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p
r
o
ce
s
s
es,
an
d
s
o
lv
in
g
p
r
ac
tical
p
r
o
b
lem
s
in
v
ar
io
u
s
f
ield
s
.
T
h
is
s
tu
d
y
d
elv
es
in
to
th
e
r
ea
lm
o
f
ac
tiv
e
o
n
lin
e
lear
n
in
g
in
h
i
g
h
er
e
d
u
c
atio
n
,
f
o
c
u
s
in
g
o
n
th
e
in
teg
r
atio
n
o
f
in
te
r
ac
tiv
e
m
eth
o
d
s
an
d
tech
n
o
l
o
g
ies,
in
c
lu
d
in
g
th
e
u
tili
za
tio
n
o
f
R
SD.
R
ec
en
t
y
ea
r
s
h
av
e
witn
ess
ed
a
s
u
r
g
e
in
r
esear
ch
ex
p
lo
r
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lear
n
in
g
an
d
th
e
in
teg
r
atio
n
o
f
d
ig
ital
tech
n
o
lo
g
ies
in
t
o
ed
u
ca
tio
n
al
p
r
a
ctice
s
.
Nu
m
er
o
u
s
s
tu
d
ies
[
1
]
–
[
3
]
u
n
d
e
r
s
co
r
e
d
th
e
im
p
o
r
tan
ce
o
f
estab
lis
h
in
g
a
n
in
ter
ac
tiv
e
an
d
s
tim
u
latin
g
o
n
lin
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
en
co
u
r
ag
es
ac
tiv
e
s
tu
d
en
t
p
a
r
ticip
atio
n
,
cu
ltiv
at
es
s
elf
-
r
elian
ce
,
a
n
d
b
o
o
s
ts
m
o
tiv
atio
n
.
T
h
e
em
p
h
asis
is
p
lace
d
o
n
le
v
er
ag
in
g
m
u
ltime
d
ia
r
eso
u
r
ce
s
,
v
ir
tu
al
l
ab
o
r
ato
r
ies,
o
n
lin
e
s
im
u
latio
n
s
,
an
d
o
th
er
in
ter
ac
tiv
e
to
o
ls
[
4
]
,
[
5
]
.
Ho
wev
er
,
o
n
lin
e
lear
n
in
g
also
p
r
esen
ts
ch
allen
g
es,
s
u
ch
as
lim
itatio
n
s
in
s
o
cial
in
ter
ac
tio
n
,
th
e
n
ee
d
f
o
r
h
eig
h
te
n
ed
s
elf
-
o
r
g
a
n
izatio
n
am
o
n
g
s
tu
d
en
ts
,
an
d
p
o
ten
t
ial
tech
n
ical
d
if
f
icu
lties
[
6
]
,
[
7
]
.
T
o
ad
d
r
ess
th
ese
lim
itatio
n
s
an
d
en
h
an
ce
t
h
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
e
d
u
ca
tio
n
,
it
is
im
p
er
ativ
e
to
d
ev
e
lo
p
an
d
im
p
lem
en
t
in
n
o
v
ativ
e
m
eth
o
d
s
an
d
tec
h
n
o
lo
g
ies
tailo
r
ed
to
th
e
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
o
f
th
e
d
ig
ital
e
n
v
ir
o
n
m
en
t.
I
n
th
is
co
n
tex
t,
t
h
e
u
tili
za
tio
n
o
f
R
SD
o
f
f
er
s
a
p
r
o
m
is
in
g
a
v
en
u
e
f
o
r
ac
tiv
e
o
n
lin
e
lear
n
in
g
.
R
S
D
p
r
o
v
id
es
a
u
n
iq
u
e
o
p
p
o
r
tu
n
ity
to
v
is
u
alize
an
d
an
aly
ze
g
eo
g
r
ap
h
ical
d
ata,
m
o
d
el
n
atu
r
al
p
r
o
ce
s
s
es,
an
d
ad
d
r
ess
p
r
ac
tical
ch
allen
g
es
in
f
ield
s
s
u
ch
as
ec
o
lo
g
y
,
g
eo
g
r
ap
h
y
,
ag
r
ic
u
ltu
r
e,
an
d
o
th
e
r
s
[
8
]
,
[
9
]
.
I
n
teg
r
a
tin
g
R
SD
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
en
ab
les
s
tu
d
en
ts
to
ac
q
u
ir
e
p
r
ac
tical
s
k
ills
in
wo
r
k
in
g
with
m
o
d
er
n
g
eo
in
f
o
r
m
atio
n
tech
n
o
lo
g
ies,
cu
ltiv
ate
s
p
atial
th
in
k
in
g
,
an
d
e
n
h
an
ce
an
aly
tic
al
ab
ilit
ies.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes to
th
e
e
x
is
tin
g
b
o
d
y
o
f
k
n
o
wled
g
e
b
y
d
ev
elo
p
in
g
an
d
test
in
g
a
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
to
ac
tiv
e
o
n
lin
e
le
ar
n
in
g
th
at
in
c
o
r
p
o
r
ates
R
SD.
T
h
is
ap
p
r
o
ac
h
in
v
o
lv
es
t
h
e
cr
ea
tio
n
o
f
an
in
ter
ac
tiv
e
d
atab
ase
an
d
web
p
o
r
tal
f
o
r
R
SD
an
aly
s
is
an
d
r
esear
ch
,
as
well
a
s
th
e
im
p
lem
en
tatio
n
o
f
ef
f
ec
tiv
e
in
ter
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
,
s
u
ch
as
co
llab
o
r
ativ
e
p
r
o
ject
wo
r
k
,
v
ir
t
u
al
d
is
cu
s
s
io
n
s
,
an
d
R
SD
d
ata
an
aly
s
is
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
ex
is
tin
g
b
o
d
y
o
f
k
n
o
wled
g
e
b
y
d
ev
elo
p
i
n
g
an
d
test
in
g
a
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
to
ac
tiv
e
o
n
lin
e
lea
r
n
in
g
t
h
at
in
co
r
p
o
r
ates
R
SD,
s
p
ec
if
ically
f
o
cu
s
in
g
o
n
th
e
i
n
teg
r
atio
n
o
f
R
SD
with
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
[
1
0
]
–
[
1
5
]
.
