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Hig
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a
1.
I
NT
RO
D
UCT
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O
N
W
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s
o
ciety
’
s
p
r
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h
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ca
tio
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[
1
]
,
p
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esen
tly
;
ex
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co
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p
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f
o
u
n
d
r
ef
o
r
m
in
h
ig
h
er
ed
u
ca
tio
n
[
2
]
.
C
o
n
s
eq
u
en
tly
,
th
e
u
s
e
o
f
s
o
c
ial
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lear
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m
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ailab
le
s
o
lu
tio
n
to
en
s
u
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e
d
is
tan
ce
lear
n
in
g
.
I
n
ad
d
itio
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,
th
e
p
en
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o
f
in
f
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r
m
ati
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d
co
m
m
u
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tech
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o
lo
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(
I
C
T
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h
as
in
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ased
in
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ev
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co
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d
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licatio
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ctu
r
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d
th
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[
3
]
.
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im
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ce
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as
b
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lter
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m
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h
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ca
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m
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s
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[
4
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On
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ld
Hea
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Or
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r
ec
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u
m
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r
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n
in
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d
is
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[
5
]
.
T
h
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n
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s
ca
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s
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h
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h
ly
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o
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tag
io
u
s
d
is
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s
e
n
am
ed
C
OVI
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-
1
9
[
6
]
.
T
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52
In
d
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n
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J
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&
C
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p
Sci
,
Vo
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3
8
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No
.
2
,
May
20
2
5
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1220
m
ajo
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all
th
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asp
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ts
o
f
life
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u
ca
tio
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p
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UM
6
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[
8
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Fu
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in
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o
r
s
u
b
jects),
Z
o
o
m
(
o
n
lin
e
s
o
f
twar
e
to
p
r
esen
t
liv
e
s
ess
io
n
s
)
,
PIS
(
n
o
r
m
al
u
n
i
v
er
s
ity
s
y
s
tem
th
at
allo
ws
s
tu
d
en
ts
to
tr
ac
k
th
eir
g
r
ad
es
an
d
atten
d
an
ce
)
,
an
d
Z
i
p
g
r
ad
e
(
o
n
lin
e
e
x
am
p
latf
o
r
m
)
.
Am
o
n
g
th
e
to
o
ls
u
s
ed
in
E
g
y
p
t
th
er
e
ar
e
f
r
ee
co
m
m
u
n
icatio
n
s
p
latf
o
r
m
s
,
e.
g
.
,
Go
o
g
le
C
lass
r
o
o
m
a
n
d
Z
o
o
m
.
So
cial
m
ed
ia,
e.
g
.
,
Face
b
o
o
k
,
W
h
atsAp
p
an
d
Yo
u
tu
b
e
to
co
m
m
u
n
icate
with
th
eir
s
tu
d
en
ts
v
ia
f
o
r
m
al
g
r
o
u
p
s
o
n
th
e
teac
h
er
s
’
s
o
cial
n
etwo
r
k
in
g
p
ag
es
[
9
]
.
C
h
allen
g
es
h
a
v
e
ar
is
en
wh
en
u
s
in
g
th
ese
to
o
l
s
,
d
u
e
to
a
lack
o
f
ex
p
er
ien
ce
in
ter
m
s
o
f
u
s
e,
lack
o
f
co
m
m
u
n
icatio
n
a
n
d
in
te
r
ac
tio
n
s
b
etwe
en
s
tu
d
en
ts
an
d
teac
h
er
s
,
o
r
o
th
er
s
r
elate
d
to
th
e
eq
u
ip
m
en
t
an
d
th
e
in
ter
n
et
.
T
h
er
ef
o
r
e,
i
t
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
to
ex
p
lo
r
e
lear
n
in
g
ap
p
r
o
ac
h
es
in
h
ig
h
er
ed
u
ca
tio
n
th
at
a
r
e
co
n
s
is
ten
t
with
th
e
teac
h
in
g
e
x
p
er
ien
ce
o
f
u
n
iv
er
s
ities
an
d
co
lleg
es
an
d
in
c
r
ea
s
e
p
ed
a
g
o
g
ical
im
p
ac
t
[
1
0
]
,
b
y
f
o
r
ce
d
in
s
tr
u
ct
o
r
s
an
d
s
tu
d
en
ts
to
allo
w
a
n
e
w
m
eth
o
d
o
lo
g
y
o
f
teac
h
in
g
,
tr
an
s
m
itti
n
g
k
n
o
wle
d
g
e
an
d
ass
ess
m
en
t.
T
h
u
s
,
th
e
ad
d
ed
v
al
u
e
o
f
t
h
is
wo
r
k
is
to
b
r
in
g
to
g
eth
er
all
th
e
m
eth
o
d
s
u
s
ed
r
eg
ar
d
less
th
e
g
eo
g
r
a
p
h
ical
b
ac
k
g
r
o
u
n
d
(
tak
in
g
th
e
ex
am
p
le
o
f
d
if
f
er
en
t
co
n
tex
ts
in
th
e
wo
r
ld
)
,
ce
r
tai
n
ly
s
ev
er
al
ar
ticles
ha
v
e
ad
d
r
ess
ed
th
is
s
u
b
ject
b
u
t
ea
ch
ar
ticle
d
ea
ls
with
s
o
m
e
o
f
th
es
e
m
eth
o
d
s
i
n
ce
r
tain
c
o
u
n
tr
ies.
Fu
r
th
er
m
o
r
e
,
th
e
p
r
e
v
io
u
s
p
a
p
er
s
d
o
n
’
t’
s
h
ed
lig
h
t
o
n
p
r
ef
er
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
is
(
PR
I
SMA
)
ch
e
ck
lis
t
th
at
is
d
ed
icate
d
m
ain
l
y
to
r
ev
iews.
Ho
wev
er
,
o
u
r
r
esear
ch
tack
les
th
e
d
if
f
er
en
t
s
ce
n
ar
io
s
o
f
e
-
lear
n
in
g
in
th
e
p
er
io
d
o
f
s
tu
d
y
b
y
in
tr
o
d
u
cin
g
r
ea
l
-
wo
r
ld
ex
a
m
p
les
o
f
ar
tific
ial
in
tellig
en
ce
(
AI
)
alg
o
r
ith
m
s
f
o
r
d
is
tan
ce
lear
n
in
g
,
an
d
co
m
p
a
r
in
g
th
e
m
o
s
t w
ell
-
k
n
o
wn
e
-
le
ar
n
in
g
p
latf
o
r
m
s
.
I
n
th
e
lig
h
t
o
f
th
e
r
is
in
g
an
d
d
ee
p
en
in
g
n
ee
d
f
o
r
s
m
ar
t
h
ig
h
e
r
ed
u
ca
tio
n
in
u
n
iv
e
r
s
ities
an
d
co
lleg
es,
in
tr
o
d
u
cin
g
r
ea
l
-
wo
r
d
ex
a
m
p
l
es
o
f
AI
tech
n
o
lo
g
y
in
ed
u
c
atio
n
esp
ec
ially
t
h
eir
a
p
p
licatio
n
s
o
n
p
r
ed
ictin
g
s
tu
d
en
t
s
’
p
er
f
o
r
m
an
ce
,
in
ter
ac
tiv
ity
an
d
ed
u
ca
tio
n
d
e
v
elo
p
m
en
t
is
also
im
p
o
r
ta
n
t
b
ec
a
u
s
e
it
r
ep
r
esen
ts
a
s
o
li
d
b
asis
f
o
r
f
u
tu
r
e
wo
r
k
s
to
tak
e
in
to
co
n
s
id
er
atio
n
th
e
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
in
o
r
d
e
r
to
r
ein
f
o
r
ce
e
-
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
en
co
u
r
ag
in
g
r
esear
ch
er
s
to
d
ev
elo
p
ad
a
p
tiv
e
e
-
lear
n
i
n
g
p
latf
o
r
m
s
f
ar
f
r
o
m
s
o
cial
m
ed
i
a
wh
o
s
e
m
ain
p
u
r
p
o
s
e
is
n
o
t
d
is
tan
ce
lear
n
in
g
.
I
n
ad
d
itio
n
,
s
tu
d
en
ts
h
av
e
d
if
f
er
en
t
p
r
e
f
er
en
c
es,
n
ee
d
s
,
r
h
y
th
m
s
,
th
u
s
,
we
p
r
o
p
o
s
e
to
in
teg
r
at
e
AI
in
e
-
l
ea
r
n
in
g
p
latf
o
r
m
s
an
d
en
c
o
u
r
ag
i
n
g
th
e
d
ev
elo
p
m
en
t
o
f
a
d
ap
tiv
e
lear
n
in
g
p
latf
o
r
m
s
.
T
h
is
ar
ticle
is
s
tr
u
ctu
r
ed
as
f
o
llo
ws:
t
h
e
f
ir
s
t
s
ec
tio
n
p
r
esen
ts
m
eth
o
d
o
lo
g
y
.
T
h
e
s
ec
o
n
d
s
ec
tio
n
d
is
cu
s
s
es
r
esu
lt
s
an
d
d
is
cu
s
s
io
n
;
an
d
th
e
th
ir
d
c
o
n
ce
r
n
s
co
n
clu
s
io
n
.
2.
M
E
T
H
O
D
2
.
1
.
Sea
rc
h
m
et
ho
do
lo
g
y
A
co
m
p
r
e
h
en
s
iv
e
liter
atu
r
e
s
ea
r
ch
was
co
n
d
u
cted
o
n
d
i
f
f
er
en
t
elec
tr
o
n
ic
d
ata
b
ases
to
id
en
tify
r
elev
an
t
s
tu
d
ies
r
elate
d
to
e
-
lear
n
in
g
to
o
ls
u
s
ed
d
u
r
in
g
t
h
e
co
n
f
i
n
em
en
t
im
p
o
s
ed
b
y
th
e
ep
id
em
ic,
th
a
n
d
is
cu
s
s
ch
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
.
