
r
h
o
u
se
[
3
1
]
40
O
n
l
i
n
e
t
e
a
c
h
e
r
r
o
l
e
s
M
c
g
e
e
[
3
2
]
35
O
n
l
i
n
e
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
A
l
Za
h
r
a
n
i
[
3
3
]
27
O
n
l
i
n
e
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
Te
r
ä
s
[
3
4
]
26
O
n
l
i
n
e
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
G
o
n
z
a
l
e
z
[
2
4
]
26
O
n
l
i
n
e
t
e
a
c
h
i
n
g
i
n
C
O
V
I
D
-
19
D
e
v
k
o
t
a
[
3
5
]
21
Emerg
e
n
c
y
r
e
m
o
t
e
t
e
a
c
h
i
n
g
B
a
k
h
o
v
[
3
6
]
20
O
n
l
i
n
e
t
e
a
c
h
i
n
g
c
o
mp
e
t
e
n
c
i
e
s
A
k
r
a
m
[
3
7
]
19
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
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c
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Vo
l
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14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
6
59
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6
70
666
Fig
u
r
e
4
.
Scie
n
ce
m
a
p
p
in
g
o
f
5
0
co
u
p
lin
g
s
o
u
r
ce
s
r
elate
d
T
OPC
HE
f
r
o
m
2
0
1
1
to
2
0
2
2
Fig
u
r
e
5
.
T
OPC
HE
th
em
es f
r
o
m
2
0
1
1
to
2
0
2
2
(
7
0
d
o
c
u
m
en
t
s
,
9
clu
s
ter
s
)
T
ab
le
6
.
T
o
p
2
0
k
e
y
wo
r
d
s
o
f
T
OPC
HE
f
r
o
m
2
0
1
1
to
2
0
2
2
No
K
e
y
w
o
r
d
F
r
e
q
u
e
n
c
y
No
K
e
y
w
o
r
d
F
r
e
q
u
e
n
c
y
1
E
-
l
e
a
r
n
i
n
g
27
11
S
t
u
d
e
n
t
6
2
H
i
g
h
e
r
e
d
u
c
a
t
i
o
n
26
12
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
6
3
C
O
V
I
D
-
19
20
13
D
i
st
a
n
c
e
l
e
a
r
n
i
n
g
6
4
O
n
l
i
n
e
l
e
a
r
n
i
n
g
18
14
D
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
y
5
5
O
n
l
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e
t
e
a
c
h
i
n
g
15
15
D
i
g
i
t
a
l
t
e
a
c
h
i
n
g
c
o
m
p
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t
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n
c
e
4
6
D
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
y
13
16
Ed
u
c
a
t
i
o
n
a
l
i
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o
v
a
t
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o
n
4
7
I
C
T
10
17
O
n
l
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T
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a
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Le
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4
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P
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me
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t
9
18
Te
a
c
h
e
r
t
r
a
i
n
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g
4
9
Te
a
c
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r
7
19
A
ssessme
n
t
4
10
B
l
e
n
d
e
d
l
e
a
r
n
i
n
g
7
20
C
o
m
p
e
t
e
n
c
y
4
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
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2
2
S
ta
te
-
of
-
th
e
-
a
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t in
tea
ch
ers
’
o
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p
ed
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ica
l c
o
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h
ig
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er
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Th
i
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i P
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m
)
667
Fig
u
r
e
6.
Scien
ce
m
a
p
p
in
g
o
f
T
OPC
HE
k
ey
wo
r
d
s
g
r
o
u
p
ed
b
y
co
n
te
x
t f
r
o
m
2
0
1
1
t
o
2
0
2
2
(
4
2
3
a
u
th
o
r
k
ey
wo
r
d
s
)
4.
DIS
CU
SS
I
O
N
T
h
e
s
tu
d
y
u
s
ed
t
h
e
q
u
an
titativ
e
m
eth
o
d
o
lo
g
y
o
f
th
e
d
ir
ec
to
r
y
to
a
n
aly
ze
t
h
e
1
3
1
d
atasets
p
u
b
lis
h
ed
b
y
T
OPC
HE
in
th
e
p
er
io
d
2
0
1
1
-
2
0
2
2
.
Alth
o
u
g
h
th
e
d
ataset
s
ar
e
co
llected
o
n
ly
f
r
o
m
t
h
e
W
eb
o
f
Scien
ce
,
th
e
f
in
d
in
g
s
p
r
o
v
id
e
im
p
o
r
tan
t
i
n
f
o
r
m
atio
n
f
o
r
T
OPC
HE
.