T
h
is
d
is
tin
g
u
is
h
es
o
u
r
r
esear
ch
f
r
o
m
p
r
ev
io
u
s
w
o
r
k
th
at
m
ay
h
av
e
ex
p
lo
r
ed
R
SD
in
th
e
co
n
te
x
t
o
f
tr
ad
itio
n
al
o
n
lin
e
lear
n
in
g
a
p
p
r
o
ac
h
es.
T
h
e
p
r
im
ar
y
o
b
jecti
v
e
o
f
t
h
is
r
esear
ch
is
to
d
ev
elo
p
a
n
d
e
v
alu
ate
t
h
e
ef
f
ec
tiv
en
ess
o
f
an
ac
tiv
e
o
n
lin
e
lear
n
in
g
m
o
d
el
u
tili
z
in
g
R
SD
in
h
ig
h
er
ed
u
ca
tio
n
.
T
o
ac
h
iev
e
th
is
o
b
jectiv
e,
th
e
f
o
llo
win
g
r
esear
ch
task
s
wer
e
u
n
d
er
tak
e
n
:
i
)
a
n
aly
ze
e
x
is
tin
g
ap
p
r
o
ac
h
es
to
ac
tiv
e
o
n
lin
e
lear
n
in
g
a
n
d
th
e
u
tili
za
tio
n
o
f
R
SD
in
th
e
ed
u
ca
tio
n
al
p
r
o
c
ess
;
ii)
d
ev
el
o
p
an
in
ter
ac
tiv
e
d
atab
ase
an
d
web
p
o
r
tal
f
o
r
R
SD
an
a
ly
s
is
an
d
r
esear
ch
;
iii)
i
m
p
le
m
en
t
ef
f
ec
tiv
e
in
ter
ac
tiv
e
lea
r
n
in
g
m
eth
o
d
s
in
co
r
p
o
r
atin
g
R
SD;
an
d
iv
)
ev
alu
ate
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
d
ev
e
lo
p
ed
ac
tiv
e
o
n
lin
e
lear
n
in
g
m
o
d
el
with
R
SD.
T
h
e
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
is
r
esear
ch
lies
in
th
e
p
o
ten
tial
ap
p
licatio
n
o
f
th
e
d
ev
elo
p
ed
m
o
d
el
an
d
m
eth
o
d
o
lo
g
ical
r
ec
o
m
m
en
d
atio
n
s
to
en
h
an
ce
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lear
n
i
n
g
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es
in
v
o
lv
in
g
th
e
u
s
e
o
f
R
SD.
T
h
e
in
tr
o
d
u
ctio
n
o
f
g
eo
g
r
a
p
h
ic
in
f
o
r
m
atio
n
s
y
s
te
m
s
(
GI
S)
o
p
en
s
u
p
n
ew
h
o
r
izo
n
s
in
th
e
f
ield
o
f
m
o
n
ito
r
in
g
an
d
f
o
r
ec
asti
n
g
f
o
r
e
s
t
f
ir
es.
T
h
e
d
ev
elo
p
m
en
t
o
f
GI
S
in
teg
r
ated
with
in
tellig
en
t
p
r
o
ce
s
s
in
g
o
f
ae
r
o
s
p
ac
e
d
ata
allo
ws
n
o
t
o
n
l
y
to
p
r
o
m
p
tly
t
r
ac
k
f
i
r
e
s
o
u
r
ce
s
,
b
u
t
also
to
m
o
d
el
th
e
d
y
n
am
ics
o
f
t
h
eir
s
p
r
ea
d
ta
k
in
g
in
to
ac
co
u
n
t
m
eteo
r
o
lo
g
ical
co
n
d
itio
n
s
an
d
to
p
o
g
r
ap
h
ic
f
ea
tu
r
es
o
f
th
e
ter
r
ain
.
Su
ch
a
s
y
s
tem
ca
n
s
ig
n
if
ican
tly
i
n
cr
ea
s
e
th
e
e
f
f
ec
tiv
en
ess
o
f
m
ea
s
u
r
es
to
p
r
e
v
en
t
an
d
ex
tin
g
u
is
h
f
o
r
est f
ir
es,
en
s
u
r
in
g
tim
ely
d
e
cisi
o
n
-
m
ak
in
g
a
n
d
o
p
tim
izatio
n
o
f
r
eso
u
r
ce
u
s
e.
T
h
e
d
ev
elo
p
m
en
t
o
f
a
g
eo
in
f
o
r
m
atio
n
s
y
s
tem
f
o
r
m
o
n
ito
r
i
n
g
an
d
f
o
r
ec
asti
n
g
th
e
s
p
r
ea
d
o
f
f
o
r
est
f
ir
es
with
in
tellig
en
t
p
r
o
ce
s
s
i
n
g
o
f
ae
r
o
s
p
ac
e
d
ata
is
a
p
r
ess
in
g
task
o
f
m
o
d
er
n
s
cien
ce
an
d
tech
n
o
lo
g
y
.