T
h
e
s
ea
r
ch
was
r
estrict
ed
to
id
en
tify
o
n
ly
th
e
p
a
p
e
r
s
p
u
b
lis
h
ed
o
n
th
e
tim
e
o
f
cr
is
is
in
th
e
last
(
2
0
1
9
-
2
0
2
3
)
.
T
h
e
a
r
ticles
wer
e
g
ath
er
ed
f
r
o
m
s
o
u
r
ce
s
th
at
h
av
e
a
s
ig
n
if
ican
t
n
u
m
b
e
r
o
f
r
esear
ch
ar
ticles,
p
ar
ticu
lar
ly
r
elatin
g
to
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
:
Scien
ce
Dir
ec
t,
E
m
e
r
ald
,
W
iley
On
lin
e
L
ib
r
ar
y
,
J
Sto
r
e,
Sp
r
in
g
er
L
in
k
,
an
d
Sco
p
u
s
wer
e
am
o
n
g
t
h
e
p
u
b
lis
h
er
s
th
at
wer
e
tar
g
ete
d
.
T
h
e
u
s
e
o
f
lar
g
er
d
atab
ases
,
co
v
er
in
g
n
atio
n
s
f
r
o
m
all
o
v
er
th
e
w
o
r
ld
,
was
co
n
s
id
er
ed
i
n
o
r
d
er
to
in
cr
ea
s
e
th
e
s
am
p
le’
s
r
ep
r
esen
tativ
en
ess
.
T
h
e
s
ea
r
ch
wa
s
b
ased
o
n
k
ey
wo
r
d
s
tak
en
f
r
o
m
Go
o
g
le
Sch
o
lar
’
s
b
asic
s
ea
r
ch
.
T
h
e
k
ey
w
o
r
d
s
ea
r
ch
u
s
ed
ter
m
s
in
clu
d
in
g
e
d
u
ca
tio
n
,
e
-
lear
n
in
g
,
o
n
lin
e
teac
h
in
g
,
ch
allen
g
es,
o
p
p
o
r
tu
n
ities
an
d
h
ig
h
er
ed
u
ca
tio
n
.
T
h
ese
k
ey
wo
r
d
s
wer
e
o
cc
asio
n
ally
co
m
b
in
e
d
u
s
in
g
th
e
ad
v
an
ce
d
s
ea
r
c
h
o
p
tio
n
,
B
o
o
lean
o
p
er
ato
r
s
,
to
ac
ce
s
s
to
a
wid
er
r
a
n
g
e
o
f
r
eso
u
r
ce
s
as
s
h
o
wn
in
T
ab
le
1
.
T
h
e
in
iti
al
s
ea
r
ch
s
tr
ateg
y
’
s
r
esu
lts
wer
e
th
en
f
ilter
ed
b
y
titl
e,
ab
s
tr
ac
t
an
d
k
ey
wo
r
d
s
o
f
liter
atu
r
e
p
u
b
lis
h
ed
d
u
r
in
g
t
h
e
last
y
ea
r
s
(
2
0
1
9
-
2
0
2
3
)
,
ac
c
o
r
d
in
g
to
in
cl
u
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia
as illu
s
tr
ated
in
T
ab
le
2
.
I
n
th
is
r
ev
iew,
o
n
ly
p
ee
r
-
r
ev
ie
wed
s
tu
d
ies
th
at
in
v
esti
g
ated
th
e
o
n
lin
e
lear
n
in
g
i
n
th
e
p
e
r
io
d
o
f
s
tu
d
y
wer
e
in
clu
d
ed
f
o
r
an
al
y
s
is
.
S
elec
ted
s
tu
d
ies
th
at
wer
e
n
o
t
wr
itten
in
th
e
E
n
g
lis
h
lan
g
u
ag
e
o
r
n
o
n
-
in
d
ex
e
d
,
wer
e
ex
clu
d
e
d
.
Du
r
in
g
th
e
s
ea
r
ch
p
r
o
ce
s
s
,
o
n
ly
a
r
ticles
r
elate
d
to
o
n
lin
e
teac
h
in
g
an
d
h
i
g
h
er
e
d
u
ca
tio
n
wer
e
ex
tr
ac
ted
f
r
o
m
th
e
d
atab
ases
.
Du
r
in
g
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
,
a
f
u
r
th
er
s
o
m
e
ar
ticles
wer
e
d
elete
d
b
ec
au
s
e
th
ey
d
id
n
o
t
f
u
lly
m
ee
t th
e
in
c
lu
s
io
n
an
d
e
x
clu
s
io
n
cr
iter
ia
s
et
o
u
t
in
th
e
T
ab
le
s
1
a
n
d
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
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-
4
7
52
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merg
in
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a
p
p
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ch
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f a
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tifi
cia
l in
tellig
en
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to
o
ls
fo
r
d
is
ta
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(
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1221
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o
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e
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tr
ate
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e
id
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s
p
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th
e
v
ar
io
u
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in
clu
s
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d
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clu
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io
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cr
iter
ia
u
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ed
in
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ar
ticle
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Fig
u
r
e
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s
h
o
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o
m
e
o
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s
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ch
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s
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ased
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ee
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ain
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ar
e
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m
ain
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ls
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r
ld
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e
to
en
s
u
r
e
th
e
teac
h
in
g
p
r
ac
tices?
−
W
h
at
ar
e
th
e
b
en
ef
its
an
d
lim
its
o
f
th
o
s
e
to
o
ls
?
−
Ho
w
ca
n
AI
to
o
ls
o
v
er
co
m
e
th
e
ch
allen
g
es a
n
d
en
s
u
r
e
p
ed
a
g
o
g
ical
co
n
tin
u
ity
th
r
o
u
g
h
v
ir
t
u
al
class
r
o
o
m
s
?
T
ab
le
1
.
Key
wo
r
d
s
an
d
s
ea
r
ch
ter
m
s
K
e
y
w
o
r
d
S
e
a
r
c
h
t
e
r
ms
H
i
g
h
e
r
e
d
u
c
a
t
i
o
n
‘
H
i
g
h
e
r
e
d
u
c
a
t
i
o
n
’
,
‘
T
e
r
t
i
a
r
y
e
d
u
c
a
t
i
o
n
’
,
‘
U
n
i
v
e
r
si
t
y
e
d
u
c
a
t
i
o
n
’
A
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
‘
A
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
’
,
‘
A
I
’
E
-
l
e
a
r
n
i
n
g
‘E
-
l
e
a
r
n
i
n
g
’
,
‘
O
n
l
i
n
e
t
e
a
c
h
i
n
g
’
,
‘
D
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
’
T
ab
le
2
.
I
n
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Ex
c
l
u
si
o
n
c
r
i
t
e
r
i
a
P
u
b
l
i
c
a
t
i
o
n
s
p
u
b
l
i
sh
e
d
i
n
t
h
e
t
h
r
e
e
l
a
s
t
y
e
a
r
s
P
u
b
l
i
c
a
t
i
o
n
s
t
h
a
t
d
e
a
l
s w
i
t
h
E
-
l
e
a
r
n
i
n
g
P
u
b
l
i
c
a
t
i
o
n
s
t
h
a
t
c
o
n
t
a
i
n
s
t
h
e
k
e
y
w
o
r
d
s a
b
o
v
e
P
u
b
l
i
c
a
t
i
o
n
s
p
u
b
l
i
sh
e
d
o
u
t
si
d
e
t
h
e
f
i
x
e
d
p
e
r
i
o
d
A
r
t
i
c
l
e
s
n
o
t
w
r
i
t
t
e
n
i
n
En
g
l
i
s
h
N
o
n
-
i
n
d
e
x
e
d
p
u
b
l
i
c
a
t
i
o
n
s
Fig
u
r
e
1
.
E
x
am
p
les o
f
s
ea
r
ch
ch
ain
s
2
.
2
.
St
a
t
is
t
ica
l
a
na
ly
s
is
T
h
e
PR
I
SMA
p
r
o
ce
s
s
[
1
1
]
was
ad
o
p
ted
as
th
e
d
o
cu
m
en
t
f
ilter
in
g
p
r
o
ce
s
s
,
th
e
Fig
u
r
e
2
p
r
esen
ts
th
e
d
o
cu
m
e
n
ts
f
ilter
in
g
s
tag
es f
r
o
m
s
elec
ted
p
ap
er
s
to
ad
o
p
ted
o
n
es.
Fig
u
r
e
2
.
Pap
er
s
’
f
ilter
in
g
p
r
o
ce
s
s
Hig
h
e
r
E
d
u
c
a
ti
o
n
OR
tertiary
Ed
u
c
a
ti
o
n
O
R
U
n
iv
e
rsit
y
Ed
u
c
a
ti
o
n
AND
E
-
lea
rn
in
g
AND
Artifi
c
ial
In
telli
g
e
n
c
e
Artifi
c
ial
In
telli
g
e
n
c
e
OR
AI
AND
On
li
n
e
tea
c
h
i
n
g
OR
Dista
n
c
e
l
e
a
rn
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
52
In
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
3
8
,
No
.
2
,
May
20
2
5
:
1
2
1
9
-
1
2
3
0
1222
T
h
e
PR
I
SMA
[1
2
]
p
u
b
lis
h
ed
[
1
3
]
in
2
0
0
9
was
d
esig
n
e
d
to
h
elp
au
th
o
r
s
p
r
ep
ar
e
tr
an
s
p
ar
e
n
t
r
ep
o
r
ts
o
f
th
eir
r
ev
iews,
an
d
its
r
ec
o
m
m
en
d
atio
n
s
h
av
e
b
ee
n
wid
ely
en
d
o
r
s
ed
an
d
ad
o
p
ted
.