First,
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
b
o
o
s
ts
T
OPC
HE
'
s
an
n
o
u
n
ce
d
g
r
o
wth
tr
en
d
.
I
n
t
h
e
f
ir
s
t
1
0
y
ea
r
s
(
2
0
1
1
-
2
0
2
0
)
,
th
e
an
n
u
al
p
u
b
lis
h
in
g
v
o
l
u
m
e
was
n
o
m
o
r
e
th
an
1
0
p
a
p
er
s
.
T
wo
y
ea
r
s
later
,
t
h
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
in
cr
ea
s
ed
d
r
am
atica
lly
(
m
o
r
e
t
h
an
3
0
d
o
cu
m
e
n
ts
p
er
y
ea
r
)
,
m
o
s
t
o
f
wh
ich
wer
e
r
e
lated
to
th
e
b
ac
k
g
r
o
u
n
d
o
f
C
OVI
D
-
1
9
.
T
h
is
p
h
en
o
m
en
o
n
n
o
t
o
n
ly
o
cc
u
r
s
i
n
T
OPC
HE
b
u
t
also
in
m
an
y
o
t
h
er
r
esear
c
h
ar
ea
s
,
e.
g
.
,
ec
o
n
o
m
ics
an
d
b
u
s
in
ess
[
38
],
g
en
d
er
i
n
e
q
u
ality
[
39
],
an
d
m
en
tal
h
ea
lth
[
4
0
].
T
h
e
C
OVI
D
-
19
tr
ig
g
er
ed
an
em
er
g
en
cy
,
a
co
m
p
u
ls
o
r
y
f
o
r
m
o
f
o
n
lin
e
lear
n
in
g
as
em
er
g
en
cy
r
em
o
te
ed
u
ca
tio
n
.
Stu
d
ies
d
u
r
in
g
th
is
p
er
i
o
d
m
ain
ly
ex
p
l
o
r
ed
is
s
u
es
r
elate
d
to
o
n
lin
e
teac
h
in
g
,
e.
g
.
,
u
s
in
g
d
ig
ital to
o
ls
[
4
1
],
te
ac
h
er
s
’
d
ig
ital
co
m
p
eten
cies [
4
2
]
,
e
x
p
er
ien
ce
s
o
f
o
n
lin
e
ed
u
ca
tio
n
[
6
]
.
Seco
n
d
,
th
e
an
n
o
u
n
ce
d
g
r
o
wth
o
f
T
OPC
HE
led
to
th
e
em
er
g
en
ce
o
f
n
ew
co
u
n
tr
ies
an
d
im
p
r
o
v
e
d
in
ter
n
atio
n
al
co
o
p
er
atio
n
.
Fo
r
ex
am
p
le,
Au
s
tr
alia,
th
e
m
o
s
t
r
elev
an
t
em
er
g
in
g
co
u
n
t
r
y
,
was
th
e
h
u
b
o
f
th
e
r
esear
ch
co
m
m
u
n
ity
.
Ho
we
v
e
r
,
n
o
t
all
em
e
r
g
in
g
co
u
n
tr
ies
h
av
e
r
esear
ch
co
o
p
er
atio
n
,
m
an
y
co
u
n
tr
ies
ar
e
s
tu
d
y
in
g
T
OPC
HE
-
r
elate
d
is
s
u
es
in
th
eir
o
wn
co
u
n
tr
ies,
f
o
r
e
x
am
p
le,
T
h
ailan
d
[
4
3
]
,
Fij
i
[
6
]
,
a
n
d
Sau
d
i
Ar
ab
ia
[
3
3
].
On
th
e
o
th
e
r
h
a
n
d
,
tr
ad
itio
n
al
n
atio
n
s
h
av
e
t
en
d
ed
to
e
x
p
an
d
th
eir
n
etwo
r
k
o
f
co
o
p
er
atio
n
in
r
ec
en
t
y
ea
r
s
,
e.
g
.
,
Sp
ain
,
R
u
s
s
ia,
Fin
lan
d
.
Desp
ite
th
e
p
o
s
iti
v
e
ch
an
g
es,
th
e
n
etwo
r
k
o
f
co
n
n
ec
tio
n
s
b
etwe
en
n
atio
n
s
is
n
o
t tig
h
t.