T
h
e
u
s
e
o
f
m
ac
h
in
e
lear
n
in
g
m
eth
o
d
s
an
d
b
ig
d
ata
an
al
y
s
is
all
o
ws
cr
ea
tin
g
h
ig
h
ly
ac
cu
r
ate
f
o
r
ec
asti
n
g
m
o
d
els
th
at
ca
n
b
e
u
s
ed
f
o
r
r
a
p
id
r
esp
o
n
s
e
to
em
er
g
e
n
cy
s
itu
atio
n
s
.
T
h
e
in
teg
r
atio
n
o
f
s
u
ch
a
s
y
s
tem
with
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
will
allo
w
s
tu
d
en
ts
to
g
ain
p
r
ac
tical
s
k
ills
in
wo
r
k
in
g
with
ad
v
a
n
ce
d
tech
n
o
lo
g
ies
in
th
e
f
ield
o
f
g
eo
in
f
o
r
m
atics a
n
d
r
e
m
o
te
s
en
s
in
g
o
f
t
h
e
ea
r
th
.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n
T
h
e
s
tu
d
y
em
p
l
o
y
ed
a
m
i
x
ed
-
m
eth
o
d
s
a
p
p
r
o
ac
h
.
I
t
in
v
o
lv
ed
a
liter
atu
r
e
r
e
v
iew,
d
e
v
el
o
p
m
en
t
o
f
o
n
lin
e
r
eso
u
r
ce
s
,
an
d
a
p
ed
a
g
o
g
ical
ex
p
er
im
e
n
t.
T
h
e
ex
p
er
i
m
en
t
in
clu
d
ed
1
8
1
s
tu
d
e
n
ts
f
r
o
m
two
s
p
ec
ialties
(
Geo
d
esy
an
d
R
em
o
te
Sen
s
in
g
;
an
d
C
ar
to
g
r
ap
h
y
an
d
Ge
o
in
f
o
r
m
atics
)
wh
o
wer
e
r
an
d
o
m
ly
d
iv
id
e
d
in
t
o
co
n
tr
o
l
a
n
d
e
x
p
er
im
e
n
tal
g
r
o
u
p
s
.
T
h
e
ex
p
er
im
e
n
t
in
clu
d
ed
1
8
1
s
tu
d
en
ts
f
r
o
m
two
s
p
ec
ialties
(
Geo
d
esy
an
d
R
em
o
te
Sen
s
in
g
;
an
d
C
ar
to
g
r
ap
h
y
an
d
Geo
in
f
o
r
m
atics
)
.
Stu
d
en
ts
wer
e
r
an
d
o
m
ly
s
elec
ted
f
r
o
m
th
o
s
e
in
2
n
d
to
4
th
y
ea
r
s
o
f
s
tu
d
y
wh
o
h
ad
co
m
p
leted
b
asic
co
u
r
s
es
in
g
e
o
in
f
o
r
m
atio
n
tech
n
o
lo
g
ies
[
1
6
]
–
[
2
0
]
.
T
h
e
co
n
tr
o
l
g
r
o
u
p
u
s
ed
tr
a
d
itio
n
al
o
n
lin
e
lear
n
in
g
m
eth
o
d
s
,
in
cl
u
d
in
g
v
id
eo
lectu
r
es,
Po
wer
Po
in
t
p
r
esen
tatio
n
s
,
an
d
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
.
3
,
J
u
n
e
20
25
:
2
3
4
6
-
2
3
5
7
2348
in
d
ep
en
d
en
t
wo
r
k
with
ed
u
ca
t
io
n
al
m
ater
ials
p
o
s
ted
in
th
e
d
is
tan
ce
lear
n
in
g
s
y
s
tem
.
T
h
e
e
x
p
er
im
en
tal
g
r
o
u
p
u
s
ed
th
e
d
ev
el
o
p
ed
m
o
d
el
o
f
a
ctiv
e
lear
n
in
g
u
s
in
g
R
SD,
wh
ich
in
clu
d
e
d
:
−
Acc
ess
to
an
in
ter
ac
tiv
e
d
atab
ase
with
R
SD
co
n
tain
in
g
s
atellite
im
ag
es
o
f
v
ar
io
u
s
ter
r
ito
r
ies,
ae
r
ial
p
h
o
to
g
r
ap
h
s
,
laser
s
ca
n
n
i
n
g
d
ata,
an
d
d
i
g
ital e
lev
atio
n
m
o
d
els
.
−
W
o
r
k
with
a
web
p
o
r
tal
t
h
at
p
r
o
v
id
es
to
o
ls
f
o
r
p
r
o
ce
s
s
in
g
an
d
v
is
u
alizin
g
R
SD,
s
u
ch
as
to
o
ls
f
o
r
im
ag
e
class
if
icatio
n
,
s
p
ec
tr
al
ch
ar
ac
t
er
is
tics
an
aly
s
i
s
,
cr
ea
tio
n
o
f
th
em
atic
m
ap
s
,
an
d
3
D
m
o
d
els.
T
h
e
web
p
o
r
tal
d
ev
elo
p
e
d
f
o
r
th
is
s
tu
d
y
p
r
o
v
id
ed
a
s
u
ite
o
f
to
o
ls
f
o
r
p
r
o
ce
s
s
in
g
an
d
v
is
u
alizin
g
R
SD.
T
h
ese
to
o
ls
in
clu
d
ed
f
u
n
ctio
n
alities
f
o
r
i
m
ag
e
class
if
icatio
n
,
s
p
ec
tr
al
a
n
aly
s
is
,
th
em
atic
m
ap
c
r
ea
tio
n
,
an
d
3
D
m
o
d
el
g
en
er
atio
n
.
T
h
e
p
latf
o
r
m
als
o
f
ac
ilit
ated
ac
ce
s
s
to
th
e
i
n
ter
ac
tiv
e
R
SD
d
atab
ase,
en
a
b
l
in
g
s
tu
d
en
ts
t
o
r
ea
d
ily
u
tili
ze
d
iv
er
s
e
d
atasets
in
th
eir
lear
n
i
n
g
ac
tiv
ities
.