T
o
f
ill
o
u
t
t
h
e
ab
o
v
e
PR
I
SMA
f
lo
wch
ar
t,
th
e
f
o
llo
win
g
s
tep
s
ar
e
tak
en
:
−
Step
1
:
i
n
th
e
f
ir
s
t
s
tag
e,
we
r
u
n
th
e
s
ea
r
ch
es
we
d
esig
n
ed
th
r
o
u
g
h
th
e
ab
s
tr
ac
t,
k
e
y
wo
r
d
s
an
d
d
atab
ases
s
elec
ted
.
−
Step
2
:
th
is
s
tep
co
n
ce
r
n
th
e
s
ea
r
ch
in
to
d
atab
ases
ch
o
s
en
,
f
o
r
ea
ch
d
atab
ase,
we
en
ter
ed
ea
ch
k
ey
s
ea
r
ch
ter
m
in
d
iv
id
u
ally
.
T
h
is
in
clu
d
ed
all
o
u
r
s
ea
r
ch
ter
m
s
.
W
e
co
m
b
in
ed
all
t
h
e
s
ea
r
c
h
ter
m
s
in
th
e
v
ar
io
u
s
co
m
b
in
atio
n
s
u
s
in
g
B
o
o
lean
o
p
er
ato
r
s
s
u
ch
as
AND
O
R
,
wh
er
e
ap
p
r
o
p
r
iate.
W
e
ap
p
lied
all
o
u
r
lim
its
(
s
ea
r
ch
y
ea
r
s
,
f
u
ll
tex
t
o
n
ly
,
a
n
d
E
n
g
lis
h
lan
g
u
a
g
e
o
n
ly
)
o
n
ce
all
th
e
s
ea
r
ch
ter
m
s
h
ad
b
ee
n
co
m
b
in
ed
a
n
d
we
h
ad
a
p
p
lied
all
th
e
r
elev
an
t
lim
its
,
we
o
b
tain
ed
a
n
u
m
b
e
r
o
f
r
ec
o
r
d
s
o
r
ar
ticles
an
d
en
te
r
ed
it
in
th
e
t
o
p
lef
t
-
h
an
d
b
o
x
o
f
th
e
PR
I
SMA
f
lo
wch
ar
t f
o
r
ea
ch
d
atab
ase.
−
Step
3
:
th
is
s
tag
e
is
ab
o
u
t
elim
in
atin
g
d
u
p
licates
ar
ticles
o
r
th
o
s
e
th
at
d
o
n
’
t
m
ee
t
th
e
cr
it
er
ia
(
n
o
t
wr
itten
in
E
n
g
lis
h
,
an
d
n
o
t in
d
ex
e
d
)
−
Step
4
:
th
e
n
e
x
t
s
tep
(
s
cr
ee
n
in
g
ar
ticles)
is
to
ad
d
th
e
n
u
m
b
e
r
o
f
item
s
we
h
av
e
s
elec
ted
.
T
h
is
is
th
e
s
am
e
n
u
m
b
er
we
en
ter
ed
in
th
e
d
u
p
l
icate
s
d
elete
d
b
o
x
.
−
Step
5
:
we
r
ev
iewe
d
all
f
u
ll
-
tex
t
ar
ticles
to
s
ee
if
th
ey
co
u
ld
b
e
in
clu
d
e
d
in
th
e
f
in
al
r
ev
ie
w.
At
th
is
s
tag
e,
we
ch
ec
k
ed
o
u
r
g
u
id
elin
es to
s
ee
h
o
w
m
an
y
a
r
ticles we
s
till
h
ad
to
r
e
v
iew.
−
Step
6
:
th
e
f
in
al
s
tep
was
t
o
s
u
b
tr
ac
t
th
e
n
u
m
b
er
o
f
item
s
o
r
r
ec
o
r
d
s
ex
cl
u
d
ed
d
u
r
in
g
th
e
f
u
ll
-
tex
t
elig
ib
ilit
y
r
ev
iew.
T
h
e
n
u
m
b
er
o
b
tai
n
e
d
m
ay
v
ar
y
ac
co
r
d
in
g
to
th
e
ty
p
e
o
f
ass
ig
n
m
en
t,
an
d
h
as
b
ee
n
en
ter
ed
in
th
e
last
b
o
x
.
T
h
e
P
R
I
SMA
f
lo
w
ch
ar
t
is
n
o
w
co
m
p
lete
an
d
ca
n
b
e
in
clu
d
ed
in
th
e
s
tu
d
y
r
esu
lts
s
ec
tio
n
.
2
.
3
.
Wo
rld c
lo
ud
W
o
r
ld
clo
u
d
is
a
p
o
te
n
t
d
ata
v
is
u
aliza
tio
n
tech
n
iq
u
e
[1
4
]
t
h
at
allo
ws
p
eo
p
le
to
q
u
ick
ly
an
d
ea
s
ily
id
en
tif
y
th
e
s
u
b
ject
d
o
m
ain
s
o
f
a
lar
g
e
co
llectio
n
o
f
tex
tu
al
d
o
cu
m
en
ts
an
d
b
ec
o
m
e
f
am
iliar
with
th
eir
co
n
ten
t.
R
ath
er
th
a
n
r
ea
d
i
n
g
a
lar
g
e
n
u
m
b
er
o
f
f
iles
,
th
e
c
o
n
ten
t
co
u
ld
b
e
au
to
m
atica
lly
r
e
tr
iev
ed
,
p
r
o
ce
s
s
ed
,
an
d
p
r
esen
ted
as
a
wo
r
d
clo
u
d
u
s
in
g
o
n
ly
th
e
m
o
s
t
im
p
o
r
tan
t
ter
m
s
.
T
y
p
ically
,
th
e
m
o
s
t
s
ig
n
if
ican
t
an
d
f
r
eq
u
e
n
tly
ap
p
ea
r
in
g
wo
r
d
s
a
r
e
v
is
u
alize
d
in
d
if
f
er
en
t
c
o
lo
r
s
an
d
h
i
g
h
er
f
o
n
t
s
izes
s
o
th
ey
ca
tch
atten
tio
n
im
m
ed
iately
.
T
o
c
r
ea
te
a
wo
r
d
clo
u
d
in
o
u
r
s
tu
d
y
we
p
r
o
ce
e
d
as f
o
llo
ws:
−
E
x
tr
ac
t
th
e
m
ain
w
o
r
d
s
f
r
o
m
a
b
s
tr
ac
t a
n
d
k
e
y
wo
r
d
s
an
d
ad
d
th
em
in
E
x
ce
l
f
ile
.
−
I
n
s
tall
th
e
m
ain
lib
r
ar
ies:
m
atp
lo
tlib
an
d
w
o
r
d
cl
o
u
d
t
h
an
im
p
o
r
tin
g
s
o
m
e
f
u
n
ctio
n
s
:
im
ag
e
co
lo
r
g
en
er
ato
r
an
d
STOPW
OR
DS
to
r
em
o
v
e
w
o
r
d
s
th
at
ca
r
r
y
m
u
ch
less
s
u
b
s
tan
tiv
e
in
f
o
r
m
atio
n
ab
o
u
t
th
e
m
ea
n
in
g
.
−
Gen
er
ate
th
e
alg
o
r
ith
m
an
d
s
h
o
w
th
e
g
r
a
p
h
ic.
T
o
an
aly
ze
th
e
d
ata
ea
s
ily
p
o
wer
B
I
[
1
5
]
is
u
s
ed
.
T
h
is
v
is
u
aliza
tio
n
to
o
l
p
r
o
v
id
es
m
an
y
f
ea
tu
r
es
to
v
is
u
alize
d
ata.
W
e
u
s
e
it
in
o
u
r
s
tu
d
y
to
lo
ca
te
th
e
p
a
p
er
s
’
tak
en
in
to
ac
co
u
n
t
in
th
e
s
tu
d
y
an
d
s
h
o
w
m
o
r
e
d
etails
co
n
ce
r
n
in
g
p
ap
er
s
’
s
o
u
r
ce
,
an
d
ty
p
e.
T
h
e
co
m
b
i
n
atio
n
o
f
PR
I
SMA
an
d
wo
r
d
-
c
lo
u
d
was
v
er
y
b
en
ef
icial;
o
n
th
e
o
n
e
h
an
d
,
PR
I
SMA
allo
ws
im
p
r
o
v
in
g
t
h
e
r
ep
o
r
tin
g
q
u
ality
o
f
a
s
y
s
t
em
atic
r
ev
iew
an
d
p
r
o
v
id
es
s
u
b
s
tan
tial
tr
an
s
p
ar
e
n
cy
in
th
e
s
elec
tio
n
p
r
o
ce
s
s
o
f
p
ap
e
r
s
in
a
s
y
s
tem
atic
r
ev
ie
w
an
d
w
o
r
ld
clo
u
d
b
ased
o
n
th
e
ar
ticles co
llected
allo
ws v
is
u
alizin
g
th
e
m
ain
ter
m
s
to
d
eter
m
in
e
d
o
m
ain
s
o
f
r
e
s
ea
r
ch
to
r
ea
d
e
r
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
is
b
ased
o
n
th
e
r
e
v
iew
o
u
tco
m
es
o
f
a
s
elec
tio
n
o
f
ar
ticles
p
u
b
lis
h
ed
in
th
e
ar
e
a
o
f
o
n
lin
e
lear
n
in
g
d
u
r
in
g
th
e
p
er
io
d
o
f
C
OVI
D
-
1
9
p
an
d
em
ic.