T
h
ir
d
,
T
OPC
HE
's
r
esear
ch
co
m
m
u
n
ity
h
as
also
b
ee
n
ex
p
an
d
in
g
in
r
ec
en
t
y
ea
r
s
.
Gen
er
all
y
s
p
ea
k
in
g
,
co
m
m
u
n
ities
ar
e
f
o
r
m
ed
o
n
th
e
b
asis
o
f
s
m
all
r
esear
ch
g
r
o
u
p
s
.
Ad
d
itio
n
ally
,
to
d
a
te,
n
o
s
ch
o
lar
h
as
co
n
s
id
er
ed
T
OPC
HE
as
th
e
m
ain
r
esear
ch
d
ir
ec
tio
n
,
n
o
r
h
as
an
y
s
ch
o
lar
p
lay
ed
th
e
r
o
le
o
f
co
n
n
ec
tin
g
r
esear
ch
g
r
o
u
p
s
to
f
o
r
m
t
h
e
co
r
e
r
esear
ch
clu
s
ter
o
f
th
e
T
OP
C
HE
f
ield
.
Fo
u
r
th
,
ed
u
ca
tio
n
s
cien
ce
s
was
th
e
em
er
g
in
g
h
u
b
o
f
T
OPC
HE
in
r
ec
en
t
y
ea
r
s
.
T
h
is
s
o
u
r
c
e
h
ad
m
o
r
e
th
an
o
n
e
s
co
p
e
in
clu
d
in
g
ed
u
ca
tio
n
,
co
m
p
u
ter
s
cien
ce
,
d
ev
elo
p
m
en
tal
an
d
ed
u
ca
ti
o
n
al
p
s
y
ch
o
lo
g
y
.
I
n
ad
d
itio
n
to
th
e
s
co
p
e
o
f
th
e
t
o
p
1
0
s
o
u
r
ce
s
in
T
OPC
HE
as
s
h
o
wn
in
T
ab
le
4
,
th
e
r
e
ar
e
o
th
er
s
th
at
h
av
e
n
o
t
b
ee
n
m
en
tio
n
e
d
d
u
e
to
f
ew
r
elev
an
t
p
u
b
licatio
n
s
.
T
h
ey
a
r
e
s
o
cio
lo
g
y
an
d
p
o
liti
ca
l
s
cien
ce
,
en
g
in
ee
r
in
g
(
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
y
a
n
d
s
o
ciety
)
,
co
m
m
u
n
icatio
n
(
tech
n
o
lo
g
y
,
p
e
d
ag
o
g
y
an
d
ed
u
ca
tio
n
)
,
lin
g
u
is
tics
an
d
lan
g
u
ag
e.
(
lan
g
u
ag
e,
cu
ltu
r
e
an
d
cu
r
r
icu
lu
m
;
f
o
r
eig
n
lan
g
u
ag
e
an
n
als
)
.
T
h
ese
ar
e
t
h
e
ar
ea
s
o
f
r
esear
ch
t
h
at
h
av
e
th
e
p
o
ten
tial to
b
e
ex
p
lo
i
ted
f
o
r
t
h
is
f
ield
o
f
r
esear
ch
.
Fifth
,
th
e
T
OPC
HE
r
esear
ch
ar
ea
h
as
f
o
r
m
e
d
n
i
n
e
th
em
es
in
wh
ich
o
n
lin
e
teac
h
er
r
o
les
an
d
o
n
lin
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ar
e
o
f
th
e
h
ig
h
est
in
ter
est
as
s
h
o
wn
in
T
ab
le
5
.
T
h
er
e
i
s
a
co
u
p
le
o
f
r
ea
s
o
n
s
th
at
m
ig
h
t
b
e
r
elev
an
t.
First
o
f
all,
th
e
tr
an
s
itio
n
f
r
o
m
tr
ad
itio
n
al
to
o
n
lin
e
lear
n
in
g
h
as
ch
an
g
ed
th
e
r
o
le
o
f
teac
h
er
s
in
th
e
e
d
u
ca
tio
n
al
m
o
d
el,
f
r
o
m
teac
h
er
-
ce
n
ter
ed
t
o
s
tu
d
en
ts
-
ce
n
te
r
ed
.