−
C
ar
r
y
in
g
o
u
t
g
r
o
u
p
p
r
o
jects
r
elate
d
to
R
SD
an
aly
s
i
s
,
s
u
c
h
as
lan
d
u
s
e
d
y
n
am
ics
an
aly
s
is
,
v
eg
etatio
n
ass
es
s
m
en
t,
id
en
tific
atio
n
o
f
e
co
lo
g
ical
r
is
k
zo
n
es
.
−
Par
ticip
atio
n
in
o
n
lin
e
f
o
r
u
m
d
is
cu
s
s
io
n
s
d
ed
icate
d
to
d
is
cu
s
s
in
g
R
SD
an
aly
s
i
s
r
esu
lts
,
s
h
ar
in
g
ex
p
er
ien
ce
s
,
an
d
s
o
lv
in
g
p
r
o
b
l
em
atic
task
s
.
T
h
e
p
e
d
ag
o
g
ical
ex
p
er
im
en
t
s
p
an
n
ed
a
s
em
ester
a
n
d
in
v
o
lv
ed
wee
k
ly
o
n
lin
e
s
ess
io
n
s
f
o
r
b
o
t
h
g
r
o
u
p
s
.
T
h
e
co
n
tr
o
l
g
r
o
u
p
en
g
ag
ed
in
tr
ad
itio
n
al
o
n
lin
e
lea
r
n
in
g
ac
tiv
ities
,
s
u
ch
as
atten
d
in
g
v
id
eo
lectu
r
es,
r
ev
iewin
g
Po
wer
Po
in
t
p
r
esen
tatio
n
s
,
an
d
co
m
p
letin
g
in
d
e
p
en
d
en
t
ass
ig
n
m
en
ts
u
s
in
g
ed
u
ca
tio
n
al
m
ater
ials
p
o
s
ted
o
n
th
e
d
is
tan
ce
lear
n
i
n
g
s
y
s
tem
[
2
1
]
–
[
2
5
]
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
u
tili
ze
d
t
h
e
d
ev
elo
p
ed
ac
tiv
e
o
n
lin
e
lear
n
in
g
m
o
d
el
with
R
SD,
p
ar
ticip
atin
g
in
in
ter
ac
tiv
e
d
atab
ase
ex
p
lo
r
atio
n
,
web
p
o
r
tal
ex
er
cises
f
o
r
R
SD p
r
o
ce
s
s
in
g
an
d
v
is
u
aliza
tio
n
,
co
llab
o
r
ativ
e
g
r
o
u
p
p
r
o
jects,
an
d
o
n
lin
e
f
o
r
u
m
d
is
cu
s
s
io
n
s
.
2
.
2
.
Da
t
a
c
o
llect
io
n t
o
o
ls
T
h
e
to
o
ls
p
r
o
v
id
ed
a
co
m
p
r
e
h
en
s
iv
e
v
iew
o
f
th
e
im
p
ac
t
o
f
th
e
tr
ain
in
g
o
n
s
tu
d
en
ts
'
lea
r
n
in
g
a
n
d
en
g
ag
em
e
n
t.
T
h
e
co
m
b
in
atio
n
o
f
q
u
an
titativ
e
an
d
q
u
alita
tiv
e
d
ata
co
llectio
n
m
eth
o
d
s
en
s
u
r
ed
a
r
o
b
u
s
t
ev
alu
atio
n
o
f
th
e
tr
ain
i
n
g
'
s
ef
f
ec
tiv
en
ess
.
Sev
er
al
to
o
ls
wer
e
u
s
ed
to
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
tr
ain
in
g
:
i)
T
esti
n
g
o
n
th
e
m
ater
ial
co
v
e
r
ed
.
T
h
e
test
co
n
s
is
ted
o
f
2
0
q
u
esti
o
n
s
,
in
clu
d
in
g
task
s
o
n
ch
o
o
s
in
g
th
e
co
r
r
ec
t a
n
s
wer
,
estab
lis
h
in
g
a
m
atch
,
an
d
s
o
lv
in
g
p
r
o
b
lem
s
.
E
x
am
p
les o
f
test
task
s
:
−
W
h
at
ty
p
e
o
f
s
atellite
im
ag
es
ar
e
u
s
ed
to
s
tu
d
y
v
eg
eta
tio
n
?
(
An
s
wer
o
p
tio
n
s
:
p
an
c
h
r
o
m
atic,
m
u
ltis
p
ec
tr
al,
r
ad
ar
)
−
Ma
tch
th
e
ty
p
es
o
f
R
SD
with
th
eir
ap
p
licatio
n
(
e.
g
.
ae
r
i
al
p
h
o
to
g
r
ap
h
s
-
cr
e
atin
g
t
o
p
o
g
r
a
p
h
ic
m
ap
s
,
th
er
m
al
im
ag
es
-
m
o
n
ito
r
in
g
f
o
r
est
f
ir
es).
−
C
alcu
late
th
e
ar
ea
o
f
a
f
o
r
est
m
ass
if
f
r
o
m
a
s
atellite
im
ag
e
u
s
in
g
th
e
to
o
ls
o
f
th
e
web
p
o
r
t
al.
ii)
E
v
alu
atio
n
o
f
g
r
o
u
p
p
r
o
jects
b
y
cr
iter
ia.