Mo
s
t
o
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D
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,
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ap
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ates
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u
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In
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RQ
1
:
w
ha
t
a
re
t
he
ma
i
nly
t
o
o
ls
us
ed
wo
rldwi
de
t
o
ens
ure
t
he
t
ea
ching
pra
ct
ice
s
?
In
Dec
em
b
e
r
2
0
1
9
,
th
e
f
ir
s
t
s
u
s
p
ec
ted
ca
s
e
o
f
C
OVI
D
-
1
9
i
n
W
u
h
an
C
ity
in
C
h
in
a,
was
r
ep
o
r
ted
to
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e
W
o
r
ld
Hea
lth
Or
g
an
izatio
n
(
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HO)
.
At
th
at
tim
e,
n
o
o
n
e
co
u
ld
f
o
r
esee
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at
t
h
is
n
e
w
v
ir
u
s
wo
u
ld
b
r
in
g
d
aily
ac
tiv
ities
to
a
h
alt
a
n
d
i
m
p
o
s
e
s
o
cial
d
is
tan
cin
g
[
1
6
],
esp
ec
ially
s
ch
o
o
l
a
n
d
s
tu
d
e
n
t
life
,
r
eq
u
ir
in
g
t
h
e
u
r
g
en
t
u
s
e
o
f
d
is
tan
ce
lear
n
in
g
m
et
h
o
d
s
t
h
at
allo
ws
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
ar
e
in
d
if
f
e
r
en
t
p
h
y
s
ical
lo
ca
tio
n
s
.
T
h
is
lear
n
in
g
o
p
tio
n
allo
w
av
o
id
in
g
th
e
s
p
r
ea
d
o
f
th
e
p
a
n
d
em
ic.
T
h
ey
ar
e
two
ty
p
es
o
f
o
n
l
in
e
teac
h
in
g
asy
n
ch
r
o
n
o
u
s
an
d
s
y
n
ch
r
o
n
o
u
s
,
b
o
th
p
r
o
v
ed
to
b
e
at
least
as
s
atis
f
ac
to
r
y
as
th
e
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
ap
p
r
o
ac
h
[
1
7
]
,
g
e
n
er
al
ly
,
th
e
s
tu
d
e
n
ts
u
s
ed
as
m
ater
ials
lap
to
p
,
m
o
b
ile,
d
esk
to
p
o
r
a
co
m
b
in
atio
n
o
f
all
th
ese
[
1
8
]
.
T
h
e
r
a
p
id
d
ev
elo
p
m
en
t
o
f
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
an
d
th
e
web
ar
e
ch
an
g
in
g
th
e
p
r
in
cip
les
an
d
ap
p
r
o
ac
h
es
to
teac
h
in
g
p
r
o
g
r
am
m
in
g
to
co
m
p
u
te
r
s
cien
ce
g
r
ad
u
ates
in
h
ig
h
er
ed
u
ca
ti
o
n
in
s
titu
tio
n
s
[
1
9
]
.
As
cited
in
[
2
0
]
,
Go
o
g
le
is
a
p
o
p
u
lar
W
eb
2
.
0
to
o
l
th
at
o
f
f
er
s
m
an
y
in
ter
esti
n
g
f
ea
t
u
r
es
an
d
ap
p
licatio
n
s
.
I
t
h
as
teac
h
in
g
an
d
lear
n
in
g
p
o
t
en
tial
with
its
u
n
iq
u
e
in
te
g
r
at
ed
f
ea
tu
r
es
th
at
p
r
o
v
i
d
e
ed
u
c
atio
n
al,
s
o
cial,
a
n
d
tech
n
o
lo
g
ical
b
e
n
ef
its
.
Go
o
g
le
C
la
s
s
r
o
o
m
is
th
e
m
o
s
t
d
o
wn
lo
ad
ed
o
n
lin
e
lear
n
in
g
ap
p
licatio
n
d
u
r
i
n
g
C
OVI
D
-
1
9
;
it
h
as
c
r
ea
ted
a
n
ew
ad
ap
tatio
n
f
o
r
th
e
teac
h
er
an
d
s
tu
d
e
n
ts
to
lea
r
n
th
e
n
ew
teac
h
in
g
an
d
lear
n
in
g
m
o
d
el.
Uto
m
o
et
a
l.
[
2
1
]
to
o
ls
co
m
b
i
n
atio
n
s
tr
ateg
y
was r
ec
o
m
m
en
d
ed
,
Go
o
g
le
C
lass
r
o
o
m
to
o
l w
as u
s
ed
as
a
lear
n
in
g
ap
p
,
W
h
ats
A
p
p
g
r
o
u
p
as
b
r
o
a
d
ca
s
t
m
ess
ag
in
g
an
d
zo
o
m
as
a
v
i
d
eo
co
n
f
er
en
ce
m
ed
ia
f
o
r
d
is
tan
ce
lear
n
in
g
.
T
h
e
I
n
d
o
n
esian
ca
m
p
u
s
h
as
p
r
e
p
ar
ed
th
e
e
-
lear
n
in
g
p
r
o
ce
s
s
b
y
u
s
in
g
o
th
e
r
to
o
ls
lik
e
E
d
m
o
d
o
,
Go
o
g
le
Me
et
an
d
s
o
cial
m
ed
ia
(
Face
b
o
o
k
,
T
eleg
r
am
an
d
I
n
s
tag
r
am
)
.
Oth
er
m
ater
ials
h
a
v
e
b
ee
n
u
s
ed
also
s
u
ch
as
Sk
y
p
e,
C
is
co
an
d
Mic
r
o
s
o
f
t
team
s
[
2
2
]
.
I
n
Un
ited
S
tates
[
2
3
]
a
n
a
d
ap
tiv
e
r
em
o
te
teac
h
in
g
illu
s
tr
ated
b
y
th
e
“
p
an
d
em
ic
p
lan
”
was a
d
o
p
ted
wh
ic
h
is
d
iv
id
ed
in
to
s
ev
er
al
s
tep
s
:
−
L
ec
tu
r
e
s
h
o
r
ts
an
d
s
lid
es:
th
e
in
s
tr
u
cto
r
s
p
r
o
v
id
e
r
ec
o
r
d
i
n
g
s
an
d
s
lid
es
th
at
s
u
m
m
ar
i
ze
d
h
is
lectu
r
e
m
ater
ials
.
−
T
ea
m
p
r
esen
tatio
n
s
an
d
d
is
cu
s
s
io
n
b
o
ar
d
s
:
team
s
p
o
s
t
th
eir
s
lid
es
an
d
q
u
esti
o
n
s
b
ased
o
n
th
eir
an
aly
s
is
an
d
th
e
c
o
lleg
es tr
y
to
ask
th
e
q
u
esti
o
n
s
an
d
p
r
o
v
i
d
e
th
eir
f
e
ed
b
ac
k
o
n
th
e
r
ea
d
in
g
s
.
−
L
iv
e,
an
d
co
u
r
s
e
an
n
o
u
n
ce
m
en
ts
:
th
e
in
s
tr
u
cto
r
ar
r
an
g
ed
wee
k
ly
liv
e
m
ee
tin
g
s
with
th
e
zo
o
m
d
u
r
in
g
o
f
f
ice
h
o
u
r
s
f
o
r
s
tu
d
en
ts
to
co
m
e
in
i
f
n
ee
d
ed
to
ask
q
u
esti
o
n
s
o
r
ju
s
t
talk
.
T
h
e
i
n
s
tr
u
cto
r
p
r
o
v
id
e
d
d
aily
em
ail
co
r
r
esp
o
n
d
en
ce
to
m
ain
tain
th
e
co
n
n
ec
tio
n
b
etwe
en
f
a
cu
lty
an
d
s
tu
d
e
n
ts
.
−
I
n
d
iv
id
u
al
ex
am
p
r
o
jects (
I
E
P
)
.
T
h
e
T
ab
le
3
p
r
esen
ts
a
d
escr
ip
tio
n
o
f
th
e
p
latf
o
r
m
s
u
s
ed
d
u
r
i
n
g
th
e
C
OVI
D
-
1
9
e
r
a
.
T
ab
le
3
.
Descr
ip
tio
n
o
f
p
latf
o
r
m
s
P
l
a
t
f
o
r
ms
S
k
y
p
e
C
i
sc
o
M
i
c
r
o
s
o
f
t
t
e
a
ms
Zo
o
m
Ed
m
o
d
o
G
o
o
g
l
e
c
l
a
ssr
o
o
m
G
o
o
g
l
e
mee
t
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
Ty
p
e
o
f
p
l
a
t
f
o
r
m
W
e
b
serv
i
c
e
D
i
g
i
t
a
l
c
o
mm
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2
5
0
2
-
4
7
52
E
merg
in
g
a
p
p
r
o
a
ch
es o
f a
r
tifi
cia
l in
tellig
en
ce
to
o
ls
fo
r
d
is
ta
n
ce
lea
r
n
in
g
:
a
r
ev
iew
(
Gh
ita
F
a
o
u
z
i
)
1225
3
.
3
.
RQ
2
:
wha
t
a
re
t
h
e
benef
it
s
a
nd
lim
it
s
o
f
t
ho
s
e
t
o
o
ls
?
T
h
e
s
u
cc
ess
o
f
an
y
in
f
o
r
m
atio
n
s
y
s
tem
d
ep
en
d
s
o
n
t
h
e
u
s
e
o
f
th
e
s
y
s
tem
b
y
th
e
u
s
er
s
,
wh
ich
o
f
te
n
p
o
s
es
ch
allen
g
es.