B
esid
es,
ea
ch
r
o
le
o
f
teac
h
er
in
o
n
lin
e
teac
h
in
g
r
e
q
u
ir
es th
e
co
r
r
esp
o
n
d
in
g
s
k
ills
/co
m
p
ete
n
ce
s
.
Go
o
d
y
ea
r
et
a
l
.
[
1
6
]
p
r
o
p
o
s
ed
eig
h
t r
o
les o
f
teac
h
er
s
in
o
n
lin
e
lear
n
in
g
in
clu
d
in
g
c
o
n
ten
t
f
ac
ilit
ato
r
,
tech
n
o
lo
g
is
t,
d
esig
n
e
r
,
m
an
ag
er
/ad
m
in
is
tr
ato
r
,
p
r
o
ce
s
s
f
ac
ilit
ato
r
,
a
d
v
is
er
/co
u
n
s
ello
r
,
ass
ess
o
r
,
an
d
r
esear
ch
er
.
Fo
r
ex
am
p
le,
in
th
e
r
o
le
o
f
a
n
ass
ess
o
r
,
teac
h
er
s
m
u
s
t
b
e
ab
le
to
u
s
e
o
n
lin
e
tech
n
o
lo
g
ies
to
ev
alu
ate
lear
n
in
g
p
r
o
ce
s
s
es
an
d
o
u
tco
m
es,
en
s
u
r
e
ac
cu
r
ac
y
in
lear
n
er
s
'
ac
tiv
ities
,
id
en
tify
eth
ical
is
s
u
es,
an
d
s
co
r
e
ac
co
r
d
in
g
to
r
eg
u
latio
n
s
.
Fin
ally
,
u
n
iv
er
s
ity
teac
h
er
s
m
ay
en
co
u
n
ter
ch
a
llen
g
es
in
im
p
lem
en
tin
g
o
n
l
in
e
teac
h
in
g
m
eth
o
d
s
d
u
e
t
o
a
d
ef
icien
cy
in
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
:
6
59
-
6
70
668
p
ed
ag
o
g
ical
s
k
ills
an
d
co
m
p
e
ten
cies,
f
o
r
ex
a
m
p
le,
I
C
T
s
k
i
lls
[
4
4
]
,
co
m
m
u
n
icativ
e
s
k
ill
s
[
4
5
]
.
T
h
is
p
ar
tly
ex
p
lain
s
th
e
in
ter
est o
f
t
h
e
T
O
PC
HE
r
esear
ch
co
m
m
u
n
ity
in
th
ese
two
to
p
ics.
Six
th
,
ea
ch
em
e
r
g
in
g
k
ey
w
o
r
d
s
u
g
g
ests
a
p
o
ten
tial
r
esear
ch
to
p
ic.
Ho
wev
er
,
th
e
co
m
b
in
atio
n
o
f
th
ese
k
ey
wo
r
d
s
ac
r
o
s
s
d
if
f
er
e
n
t
co
n
tex
ts
(
C
OVI
D
-
1
9
,
n
o
n
-
C
OVI
D
-
1
9
,
an
d
b
o
th
)
s
u
g
g
ests
a
s
ig
n
if
ican
t
to
p
ic.
New
in
th
e
co
n
te
x
t
o
f
C
OVI
D
-
1
9
d
ep
icted
is
s
u
es
r
elate
d
to
o
n
lin
e
teac
h
i
n
g
f
r
o
m
p
r
ep
ar
e
d
n
ess
an
d
r
ea
d
in
ess
,
ch
allen
g
er
,
an
d
b
ar
r
ier
s
f
o
r
o
n
lin
e
ed
u
ca
tio
n
to
lear
n
in
g
o
r
g
an
izatio
n
.
An
d
th
e
n
ew
t
o
p
ics
n
o
t
r
elate
d
to
C
OVI
D
-
1
9
ad
d
r
ess
g
lo
b
al
ed
u
ca
tio
n
is
s
u
es
s
u
ch
as
in
te
r
n
atio
n
al
ed
u
ca
tio
n
,
E
n
g
lis
h
as
an
in
ter
n
atio
n
al
lan
g
u
ag
e.
New
cr
o
s
s
-
co
n
tex
t t
o
p
ics ca
n
b
e
s
ee
n
as is
s
u
es n
e
ce
s
s
ar
y
to
im
p
lem
en
t o
n
lin
e
teac
h
in
g
,
e.
g
.