T
h
e
p
r
o
ject
ev
alu
atio
n
cr
iter
ia
i
n
clu
d
ed
:
q
u
alit
y
o
f
R
SD
d
ata
an
aly
s
is
;
v
alid
ity
o
f
co
n
clu
s
io
n
s
;
o
r
ig
in
ality
o
f
th
e
s
o
lu
tio
n
to
th
e
p
r
o
b
lem
;
q
u
ali
ty
o
f
p
r
o
ject
p
r
esen
tatio
n
d
esig
n
; a
n
d
lev
el
o
f
g
r
o
u
p
i
n
ter
ac
tio
n
.
iii)
Stu
d
en
t
s
u
r
v
e
y
to
ass
ess
th
e
l
ev
el
o
f
m
o
tiv
atio
n
an
d
s
atis
f
ac
tio
n
with
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
s
u
r
v
e
y
in
clu
d
ed
q
u
esti
o
n
s
with
L
ik
er
t
s
ca
le
r
esp
o
n
s
e
o
p
tio
n
s
(
e
.
g
.
,
“
h
o
w
in
ter
esti
n
g
was
it
f
o
r
y
o
u
to
s
tu
d
y
th
e
m
ater
ial
u
s
in
g
R
SD?
”
)
an
d
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
(
e.
g
.
,
“
wh
at
d
if
f
icu
lties
d
id
y
o
u
e
x
p
er
ien
ce
wh
e
n
wo
r
k
in
g
with
R
SD?
”
).
2
.
3
.
Da
t
a
pro
ce
s
s
ing
Qu
an
titativ
e
d
ata
(
test
r
esu
lts
,
p
r
o
ject
ev
alu
atio
n
s
)
wer
e
p
r
o
ce
s
s
ed
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
,
t
-
test
f
o
r
in
d
e
p
en
d
e
n
t
s
am
p
les,
an
d
ANOV
A
to
co
m
p
ar
e
th
e
in
d
icato
r
s
o
f
th
e
co
n
tr
o
l
an
d
e
x
p
er
im
en
tal
g
r
o
u
p
s
[
2
6
]
–
[
3
0
]
.
T
h
e
r
esu
lts
ar
e
p
r
esen
ted
in
Fig
u
r
e
1
an
d
T
ab
les
1
-
6
.
Qu
alitativ
e
d
ata
o
b
tain
ed
f
r
o
m
t
h
e
q
u
esti
o
n
n
air
es
an
d
s
tu
d
en
t
r
e
v
iews
wer
e
an
aly
ze
d
u
s
in
g
c
o
n
ten
t
an
aly
s
is
to
id
e
n
tify
th
e
m
ain
th
em
es
an
d
ass
es
s
th
e
lev
el
o
f
m
o
tiv
atio
n
an
d
s
atis
f
ac
tio
n
with
lear
n
in
g
.
As
ca
n
b
e
s
ee
n
f
r
o
m
T
ab
le
6
,
th
e
m
o
s
t
ef
f
ec
tiv
e
m
eth
o
d
s
o
f
ac
tiv
e
lear
n
in
g
ar
e
th
e
p
r
o
je
ct
m
eth
o
d
an
d
d
is
cu
s
s
io
n
s
,
wh
ich
r
ec
ei
v
ed
th
e
h
i
g
h
est
r
atin
g
(
5
p
o
i
n
ts
)
.
T
h
is
is
d
u
e
t
o
th
e
f
ac
t
th
at
th
ese
m
eth
o
d
s
co
n
tr
ib
u
te
to
th
e
g
r
ea
test
ac
tiv
atio
n
o
f
s
tu
d
en
ts
'
co
g
n
itiv
e
ac
t
iv
ity
,
th
e
d
ev
elo
p
m
e
n
t o
f
th
eir
in
d
ep
en
d
e
n
ce
an
d
cr
ea
tiv
e
th
in
k
in
g
.
T
h
e
least
ef
f
ec
tiv
e
m
eth
o
d
is
th
e
v
id
eo
le
ctu
r
e
(
2
p
o
i
n
ts
)
,
wh
ich
is
d
u
e
to
its
p
ass
iv
e
n
atu
r
e
an
d
lack
o
f
in
ter
ac
tiv
ity
.
T
h
u
s
,
a
s
et
o
f
m
eth
o
d
s
was
u
s
ed
to
co
n
d
u
ct
th
is
s
tu
d
y
,
in
clu
d
in
g
liter
atu
r
e
an
aly
s
is
,
p
ed
ag
o
g
ical
ex
p
er
im
en
t,
d
ev
elo
p
m
en
t
o
f
a
n
in
ter
ac
tiv
e
d
atab
ase
an
d
we
b
p
o
r
tal,
im
p
lem
e
n
tatio
n
o
f
in
ter
ac
tiv
e
teac
h
in
g
m
eth
o
d
s
,
an
d
ev
al
u
atio
n
o
f
ef
f
ec
tiv
en
ess
[
3
1
]
–
[
3
5
]
.
T
h
e
co
m
b
in
atio
n
o
f
th
ese
m
eth
o
d
s
allo
wed
u
s
to
o
b
tain
o
b
jectiv
e
d
ata
o
n
th
e
e
f
f
ec
tiv
en
ess
o
f
th
e
d
ev
elo
p
ed
m
o
d
e
l
o
f
ac
tiv
e
o
n
lin
e
lear
n
in
g
u
s
in
g
R
SD.
T
h
e
n
ex
t
s
ec
tio
n
will p
r
esen
t th
e
r
esu
lts
o
b
tain
ed
a
n
d
th
eir
an
aly
s
is
.