I
n
th
e
C
O
VI
D
-
1
9
er
a
th
at
co
in
cid
in
g
with
th
e
s
tu
d
y
p
er
io
d
,
th
e
ad
o
p
tio
n
o
f
e
-
lear
n
in
g
p
latf
o
r
m
s
an
d
to
o
ls
is
s
o
ch
allen
g
in
g
f
o
r
s
tu
d
en
ts
an
d
ed
u
ca
to
r
s
as
th
e
s
am
e
tim
e,
am
o
n
g
th
e
d
if
f
icu
lties
en
co
u
n
ter
e
d
it
is
cited
in
[
2
4
]
,
th
at
th
o
s
e
ch
allen
g
es
a
r
e
g
r
o
u
p
ed
in
to
f
o
u
r
ca
teg
o
r
ies:
tech
n
o
lo
g
ical
ch
allen
g
es,
in
d
i
v
id
u
al
c
h
allen
g
es,
cu
ltu
r
al
c
h
allen
g
es
r
elate
d
to
t
h
e
co
n
tex
t
an
d
r
ea
d
in
ess
o
f
ea
c
h
c
u
ltu
r
e
a
n
d
co
u
r
s
e
ch
allen
g
es
th
at
ar
e
illu
s
tr
ated
b
y
in
ter
n
et
ex
p
e
r
ien
c
e,
co
m
p
u
ter
s
elf
-
e
f
f
icac
y
,
p
o
o
r
in
ter
f
ac
e
d
esig
n
,
in
ad
eq
u
ate
tech
n
ical
s
u
p
p
o
r
t
,
lack
o
f
I
T
s
k
ills
p
o
o
r
n
e
two
r
k
in
f
r
astru
ctu
r
e
an
d
we
ak
n
ess
o
f
co
n
ten
t
d
ev
elo
p
m
e
n
t.
A
s
tu
d
y
c
o
n
d
u
cted
[
2
5
]
p
u
ts
th
e
tech
n
o
lo
g
ical
is
s
u
es
as
th
e
m
ain
c
h
allen
g
e
in
t
h
e
C
OVI
D
-
1
9
t
h
at
en
co
m
p
ass
es:
s
ca
r
city
o
f
e
-
d
ev
ices,
lack
o
f
ex
p
er
tis
e
in
o
n
lin
e
teac
h
in
g
,
p
o
o
r
n
etwo
r
k
in
f
r
astru
ctu
r
e
an
d
h
ig
h
-
co
s
t
in
ter
n
et
p
ac
k
ag
es
n
e
ed
ed
f
o
r
s
m
o
o
t
h
co
n
n
ec
tiv
ity
an
d
o
th
e
r
f
ac
to
r
s
th
at
im
p
ac
t
t
h
e
o
n
lin
e
teac
h
in
g
.
Oth
er
ch
allen
g
es
ar
e
d
is
cu
s
s
ed
in
[
2
6
]
r
elate
d
to
in
ter
n
et
s
p
ee
d
,
o
n
lin
e
ac
ce
s
s
an
d
th
e
m
ater
ial
u
s
ed
:
s
o
m
e
s
tu
d
en
ts
co
u
ld
n
o
t a
cc
ess
to
o
n
lin
e
ex
am
in
atio
n
an
d
th
e
ab
s
en
ce
o
f
lab
s
ess
io
n
s
.
O
n
t
h
e
o
th
e
r
h
a
n
d
,
th
e
o
n
l
in
e
t
e
a
c
h
i
n
g
d
u
r
i
n
g
t
h
e
C
OV
I
D
-
1
9
e
r
a
h
a
s
m
a
n
y
b
en
ef
i
t
s
s
u
c
h
a
s
p
e
d
ag
o
g
i
c
a
l
ef
f
ec
t
i
v
en
e
s
s
,
d
ev
e
l
o
p
m
en
t
o
f
v
ir
t
u
a
l
s
k
i
l
l
s
,
ti
m
e
f
l
ex
i
b
i
l
i
ty
i
n
o
n
l
in
e
l
ea
r
n
i
n
g
a
n
d
ab
i
l
i
t
y
to
i
n
t
e
r
a
c
t
w
i
th
t
e
a
ch
er
s
i
n
o
n
l
in
e
c
o
u
r
s
e
s
[
2
7
]
.
I
n
U
k
r
a
i
n
e
,
a
m
o
n
g
t
h
e
b
en
e
f
i
t
s
o
f
o
n
l
i
n
e
t
e
a
c
h
in
g
i
s
t
h
a
t
e
-
l
e
a
r
n
in
g
p
r
o
v
id
e
t
o
s
tu
d
en
t
s
t
h
e
o
p
p
o
r
tu
n
i
ty
t
o
b
u
i
ld
s
e
l
f
-
d
i
s
c
i
p
l
i
n
e
a
n
d
s
e
l
f
-
e
d
u
c
a
t
io
n
,
f
o
r
te
a
c
h
e
r
s
i
t
i
s
t
i
m
e
o
f
m
a
s
t
er
i
n
g
th
e
l
a
t
e
s
t
m
e
t
h
o
d
o
l
o
g
i
e
s
a
n
d
to
o
l
s
f
o
r
d
i
s
t
a
n
ce
l
e
ar
n
in
g
a
n
d
f
o
r
th
e
i
n
s
t
i
t
u
t
io
n
s
i
t
i
s
a
b
o
u
t
[
2
8
]
:
−
P
r
ac
tical
test
s
o
f
th
e
tech
n
ical
ca
p
ab
ilit
ies o
f
d
is
tan
ce
lear
n
in
g
−
D
ef
in
in
g
a
clea
r
s
tr
ateg
y
o
f
d
is
tan
ce
lear
n
in
g
wh
er
e
s
tu
d
en
ts
n
o
t
o
n
l
y
ac
q
u
ir
e
k
n
o
w
led
g
e,
b
u
t
also
co
llab
o
r
ate
with
teac
h
er
s
in
a
f
ee
d
b
ac
k
m
o
d
e
−
T
h
e
awa
r
en
ess
o
f
th
e
n
ee
d
f
o
r
a
q
u
ick
u
p
d
ate
o
f
th
e
c
o
n
ten
t t
o
lear
n
at
h
o
m
e
h
as
b
ee
n
b
r
o
u
g
h
t
Mu
tto
n
[
2
9
]
s
tates
,
th
e
m
ajo
r
o
p
p
o
r
tu
n
ity
o
f
d
is
tan
ce
lear
n
i
n
g
is
th
e
d
ev
elo
p
m
en
t o
f
a
n
e
w
p
ed
ag
o
g
y
f
o
r
o
n
lin
e
teac
h
in
g
an
d
a
n
e
w
way
s
f
o
r
wo
r
k
in
g
,
it
is
c
o
n
s
id
er
ed
as
a
s
itu
atio
n
to
a
d
o
p
t
a
n
in
n
o
v
ativ
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
a
n
d
r
eth
in
k
teac
h
er
ed
u
ca
tio
n
i
n
a
b
o
ld
an
d
ex
citi
n
g
way
.
T
h
e
m
o
s
t
p
o
s
itiv
e
ex
p
er
ien
ce
s
o
f
C
OVI
D
-
1
9
p
a
n
d
em
ic
is
th
e
v
ar
iety
o
f
alter
n
ativ
e
way
s
to
h
elp
s
tu
d
en
ts
p
u
r
s
u
e
lear
n
in
g
,
th
e
im
ag
in
atio
n
o
f
c
o
lleag
u
es
in
d
esig
n
in
g
n
ew
f
o
r
m
s
o
f
lear
n
in
g
s
u
p
p
o
r
t
a
n
d
ass
ess
m
en
t,
an
d
th
e
willin
g
n
ess
o
f
s
taf
f
to
d
ep
lo
y
n
ew
tech
n
o
lo
g
i
es a
r
e
g
en
er
atin
g
last
in
g
im
p
a
cts
[
3
0
]
.
3
.
4
.
RQ
3
:
h
o
w
ca
n
AI
t
o
o
ls
o
v
er
co
m
e
t
he
cha
lleng
es
a
nd
e
ns
ure
pe
da
g
o
g
ica
l
co
ntinuity
t
hro
ug
h
v
irt
ua
l c
la
s
s
ro
o
m
s
?
T
o
m
ak
e
o
n
lin
e
teac
h
i
n
g
s
u
cc
ess
f
u
l,
it
is
cited
in
[
3
1
]
t
h
at
s
tu
d
en
ts
th
in
k
ac
ce
s
s
ib
ili
ty
to
t
h
e
p
ap
er
s
,
co
n
n
ec
tio
n
,
s
o
f
twar
e
a
n
d
a
u
to
n
o
m
y
i
s
ess
en
tial.
Fo
r
Peter
Go
o
d
y
ea
r
.
Su
cc
ess
f
u
l
e
-
lear
n
in
g
r
eq
u
ir
es
ex
ce
llen
t
co
m
m
u
n
icatio
n
s
k
ills
,
ca
r
ef
u
l
d
esig
n
an
d
ac
tiv
e
lear
n
er
s
’
in
v
o
lv
e
m
en
t,
wh
ile
f
o
r
L
o
u
r
d
es
Gu
àr
d
ia
,
f
iv
e
s
ig
n
p
o
s
ts
o
n
th
e
r
o
ad
m
ap
o
f
i
n
n
o
v
ativ
e
ap
p
r
o
ac
h
es to
teac
h
in
g
s
h
o
u
ld
b
e
r
esp
ec
ted
:
−
Usi
n
g
AI
to
en
h
a
n
ce
lear
n
in
g
ex
p
er
ien
ce
.