,
d
ig
ital
s
k
ills
/co
m
p
eten
ce
,
d
ig
ital
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies,
tea
ch
er
d
ev
el
o
p
m
en
t,
teac
h
in
g
,
p
r
o
f
ess
io
n
alis
m
.
R
ed
esig
n
in
g
p
o
s
t
-
p
a
n
d
em
ic
e
d
u
ca
tio
n
a
n
d
r
esear
c
h
s
tr
ateg
ies,
b
ased
o
n
a
c
o
m
b
in
atio
n
o
f
th
e
c
o
n
ten
ts
o
f
em
er
g
in
g
to
p
ics,
ca
n
h
elp
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
ac
h
iev
e
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
an
d
s
tan
d
ar
d
s
o
f
ed
u
ca
tio
n
al
q
u
ality
[4
6
].
L
astl
y
,
T
OPC
HE
i
s
n
o
w
b
ec
o
m
in
g
a
p
o
ten
tial
f
ield
o
f
r
esear
ch
with
th
e
ac
ce
ler
at
io
n
o
f
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
is
f
a
cto
r
h
as
s
h
ap
ed
th
e
ed
u
ca
tio
n
s
er
v
ice
[
47
]
,
th
e
n
ew
n
o
r
m
al
i
n
o
n
lin
e
ed
u
ca
tio
n
[
48
].
I
n
ad
d
itio
n
,
th
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
s
m
ar
t
class
r
o
o
m
m
ar
k
et
is
p
r
o
jecte
d
to
r
ea
ch
2
3
2
.
9
b
illi
o
n
in
2
0
2
7
with
a
g
r
o
wth
o
f
1
3
.
2
%
p
er
y
ea
r
in
th
e
p
e
r
io
d
2
0
2
2
-
2
0
2
7
[
49
].
T
h
e
r
ef
o
r
e
,
th
is
f
ield
o
f
r
esear
ch
will
attr
ac
t
s
tak
eh
o
ld
er
s
i
n
th
e
a
d
ju
s
tm
en
t,
r
e
d
esig
n
o
f
teac
h
in
g
ac
tiv
ities
,
p
r
o
g
r
am
s
,
tr
ain
in
g
,
n
u
r
tu
r
in
g
,
an
d
m
an
ag
em
en
t
o
f
ed
u
ca
tio
n
al
ac
tiv
ities
in
th
e
co
n
tex
t o
f
p
o
s
t
-
C
OVI
D
-
19.
5.
CO
NCLU
SI
O
N
B
ib
lio
m
etr
ic
r
esear
ch
e
x
p
lo
r
e
d
th
e
T
OPC
HE
k
n
o
wled
g
e
b
ase
f
r
o
m
2
0
1
1
to
2
0
2
2
.
T
h
e
f
in
d
i
n
g
s
s
h
o
wed
a
r
elativ
ely
s
tab
le
tr
en
d
f
o
r
t
h
e
1
0
y
ea
r
s
b
etwe
en
2
0
1
1
an
d
2
0
2
2
,
a
n
d
an
in
cr
ea
s
e
i
n
th
e
f
lu
ctu
atio
n
in
2021
-
2
0
2
2
.
O
f
th
e
5
2
co
u
n
tr
ies
th
at
ar
e
in
ter
ested
in
T
OP
C
HE
,
h
alf
o
f
th
e
in
d
ep
en
d
en
t
r
esear
ch
c
o
u
n
tr
ies,
Sp
ain
an
d
R
u
s
s
ia
ar
e
th
e
two
co
u
n
tr
ies
with
th
e
m
o
s
t
p
u
b
lic
atio
n
s
,
an
d
th
e
Un
ited
States
an
d
C
an
ad
a
ar
e
th
e
m
o
s
t
cited
.
I
n
ter
m
s
o
f
th
e
n
u
m
b
er
o
f
p
a
p
er
s
,
th
e
au
th
o
r
s
o
f
th
e
r
esear
ch
co
m
m
u
n
ity
h
av
e
n
o
t
p
u
b
lis
h
ed
m
u
ch
,
t
h
e
two
m
o
s
t
p
u
b
lis
h
ed
au
th
o
r
s
(
San
g
r
a,
Go
n
za
lez
-
San
m
am
ed
)
h
av
e
o
n
ly
th
r
ee
p
ap
er
s
.