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
A
ctive
o
n
lin
e
lea
r
n
in
g
w
ith
r
emo
te
s
en
s
in
g
d
a
ta
in
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I
n
t
J
E
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&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
ctive
o
n
lin
e
lea
r
n
in
g
w
ith
r
emo
te
s
en
s
in
g
d
a
ta
in
h
ig
h
er e
d
u
ca
tio
n
(
K
h
u
r
a
la
y
Mo
ld
a
m
u
r
a
t
)
2351
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
tu
d
y
aim
ed
to
d
ev
elo
p
an
d
ev
al
u
ate
th
e
e
f
f
ec
tiv
en
es
s
o
f
a
m
o
d
el
f
o
r
ac
tiv
e
o
n
lin
e
lear
n
in
g
u
s
in
g
R
SD
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ate
th
e
im
p
ac
t
o
f
th
is
m
o
d
el
o
n
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es a
n
d
m
o
tiv
atio
n
.
3
.
1
.
E
f
f
ec
t
i
v
eness
o
f
a
ct
iv
e
o
nli
ne
lea
rning
m
et
ho
ds
T
o
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
ac
tiv
e
o
n
lin
e
lea
r
n
in
g
m
eth
o
d
s
,
a
co
m
p
a
r
is
o
n
was
m
ad
e
b
etwe
en
th
e
lear
n
in
g
o
u
tco
m
es
o
f
th
e
co
n
tr
o
l
an
d
ex
p
er
im
en
tal
g
r
o
u
p
s
[
3
6
]
–
[
3
9
]
.
T
h
e
c
o
n
tr
o
l
g
r
o
u
p
was
tau
g
h
t
u
s
in
g
tr
ad
itio
n
al
o
n
lin
e
lear
n
in
g
m
et
h
o
d
s
(
lectu
r
es,
s
em
in
ar
s
,
i
n
d
e
p
en
d
en
t
wo
r
k
)
,
w
h
ile
th
e
e
x
p
e
r
im
en
tal
g
r
o
u
p
was
in
tr
o
d
u
ce
d
to
th
e
d
ev
elo
p
ed
ac
tiv
e
o
n
lin
e
lear
n
in
g
m
o
d
el
with
R
S
D,
an
in
ter
ac
tiv
e
d
atab
ase,
an
d
a
web
p
o
r
tal
,
as p
r
esen
ted
in
T
ab
le
7
.
T
ab
le
7
.
C
o
m
p
a
r
ativ
e
an
aly
s
is
o
f
th
e
e
f
f
ec
tiv
en
ess
o
f
tr
a
d
itio
n
al
an
d
ac
tiv
e
o
n
lin
e
lear
n
in
g
m
eth
o
d
s
I
n
d
i
c
a
t
o
r
C
o
n
t
r
o
l
g
r
o
u
p
(
t
r
a
d
i
t
i
o
n
a
l
m
e
t
h
o
d
s)
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
(
a
c
t
i
v
e
m
e
t
h
o
d
s+
R
S
D
)
A
v
e
r
a
g
e
sc
o
r
e
o
n
t
h
e
f
i
n
a
l
t
e
st
(
%)
78
89
N
u
mb
e
r
o
f
st
u
d
e
n
t
s w
i
t
h
a
h
i
g
h
l
e
v
e
l
o
f
k
n
o
w
l
e
d
g
e
a
c
q
u
i
s
i
t
i
o
n
(
%)
55
75
A
v
e
r
a
g
e
sc
o
r
e
f
o
r
p
r
o
j
e
c
t
a
c
t
i
v
i
t
i
e
s
72
85
M
o
t
i
v
a
t
i
o
n
l
e
v
e
l
(
b
a
se
d
o
n
su
r
v
e
y
r
e
s
u
l
t
s)
60
85
Descr
ip
tio
n
o
f
d
ata
ac
q
u
is
itio
n
:
−
Av
er
ag
e
s
co
r
e
o
n
th
e
f
in
al
tes
t:
ca
lcu
l
ated
b
y
d
iv
id
in
g
t
h
e
s
u
m
o
f
t
h
e
s
co
r
es
o
f
all
s
tu
d
e
n
ts
in
th
e
g
r
o
u
p
b
y
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
in
th
e
g
r
o
u
p
.
T
h
e
f
in
al
test
in
c
lu
d
ed
q
u
esti
o
n
s
o
n
t
h
eo
r
etica
l
m
ater
ial
an
d
p
r
ac
tical
task
s
f
o
r
R
SD a
n
aly
s
is
.
−
Nu
m
b
er
o
f
s
tu
d
e
n
ts
with
a
h
i
g
h
lev
el
o
f
k
n
o
wled
g
e
ac
q
u
is
itio
n
:
d
eter
m
in
e
d
b
ased
o
n
th
e
r
esu
lts
o
f
th
e
f
in
al
test
.
Stu
d
en
ts
wh
o
s
co
r
e
d
m
o
r
e
th
a
n
8
0
%
wer
e
ca
teg
o
r
ized
as
h
av
in
g
a
h
ig
h
lev
el
o
f
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
−
Av
er
ag
e
s
co
r
e
f
o
r
p
r
o
ject
ac
ti
v
ities
:
cal
cu
lated
b
y
d
i
v
id
in
g
th
e
s
u
m
o
f
th
e
s
co
r
es
r
ec
ei
v
e
d
b
y
s
tu
d
en
ts
f
o
r
c
o
m
p
letin
g
p
r
o
jects
b
y
th
e
n
u
m
b
er
o
f
s
tu
d
en
ts
in
th
e
g
r
o
u
p
.
As p
ar
t o
f
t
h
e
p
r
o
ject
ac
tiv
ities
,
s
tu
d
en
ts
wo
r
k
ed
o
n
s
o
lv
in
g
p
r
ac
tical
p
r
o
b
lem
s
u
s
in
g
R
SD
an
d
web
p
o
r
tal
to
o
ls
.