−
Dis
tr
ib
u
ted
p
ed
ag
o
g
y
th
at
in
clu
d
es
co
llab
o
r
ativ
e
p
ar
tn
e
r
s
h
ip
s
b
etwe
en
in
s
titu
tio
n
s
an
d
d
elib
er
at
e
s
ep
ar
atio
n
o
f
s
er
v
ices to
allo
w
lear
n
er
s
to
s
elec
t d
if
f
er
e
n
t a
s
p
ec
ts
o
f
th
eir
lear
n
in
g
ex
p
er
ien
ce
.
−
E
n
g
ag
in
g
p
ed
a
g
o
g
y
wh
er
e
lear
n
er
s
ar
e
en
c
o
u
r
a
g
ed
to
ac
tiv
el
y
p
ar
ticip
ate
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
−
Ag
ile
p
ed
ag
o
g
y
th
at
i
n
clu
d
es
p
er
s
o
n
alize
d
lear
n
i
n
g
p
at
h
s
an
d
in
d
iv
id
u
alize
d
s
u
p
p
o
r
t f
o
r
le
ar
n
er
s
.
−
Sit
u
ated
p
ed
ag
o
g
y
em
b
r
ac
es
t
h
e
id
ea
o
f
co
n
tex
tu
alizin
g
lea
r
n
in
g
an
d
em
p
h
asizes
th
e
n
ee
d
f
o
r
cu
r
r
icu
la
with
r
ea
l
-
wo
r
ld
elem
en
ts
.
T
o
f
u
r
t
h
er
clar
if
y
th
e
u
s
e
o
f
A
I
,
th
er
e
is
s
o
m
e
ap
p
licatio
n
o
n
ed
u
ca
tio
n
al
f
iel
d
in
th
e
f
o
llo
win
g
p
ar
ag
r
ap
h
.
I
n
th
e
e
d
u
ca
tio
n
al
f
ield
,
th
e
u
s
e
o
f
AI
s
ee
m
s
n
ec
es
s
ar
y
to
en
ab
le
th
e
d
ev
elo
p
m
en
t
o
f
in
tellig
en
t
m
ac
h
in
e
s
y
s
tem
s
th
at
g
o
f
ar
b
ey
o
n
d
th
e
lim
its
o
f
h
u
m
an
wo
r
k
th
at
h
elp
s
to
cr
ea
te
a
d
ig
ita
l
class
r
o
o
m
,
wh
ich
is
v
alid
u
n
til
th
e
p
o
s
t
-
c
o
v
id
e
r
a
.
Sh
aik
h
et
a
l
.
[
3
2
]
,
th
e
u
s
e
o
f
AI
an
d
m
ac
h
in
e
lear
n
in
g
h
elp
to
r
atio
n
alize
d
if
f
er
en
t
lear
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g
m
o
d
els
an
d
d
ev
elo
p
s
y
s
tem
s
th
at
m
o
tiv
at
e
s
tu
d
en
ts
to
m
aster
n
ew
s
k
ills
.
Mo
r
eo
v
er
,
it
ca
n
cr
ea
te
n
ew
ar
ea
s
th
at
o
f
f
er
f
r
esh
p
er
s
p
ec
tiv
es
t
h
at
p
r
o
d
u
ce
s
en
er
g
etic
m
et
h
o
d
s
o
f
lear
n
in
g
in
wh
ich
in
s
tr
u
cto
r
s
m
ay
s
h
if
t
m
u
ch
o
f
th
e
r
eg
u
lar
h
u
m
a
n
lab
o
u
r
t
o
AI
s
y
s
tem
s
in
ed
u
ca
tio
n
to
p
r
o
m
o
te
lear
n
i
n
g
p
r
o
d
u
ctiv
ity
.
Am
o
n
g
th
e
AI
al
g
o
r
ith
m
s
u
s
e
d
th
er
e
is
lin
ea
r
r
eg
r
ess
io
n
,
d
e
cisi
o
n
tr
ee
an
d
r
an
d
o
m
f
o
r
est
to
p
r
ed
ict
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
d
u
r
i
n
g
th
e
p
an
d
em
ic
[
3
3
]
.
Oth
er
ar
e
u
s
ed
b
y
B
h
ar
d
waj
et
al
.
[
3
4
]
lik
e
C
NN
m
o
d
els f
o
r
s
tu
d
en
ts
’
en
g
ag
em
en
t
in
a
v
i
r
tu
al
class
r
o
o
m
th
r
o
u
g
h
th
e
em
o
tio
n
r
ec
o
g
n
itio
n
.
T
ab
le
4
d
escr
ib
es
th
e
AI
m
o
d
els u
s
ed
in
th
e
f
ield
o
f
ed
u
ca
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
52
In
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
3
8
,
No
.
2
,
May
20
2
5
:
1
2
1
9
-
1
2
3
0
1226
T
ab
le
4
.
AI
m
o
d
els u
s
ed
in
e
d
u
ca
tio
n
M
o
d
e
l
Ty
p
e
o
f
m
o
d
e
l
l
e
a
r
n
i
n
g
To
p
i
c
s
c
o
v
e
r
e
d
Li
n
e
a
r
r
e
g
r
e
s
si
o
n
S
u
p
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r
v
i
se
d
l
e
a
r
n
i
n
g
P
r
e
d
i
c
t
i
n
g
s
t
u
d
e
n
t
s’
p
e
r
f
o
r
m
a
n
c
e
.
A
n
a
l
y
z
i
n
g
a
n
d
p
r
e
d
i
c
t
i
n
g
e
d
u
c
a
t
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
[
3
5
].
Ex
a
m
i
n
e
s
t
h
e
s
t
u
d
e
n
t
s’
a
c
a
d
e
m
i
c
p
e
r
f
o
r
ma
n
c
e
[
3
6
].
D
e
c
i
s
i
o
n
t
r
e
e
S
u
p
e
r
v
i
se
d
l
e
a
r
n
i
n
g
P
r
e
d
i
c
t
i
n
g
s
t
u
d
e
n
t
s’
p
e
r
f
o
r
m
a
n
c
e
[
3
7
].
F
o
r
mat
i
v
e
e
va
l
u
a
t
i
o
n
o
f
st
u
d
e
n
t
s
sy
m
p
t
o
m [
3
8
]
.
R
a
n
d
o
m f
o
r
e
s
t
S
u
p
e
r
v
i
se
d
l
e
a
r
n
i
n
g
P
r
e
d
i
c
t
st
u
d
e
n
t
s’
p
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r
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o
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m
a
n
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e
.
I
mp
a
c
t
s
o
f
C
O
V
I
D
-
1
9
o
n
st
r
e
ss
a
m
o
n
g
s
e
c
o
n
d
a
r
y
sc
h
o
o
l
t
e
a
c
h
e
r
s
a
n
d
s
t
a
f
f
[
3
9
].
C
N
N
S
u
p
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r
v
i
se
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le
a
r
n
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n
g
S
t
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g
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g
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me
n
t
i
n
a
v
i
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t
u
a
l
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l
a
s
sr
o
o
m
.
3
.
5
.
Co
m
pa
riso
n wit
h t
he
ex
is
t
ing
lite
ra
t
ure
B
ased
o
n
th
e
ex
is
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g
liter
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r
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in
th
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ex
p
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e
th
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id
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at
c
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ib
u
te
to
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n
d
er
s
tan
d
th
e
o
n
lin
e
p
r
ac
tices
an
d
m
et
h
o
d
s
u
s
ed
in
th
e
p
er
io
d
o
f
l
o
ck
d
o
wn
in
th
e
C
OVI
D
-
1
9
er
a,
f
u
r
t
h
er
m
o
r
e
th
e
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es
o
f
th
e
o
n
lin
e
teac
h
in
g
.
T
h
e
s
e
s
tu
d
ies
ad
d
r
ess
in
g
en
er
al
th
e
im
p
ac
t
o
f
th
e
p
an
d
em
ic
o
n
ed
u
ca
tio
n
s
ec
to
r
esp
ec
ially
h
ig
h
er
ed
u
ca
tio
n
.
Fu
r
th
er
,
ad
d
r
ess
th
e
s
h
if
t
f
r
o
m
class
r
o
o
m
teac
h
in
g
an
d
lear
n
in
g
to
o
n
lin
e
teac
h
i
n
g
an
d
lear
n
in
g
b
ec
au
s
e
o
f
th
e
C
OVI
D
-
1
9
lo
ck
-
in
.
Oth
er
wis
e,
s
o
m
e
r
esear
ch
es
d
is
cu
s
s
ed
th
e
s
u
b
ject
f
r
o
m
its
lar
g
e
p
er
s
p
ec
tiv
e,
f
o
r
e
x
a
m
p
le,
th
e
Kau
s
ar
et
a
l
.
[
4
0
]
attem
p
t
to
c
ite
th
e
m
ajo
r
d
if
f
icu
lties
an
d
b
en
ef
its
o
f
e
-
lear
n
in
g
a
n
d
p
r
o
p
o
s
e
s
o
m
e
s
o
lu
tio
n
s
.
T
h
is
p
ap
er
h
ig
h
lig
h
t
th
e
latest
o
n
lin
e
p
latf
o
r
m
s
lik
e
Op
en
L
ea
r
n
in
g
,
eDX
,
an
d
Ud
em
y
.
I
n
th
e
s
am
e
co
n
tex
t
D
a
r
r
e
n
T
u
r
n
b
u
l
l
a
n
d
a
l
.
s
h
e
d
l
i
g
h
t
o
n
c
h
a
l
l
e
n
g
e
s
i
n
u
s
i
n
g
o
n
l
i
n
e
t
e
a
c
h
i
n
g
,
a
n
d
t
h
e
m
o
s
t
u
s
e
d
t
e
c
h
n
o
l
o
g
i
e
s
[
4
1
]
.