I
n
ter
m
s
o
f
p
u
b
licatio
n
s
o
u
r
ce
s
,
e
d
u
ca
tio
n
s
cien
ce
s
h
as
th
e
m
o
s
t
p
u
b
licatio
n
s
,
d
is
tan
ce
ed
u
ca
tio
n
h
as
t
h
e
h
ig
h
est
n
u
m
b
er
o
f
citatio
n
s
.
T
h
e
s
o
u
r
ce
s
f
o
cu
s
o
n
th
e
ar
ea
s
o
f
ed
u
ca
tio
n
,
e
-
lear
n
in
g
,
c
o
m
p
u
ter
s
cien
ce
,
d
ev
elo
p
m
e
n
tal
an
d
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
.
T
h
e
th
em
es
f
o
cu
s
o
n
n
in
e
a
r
ea
s
,
a
n
d
th
e
1
0
m
o
s
t
cited
d
o
cu
m
e
n
ts
f
o
cu
s
o
n
o
n
lin
e
teac
h
er
r
o
les,
em
er
g
en
c
y
r
e
m
o
te
teac
h
in
g
,
o
n
lin
e
p
r
o
f
e
s
s
io
n
al
d
ev
elo
p
m
en
t,
an
d
o
n
lin
e
teac
h
in
g
in
C
OVI
D
-
1
9
.
I
n
ter
m
s
o
f
em
e
r
g
in
g
k
ey
wo
r
d
s
,
to
p
ics
in
th
e
co
n
tex
t
o
f
C
OVI
D
-
1
9
ar
e
d
ir
ec
tly
r
elate
d
to
em
er
g
in
g
r
em
o
te
teac
h
in
g
,
e.
g
.
,
o
n
lin
e
teac
h
i
n
g
c
h
allen
g
er
s
,
d
ig
ital
r
elatio
n
al
c
o
m
p
eten
c
e,
teac
h
er
p
r
esen
ce
,
o
n
th
e
c
o
n
tr
ar
y
,
n
o
n
-
C
OVI
D
-
1
9
to
p
ics
ar
e
co
n
ce
r
n
ed
with
T
OPC
HE
’
s
g
en
er
al
is
s
u
es,
f
o
r
e
x
am
p
le,
co
m
p
eten
cy
f
r
am
ewo
r
k
,
g
lo
b
al
ed
u
ca
tio
n
,
an
d
teac
h
in
g
p
r
o
f
ess
io
n
alis
m
.
T
h
is
s
tu
d
y
s
u
g
g
ests
th
at
th
i
s
is
a
n
ew
an
d
p
o
ten
tial f
ield
o
f
r
ese
ar
ch
in
th
e
f
o
r
eseea
b
le
f
u
tu
r
e.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
r
esear
ch
is
s
u
p
p
o
r
ted
b
y
“
R
esear
ch
o
n
tec
h
n
o
lo
g
y
a
p
p
licatio
n
i
n
teac
h
i
n
g
ac
c
o
r
d
in
g
to
th
e
T
PAC
K
m
o
d
el
at
Vietn
am
ese
u
n
iv
er
s
ities
”
p
r
o
ject,
co
d
e
d
B
2
0
2
4
.
B
KA.
0
1
,
wh
ich
was f
u
n
d
ed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
T
r
ain
i
n
g
o
f
Vietn
am
.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
S
a
r
k
a
r
,
“
A
b
r
i
e
f
h
i
st
o
r
y
o
f
o
n
l
i
n
e
e
d
u
c
a
t
i
o
n
,
”
A
d
a
m
a
s
U
n
i
v
e
r
si
t
y
,
M
a
y
2
0
2
0
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
a
d
a
m
a
s
u
n
i
v
e
r
si
t
y
.
a
c
.
i
n
/
a
-
b
r
i
e
f
-
h
i
s
t
o
r
y
-
of
-
o
n
l
i
n
e
-
e
d
u
c
a
t
i
o
n
/
(
A
c
c
e
sse
d
:
O
c
t
.
0
9
,
2
0
2
3
).
[
2
]
H
.
Lu
o
n
g
,
N
.
T
h
i
,
T
.
T
u
n
g
,
N
.
X
.
A
n
,
T
.
T
.
G
i
a
n
g
,
a
n
d
L.
D
.
H
a
i
,
“
A
b
i
b
l
i
o
m
e
t
r
i
c
a
n
a
l
y
si
s
o
f
o
n
l
i
n
e
u
n
i
v
e
r
si
t
i
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