Pro
ject
ev
al
u
atio
n
was
ca
r
r
ied
o
u
t
ac
co
r
d
in
g
to
th
e
f
o
llo
win
g
cr
iter
ia:
c
o
m
p
leten
ess
o
f
an
al
y
s
is
,
co
r
r
ec
tn
ess
o
f
in
ter
p
r
etat
io
n
o
f
r
esu
lts
,
an
d
q
u
ality
o
f
p
r
esen
tatio
n
.
−
Mo
tiv
atio
n
lev
el:
ass
e
s
s
ed
th
r
o
u
g
h
s
tu
d
en
t
s
u
r
v
e
y
s
.
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
e
d
q
u
esti
o
n
s
ab
o
u
t
h
o
w
in
ter
esti
n
g
an
d
u
s
ef
u
l th
e
tr
ain
in
g
was,
h
o
w
s
tu
d
en
ts
ass
ess
t
h
eir
m
o
tiv
atio
n
to
s
tu
d
y
th
e
d
i
s
cip
lin
e.
As
ca
n
b
e
s
ee
n
f
r
o
m
T
ab
le
7
,
th
e
u
s
e
o
f
ac
tiv
e
o
n
lin
e
lear
n
in
g
m
eth
o
d
s
in
th
e
ex
p
e
r
im
e
n
tal
g
r
o
u
p
led
to
a
s
ig
n
if
ican
t
im
p
r
o
v
e
m
en
t
in
all
in
d
icato
r
s
.
T
h
is
in
d
icate
s
th
at
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
,
co
m
b
i
n
ed
with
th
e
u
s
e
o
f
R
SD,
allo
w
f
o
r
a
m
o
r
e
ef
f
ec
tiv
e
a
n
d
m
o
tiv
atin
g
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t f
o
r
s
tu
d
e
n
ts
.
3
.
2
.
I
m
pa
c
t
o
f
RSD
o
n t
he
ef
f
ec
t
iv
eness
o
f
o
nli
ne
lea
rnin
g
T
o
ass
ess
th
e
im
p
ac
t
o
f
R
SD
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
lear
n
in
g
,
a
n
an
aly
s
is
o
f
th
e
r
e
s
u
lts
o
f
th
e
p
r
o
ject
ac
tiv
ities
o
f
s
tu
d
en
ts
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
w
as
co
n
d
u
cted
.
As
p
ar
t
o
f
th
e
p
r
o
ject
ac
tiv
ities
,
s
tu
d
en
ts
wo
r
k
ed
o
n
s
o
lv
i
n
g
p
r
ac
tical
p
r
o
b
lem
s
u
s
in
g
R
SD
an
d
web
p
o
r
tal
to
o
ls
.
T
h
e
e
x
am
p
les
o
f
p
r
o
jects
ar
e
:
i)
a
n
aly
s
is
o
f
lan
d
co
v
er
ch
an
g
es
u
s
in
g
m
u
ltis
p
ec
tr
al
im
ag
er
y
;
ii)
a
s
s
ess
m
en
t
o
f
v
eg
etatio
n
co
n
d
itio
n
b
ased
o
n
R
SD
d
ata
;
iii)
m
o
n
it
o
r
in
g
o
f
n
atu
r
al
p
h
en
o
m
e
n
a
(
f
lo
o
d
s
,
f
ir
es,
ea
r
th
q
u
ak
es)
u
s
in
g
R
SD
.
R
esu
lts
o
f
th
e
an
aly
s
is
o
f
p
r
o
ject
ac
ti
v
ities
:
s
tu
d
en
ts
d
em
o
n
s
tr
ated
g
o
o
d
co
m
m
a
n
d
o
f
R
SD
p
r
o
ce
s
s
in
g
an
d
an
aly
s
is
to
o
ls
; a
n
d
m
o
s
t stu
d
en
ts
s
u
cc
e
s
s
f
u
lly
co
p
ed
with
s
o
lv
in
g
th
e
ass
ig
n
ed
p
r
ac
tical
task
s
.
I
n
th
eir
f
ee
d
b
ac
k
o
n
p
r
o
ject
ac
tiv
ities
,
s
tu
d
en
ts
n
o
ted
th
at
wo
r
k
in
g
with
R
SD
was
in
te
r
esti
n
g
an
d
u
s
ef
u
l,
an
d
also
h
elp
ed
th
em
b
etter
u
n
d
e
r
s
tan
d
th
e
th
e
o
r
e
tical
m
ater
ial.
An
aly
s
is
o
f
th
e
p
r
o
ject
ac
tiv
ities
r
ev
ea
led
th
at
s
tu
d
en
ts
in
th
e
e
x
p
er
im
en
tal
g
r
o
u
p
ef
f
ec
tiv
ely
u
tili
ze
d
th
e
R
SD
p
r
o
ce
s
s
in
g
an
d
an
al
y
s
is
to
o
ls
.
W
h
ile
m
o
s
t
s
tu
d
en
ts
s
u
cc
es
s
f
u
lly
co
m
p
leted
t
h
e
ass
ig
n
ed
p
r
ac
tical
task
s
,
s
o
m
e
ch
allen
g
es
wer
e
o
b
s
er
v
ed
in
ac
cu
r
ately
in
ter
p
r
eti
n
g
co
m
p
l
ex
s
p
atial
p
atter
n
s
an
d
s
elec
tin
g
ap
p
r
o
p
r
iate
an
al
y
s
is
tech
n
iq
u
es
f
o
r
s
p
ec
if
ic
r
esear
ch
q
u
esti
o
n
s
.
T
h
e
u
s
e
o
f
R
SD e
n
h
an
ce
d
th
e
q
u
ality
o
f
p
r
o
jects b
y
en
ab
lin
g
s
tu
d
en
ts
to
co
n
d
u
ct
m
o
r
e
in
-
d
ep
th
an
aly
s
es
an
d
p
r
esen
t
th
e
ir
f
in
d
in
g
s
in
a
v
is
u
ally
co
m
p
e
llin
g
m
an
n
er
.