Z
eth
em
b
e
[
4
2
]
also
d
is
cu
s
s
ed
th
e
ad
v
a
n
tag
es
an
d
d
is
ad
v
an
tag
es
o
f
o
n
lin
e
teac
h
in
g
d
u
r
in
g
th
is
p
er
i
o
d
.
T
o
q
u
er
o
[
4
3
]
w
h
er
e
th
e
ad
v
an
tag
es
an
d
co
n
s
tr
ain
ts
ar
e
lar
g
ely
d
is
cu
s
s
ed
to
tak
e
a
d
v
an
tag
e
f
r
o
m
th
e
ch
allen
g
es
in
o
r
d
er
to
s
tr
en
g
th
en
th
e
e
d
u
ca
tio
n
al
p
r
ac
tice
s
an
d
m
ak
e
th
em
m
o
r
e
r
e
s
p
o
n
s
iv
e
to
s
tu
d
e
n
ts
'
lear
n
in
g
n
ee
d
s
,
ev
en
o
u
ts
id
e
t
h
e
tr
ad
itio
n
al
class
r
o
o
m
.
I
n
th
e
Ph
ilip
p
in
e
co
n
tex
t
m
an
y
m
e
asu
r
es a
r
e
s
u
g
g
ested
to
o
v
er
co
m
e
c
o
r
o
n
a
v
ir
u
s
d
ef
ie
s
s
u
ch
as
m
ig
r
atin
g
co
u
r
s
es,
a
lig
n
cu
r
r
icu
lu
m
c
o
m
p
eten
cies,
s
ca
le
u
p
teac
h
er
s
’
tr
ain
in
g
f
o
r
o
n
l
in
e
lear
n
in
g
I
n
s
tr
u
ctio
n
an
d
s
tr
en
g
th
en
r
esea
r
ch
ef
f
o
r
ts
,
d
ata
m
o
n
ito
r
in
g
,
a
n
d
ev
id
en
ce
-
b
ased
p
r
ac
tices.
T
h
e
p
r
ev
io
u
s
s
tu
d
ies
d
ea
l
with
th
e
s
u
b
ject
in
a
m
o
r
e
o
r
less
co
n
v
en
tio
n
al
way
,
citin
g
th
e
ad
v
an
tag
es
an
d
d
is
ad
v
an
tag
es
o
f
o
n
lin
e
teac
h
in
g
.
On
th
e
o
th
e
r
h
a
n
d
,
s
o
m
e
ar
ticles
d
ea
l
o
n
ly
with
th
e
ca
s
e
o
f
th
eir
o
wn
co
u
n
tr
y
,
o
r
s
o
m
etim
es
th
e
m
eth
o
d
u
s
ed
to
s
elec
t
th
e
a
r
ticles
is
n
o
t
s
u
f
f
icien
tly
cle
ar
.
T
h
is
is
wh
y
we
in
tr
o
d
u
ce
d
th
e
PR
I
SMA
m
eth
o
d
,
wh
ich
is
m
ain
ly
d
ed
icate
d
to
jo
u
r
n
als,
an
d
ap
p
lied
it
to
a
lar
g
e
n
u
m
b
er
o
f
ar
ticles
(
co
v
er
in
g
m
o
r
e
o
r
less
s
ev
er
al
co
u
n
tr
ies)
an
d
h
ig
h
l
ig
h
ted
th
e
m
o
s
t
im
p
o
r
tan
t
ter
m
s
u
s
in
g
a
g
lo
b
al
clo
u
d
to
m
ak
e
it
ea
s
ier
f
o
r
r
e
a
d
er
s
to
k
n
o
w
w
h
at
th
e
a
r
ticle
is
ab
o
u
t.
M
o
r
eo
v
er
a
n
d
d
esp
ite
th
e
im
p
o
r
tan
t
r
o
le
th
at
ar
tific
ial
in
tellig
en
c
e
p
la
y
s
in
o
u
r
wo
r
ld
,
it
h
as
n
o
t
b
ee
n
u
s
ed
as
a
r
em
ed
y
to
d
ev
elo
p
a
p
er
s
o
n
alize
d
s
y
s
tem
f
o
r
d
is
tan
ce
lear
n
in
g
[
4
4
]
.
T
h
e
ad
d
ed
v
alu
e
o
f
t
h
is
wo
r
k
is
to
tak
e
ad
v
an
tag
es
f
r
o
m
all
th
e
ex
p
er
ien
ce
s
th
at
d
ea
l
with
th
e
s
u
b
ject,
wr
ite
an
a
r
ticle
r
ev
ie
w
r
esp
ec
tin
g
t
h
e
n
o
r
m
s
(
PR
I
SMA
m
eth
o
d
)
an
d
in
tr
o
d
u
cin
g
th
e
v
ital
r
o
le
o
f
A
I
to
o
v
e
r
co
m
e
s
o
m
e
d
if
f
icu
lties
r
elatin
g
to
d
is
tan
ce
lear
n
in
g
tak
in
g
i
n
to
c
o
n
s
id
er
atio
n
s
tu
d
en
ts
’
em
o
tio
n
al
s
tate
is
also
im
p
o
r
tan
t
an
d
th
at
ca
n
b
e
a
ch
allen
g
e
if
s
tu
d
e
n
ts
ar
en
’
t
s
atis
f
ied
ab
o
u
t
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
is
is
wh
at
we'
ll tr
y
to
p
r
o
p
o
s
e
in
t
h
e
n
ex
t sectio
n
.
3
.
6
.
P
r
o
po
s
ed
s
o
lutio
ns
I
n
o
r
d
er
to
o
v
er
co
m
e
th
e
ch
allen
g
es,
it
is
r
ec
o
m
m
en
d
ed
also
[
4
5
]
to
in
tr
o
d
u
ce
th
e
o
p
e
n
e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
(
OE
R
)
th
at
ar
e
co
n
s
id
er
ed
as
a
s
o
lu
tio
n
f
o
r
h
i
g
h
er
in
s
titu
tio
n
s
to
f
ac
e
th
ese
c
h
allen
g
es:
in
clu
d
in
g
f
r
ee
tex
tb
o
o
k
s
,
i
n
s
tr
u
ctio
n
al
m
ater
ials
,
au
d
io
s
,
v
i
d
eo
s
,
co
m
p
u
ter
a
p
p
licatio
n
s
.
T
h
e
s
tu
d
en
ts
u
s
in
g
OE
R
ac
h
iev
ed
th
e
s
am
e
lear
n
i
n
g
o
u
tco
m
es
as
th
o
s
e
u
s
in
g
p
aid
r
eso
u
r
ce
s
.
I
n
ad
d
itio
n
,
m
o
s
t
s
tu
d
en
ts
an
d
in
s
tr
u
ct
o
r
s
f
ee
l
th
at
OE
R
is
less
lik
ely
t
o
h
elp
s
tu
d
en
ts
lear
n
wh
ile
h
el
p
in
g
t
o
s
av
e
m
o
n
e
y
.
R
eg
a
r
d
i
n
g
all
t
h
e
p
r
e
v
io
u
s
ar
ticles,
we
p
r
o
p
o
s
ed
t
h
e
T
ab
l
e
5
th
at
s
u
g
g
est
s
o
lu
tio
n
s
f
o
r
t
h
e
m
ajo
r
c
h
allen
g
es with
p
latf
o
r
m
s
.
T
ab
le
5
.
Ho
w
AI
ca
n
o
v
er
co
m
e
ch
allen
g
es
R
e
se
a
r
c
h
i
ssu
e
w
i
t
h
o
n
l
i
n
e
p
l
a
t
f
o
r
ms
A
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
r
e
me
d
i
e
s
S
t
a
t
i
c
d
e
si
g
n
o
f
p
l
a
t
f
o
r
ms
S
t
u
d
e
n
t
s
f
e
e
d
b
a
c
k
s
,
n
e
e
d
s
,
r
h
y
t
h
ms
a
n
d
p
r
e
f
e
r
e
n
c
e
s a
r
e
n
’
t
t
a
k
e
n
i
n
t
o
c
o
n
s
i
d
e
r
a
t
i
o
n
La
c
k
o
f
c
o
n
t
e
n
t
a
d
a
p
t
a
t
i
o
n
A
u
t
o
ma
t
e
b
a
si
c
a
c
t
i
v
i
t
i
e
s
i
n
e
d
u
c
a
t
i
o
n
Ed
u
c
a
t
i
o
n
a
l
s
o
f
t
w
a
r
e
c
a
n
b
e
a
d
a
p
t
e
d
t
o
s
t
u
d
e
n
t
n
e
e
d
s.
A
I
c
a
n
a
l
s
o
a
l
l
o
w
t
o
c
o
mp
a
r
e
s
t
u
d
e
n
t
s’
a
c
t
i
o
n
t
o
d
i
d
a
c
t
i
c
c
o
n
t
e
n
t
,
st
r
e
n
g
t
h
e
n
a
u
t
o
n
o
m
y
a
n
d
i
n
t
e
l
l
i
g
e
n
c
e
b
y
d
e
s
i
g
n
i
n
g
sm
a
r
t
m
o
d
e
l
s
a
n
d
p
r
e
d
i
c
t
i
n
g
s
t
u
d
e
n
t
s
p
r
e
f
e
r
e
n
c
e
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2
5
0
2
-
4
7
52
E
merg
in
g
a
p
p
r
o
a
ch
es o
f a
r
tifi
cia
l in
tellig
en
ce
to
o
ls
fo
r
d
is
ta
n
ce
lea
r
n
in
g
:
a
r
ev
iew
(
Gh
ita
F
a
o
u
z
i
)
1227
I
n
th
e
T
ab
le
5
,
it
is
m
en
tio
n
ed
th
at
AI
ca
n
h
elp
to
d
ev
elo
p
a
p
p
r
o
p
r
iate
ed
u
ca
tio
n
al
s
o
f
twar
e
th
at
ca
n
b
e
ad
ap
ted
to
s
tu
d
en
ts
’
n
ee
d
s
.
I
n
th
is
p
er
s
p
ec
tiv
e
we
g
et
th
e
id
ea
to
p
r
o
p
o
s
e
an
ad
ap
tiv
e
e
-
lear
n
in
g
s
y
s
tem
b
ased
o
n
s
tu
d
en
ts
’
n
ee
d
s
,
p
r
e
f
er
en
ce
s
an
d
em
o
tio
n
al
s
tate.
T
o
s
tar
t
with
,
n
o
o
n
e
ca
n
d
en
y
th
at
a
d
is
tan
ce
l
e
a
r
n
i
n
g
s
y
s
t
e
m
b
r
i
n
g
s
t
o
g
e
t
h
er
p
r
i
n
c
i
p
a
l
l
y
:
l
ea
r
n
e
r
s
,
t
r
ai
n
e
r
s
a
n
d
i
n
s
t
i
t
u
t
i
o
n
s
f
o
r
s
u
p
p
o
r
t
as
p
r
e
s
e
n
t
e
d
Fi
g
u
r
e
8
,
wh
ile
u
s
in
g
a
r
an
g
e
o
f
to
o
ls
an
d
r
eso
u
r
ce
s
to
ac
h
iev
e
th
e
o
b
j
ec
tiv
es so
u
g
h
t b
y
th
e
in
s
titu
tio
n
s
[
4
6
].
Fig
u
r
e
8
.
E
-
l
ea
r
n
in
g
s
y
s
tem
co
m
p
o
n
en
ts
Me
an
wh
ile,
th
is
e
-
lear
n
i
n
g
s
y
s
tem
ca
n
b
e
im
p
ac
te
d
b
y
d
if
f
er
en
t
f
ac
to
r
s
im
p
o
s
ed
b
y
lear
n
er
s
’
p
r
ef
er
en
ce
s
th
at
d
if
f
er
f
r
o
m
lear
n
er
to
o
th
e
r
.
Fo
r
Kee
f
e
(
1
9
7
9
)
[
47
],
it
is
d
ef
in
ed
as
f
o
ll
o
ws:
“c
o
m
p
o
s
ite
o
f
ch
ar
ac
ter
is
tic
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
p
h
y
s
io
lo
g
ical
f
ac
to
r
s
th
at
s
er
v
e
as
r
elativ
ely
s
tab
le
in
d
icato
r
s
o
f
h
o
w
a
lear
n
er
p
er
ce
iv
es,
i
n
ter
ac
ts
wi
th
,
an
d
r
esp
o
n
d
s
to
t
h
e
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t”.
T
h
e
m
ajo
r
ef
f
ec
tiv
e
f
ac
t
o
r
s
o
n
lear
n
in
g
s
ty
les ac
co
r
d
i
n
g
to
E
l
lis
[
48
]
ar
e
:
Ab
ilit
ies (
i
n
tellig
en
ce
,
ab
ilit
y
o
r
m
em
o
r
y)
.
−
T
en
d
en
cies (
m
o
tiv
ati
o
n
,
a
n
x
ie
ty
,
p
er
s
o
n
ality
o
r
willin
g
n
ess
to
co
m
m
u
n
icate
)
.
−
Stu
d
en
ts
’
k
n
o
wled
g
e
(
lear
n
in
g
an
d
teac
h
in
g
p
r
e
f
er
en
ce
s
)
.
−
Stu
d
en
ts
’
ac
tio
n
s
(
s
tu
d
en
ts
s
tr
ateg
ies)
.
Acc
o
r
d
in
g
to
Fig
u
r
e
9
a
n
d
c
o
r
r
esp
o
n
d
in
g
to
Ko
lb
s
’
(
2
0
0
5
)
t
h
eo
r
y
,
lear
n
i
n
g
s
ty
les
ar
e
r
e
p
r
esen
ted
in
a
f
o
u
r
-
s
tag
e
cy
cle:
co
n
cr
ete
e
x
p
er
ien
ce
(
C
E
)
,
r
ef
lectiv
e
o
b
s
er
v
atio
n
(
R
O)
,
ab
s
tr
ac
t
c
o
n
c
ep
tu
aliza
tio
n
(
AC
)
an
d
ac
tiv
e
ex
p
e
r
im
en
tatio
n
(
A
E
)
.
I
n
ad
d
itio
n
,
a
f
o
u
r
-
ty
p
e
d
ef
in
itio
n
lear
n
in
g
s
ty
le
ar
e
in
tr
o
d
u
ce
d
b
ased
o
n
th
e
co
m
b
in
atio
n
o
f
two
p
r
ef
e
r
r
ed
s
ty
les,
r
ath
er
lik
e
a
two
-
by
-
tw
o
m
atr
ix
o
f
th
e
f
o
u
r
-
s
tag
e
cy
cl
e.
Fig
u
r
e
9
.
Ko
l
b
’
s
lear
n
in
g
s
ty
les cy
cle
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
52
In
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
3
8
,
No
.
2
,
May
20
2
5
:
1
2
1
9
-
1
2
3
0
1228
Ko
lb
’
s
lear
n
in
g
m
o
d
el
h
as
d
e
ep
ly
in
f
l
u
en
ce
d
h
o
w
to
a
p
p
r
o
ac
h
lear
n
in
g
d
esig
n
an
d
th
is
i
s
s
o
im
p
o
r
tan
t
f
o
r
d
ev
elo
p
in
g
a
n
a
d
ap
tiv
e
lear
n
in
g
s
y
s
tem
.
AI
ca
n
h
el
p
to
d
ev
elo
p
th
o
s
e
s
y
s
tem
s
b
ased
o
n
alg
o
r
ith
m
s
o
r
m
ac
h
in
e
lear
n
in
g
to
im
p
r
o
v
e
t
h
e
lear
n
er
s
’
e
x
p
er
ien
ce
b
y
:
I
n
d
iv
id
u
ally
s
u
g
g
est tr
ain
in
g
a
n
d
co
u
r
s
es b
ased
o
n
p
er
s
o
n
al
p
r
io
r
k
n
o
wled
g
e
an
d
ex
is
tin
g
s
k
ills
;
−
Of
f
er
p
er
s
o
n
alize
d
s
u
p
p
o
r
t th
r
o
u
g
h
r
ea
l
-
tim
e
f
ee
d
b
ac
k
a
n
d
AI
-
b
ased
ch
atb
o
ts
[
4
9
]
.
−
Sen
d
lear
n
in
g
r
em
in
d
er
s
.
−
Of
f
er
d
if
f
e
r
en
t le
ar
n
i
n
g
m
eth
o
d
s
an
d
co
u
r
s
es f
o
r
m
ats.
4.
C
O
NCLU
SI
O
N
T
h
e
h
ig
h
er
e
d
u
ca
tio
n
w
o
r
ld
wid
e
is
af
f
ec
ted
d
u
e
to
th
e
p
an
d
em
ic.
T
h
e
clo
s
in
g
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
a
v
er
y
lim
ited
tim
e
was
a
tem
p
o
r
ar
y
s
o
lu
tio
n
in
o
r
d
er
t
o
ap
p
ly
s
o
cial
d
is
tan
cin
g
m
ea
s
u
r
es;
th
er
ef
o
r
e,
teac
h
er
s
a
n
d
s
tu
d
en
ts
f
ac
e
s
u
r
m
o
u
n
tab
le
ch
al
len
g
es
in
th
eir
p
lan
n
in
g
,
i
m
p
lem
en
tatio
n
an
d
ev
alu
atio
n
s
y
s
tem
s
.
R
atio
n
al
ex
p
lo
ita
tio
n
o
f
t
h
ese
ch
allen
g
es
b
u
ild
s
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
i
m
p
r
o
v
i
n
g
th
e
way
s
ch
o
o
ls
p
r
o
v
id
e
ed
u
ca
tio
n
al
s
er
v
ices
an
d
f
o
cu
s
o
n
em
e
r
g
i
n
g
tech
n
o
lo
g
ies.
T
h
e
C
OVI
D
-
1
9
s
itu
atio
n
is
a
n
o
p
p
o
r
tu
n
ity
f
o
r
teac
h
er
s
an
d
s
tu
d
en
ts
to
b
e
o
r
ien
ted
o
n
u
s
e
o
f
d
if
f
er
e
n
t
o
n
lin
e
e
d
u
ca
tio
n
al
to
o
ls
to
en
h
an
ce
teac
h
in
g
an
d
lear
n
in
g
.
T
h
er
ef
o
r
e,
it
is
r
ec
o
m
m
e
n
d
ed
to
ad
o
p
t
a
h
y
b
r
id
f
lex
ib
le
m
o
d
el
th
a
t
co
n
s
id
er
s
th
e
g
a
p
s
an
d
ch
allen
g
es
o
f
d
is
tan
ce
ed
u
ca
tio
n
as
well
as
t
h
e
b
e
n
ef
its
o
f
in
te
g
r
atin
g
n
ew
te
ch
n
o
lo
g
ies
in
to
th
e
ed
u
ca
tio
n
al
f
ield
.
T
h
e
o
b
jectiv
e
o
f
th
is
r
e
v
iew
is
to
id
en
tif
y
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