T
h
e
u
s
e
o
f
R
SD
in
o
n
lin
e
lear
n
in
g
co
n
tr
ib
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
p
r
ac
tical
s
k
ills
in
wo
r
k
in
g
with
g
eo
in
f
o
r
m
atio
n
s
y
s
tem
s
,
in
cr
ea
s
in
g
m
o
tiv
atio
n
an
d
in
ter
est in
lear
n
in
g
,
as we
ll a
s
th
e
f
o
r
m
atio
n
o
f
s
p
atial
th
in
k
in
g
an
d
an
aly
ti
ca
l sk
ills
.
3
.
3
.
E
v
a
lua
t
i
o
n o
f
t
he
e
f
f
ec
t
i
v
eness
o
f
t
he
dev
elo
ped m
o
del o
f
a
ct
i
v
e
o
nli
ne
lea
rning
wit
h RSD
R
esu
lts
o
f
th
e
s
u
r
v
ey
o
f
s
tu
d
en
ts
in
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
.
A
s
u
r
v
ey
was
co
n
d
u
cte
d
to
ass
es
s
s
tu
d
en
ts
'
s
ati
s
f
ac
tio
n
with
th
e
d
ev
elo
p
ed
lea
r
n
in
g
m
o
d
el.
T
h
e
q
u
esti
o
n
n
air
e
i
n
clu
d
ed
q
u
esti
o
n
s
ab
o
u
t
h
o
w
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
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
.
3
,
J
u
n
e
20
25
:
2
3
4
6
-
2
3
5
7
2352
in
ter
esti
n
g
an
d
u
s
ef
u
l
th
e
tr
ai
n
in
g
was,
h
o
w
s
tu
d
en
ts
ass
ess
ed
th
eir
m
o
tiv
atio
n
to
s
tu
d
y
t
h
e
d
is
cip
lin
e,
wh
ich
teac
h
in
g
m
eth
o
d
s
th
ey
lik
ed
t
h
e
m
o
s
t
,
as
s
ee
n
in
Fig
u
r
e
2
.
T
o
ass
ess
th
e
m
o
tiv
atio
n
lev
e
l,
a
s
tu
d
en
t
s
u
r
v
e
y
was
ad
m
in
is
ter
ed
.
T
h
e
s
u
r
v
ey
in
clu
d
ed
L
ik
er
t
-
s
ca
le
q
u
esti
o
n
s
(
e.
g
.
,
“
h
o
w
in
ter
esti
n
g
was
it
f
o
r
y
o
u
to
s
tu
d
y
th
e
m
ater
ial
u
s
in
g
R
SD?
”
)
a
n
d
o
p
en
-
en
d
ed
q
u
esti
o
n
s
(
e.
g
.
,
“
wh
at
d
i
f
f
icu
lties
d
id
y
o
u
ex
p
er
ie
n
ce
wh
en
wo
r
k
in
g
with
R
SD?
”
)
.
Qu
a
n
titativ
e
an
aly
s
is
o
f
L
ik
er
t
-
s
ca
le
r
esp
o
n
s
es
an
d
q
u
alitativ
e
an
al
y
s
is
o
f
o
p
en
-
e
n
d
ed
r
esp
o
n
s
es
u
s
in
g
co
n
ten
t
an
al
y
s
is
wer
e
co
n
d
u
cte
d
to
i
d
en
ti
f
y
k
e
y
th
em
es
a
n
d
e
v
alu
ate
s
tu
d
en
ts
'
m
o
tiv
atio
n
an
d
s
atis
f
ac
tio
n
with
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Descr
ip
tio
n
o
f
d
ata
ac
q
u
is
itio
n
[
4
0
]
–
[
4
2
]
.
D
ata
f
o
r
p
lo
ttin
g
th
e
d
iag
r
am
wer
e
ta
k
en
f
r
o
m
T
a
b
le
7
(
av
e
r
ag
e
s
co
r
e
f
o
r
t
h
e
f
in
al
test
in
g
in
th
e
co
n
t
r
o
l a
n
d
ex
p
er
im
en
tal
g
r
o
u
p
s
)
.
Fig
u
r
e
2
.
C
o
m
p
a
r
is
o
n
o
f
th
e
a
v
er
ag
e
s
co
r
es o
f
s
tu
d
en
ts
in
th
e
co
n
tr
o
l a
n
d
ex
p
er
im
en
tal
g
r
o
u
p
s
o
n
f
i
n
al
test
T
o
ass
ess
s
tu
d
en
t
s
atis
f
ac
tio
n
with
th
e
d
e
v
elo
p
e
d
lear
n
in
g
m
o
d
el,
a
s
u
r
v
e
y
was
c
o
n
d
u
cted
.
T
h
e
q
u
esti
o
n
n
air
e
in
clu
d
ed
q
u
esti
o
n
s
ab
o
u
t
h
o
w
in
ter
esti
n
g
a
n
d
u
s
ef
u
l
th
e
tr
ain
in
g
was,
h
o
w
s
tu
d
en
ts
ass
ess
th
eir
m
o
tiv
atio
n
t
o
s
tu
d
y
th
e
d
is
cip
lin
e,
wh
at
teac
h
in
g
m
eth
o
d
s
th
ey
li
k
ed
t
h
e
m
o
s
t
.
T
h
e
s
u
r
v
ey
r
esu
lts
wer
e
:
i)
9
0
% o
f
s
tu
d
en
ts
n
o
ted
an
in
cr
ea
s
ed
in
ter
est in
th
e
d
is
cip
li
n
e
b
ein
g
s
tu
d
ied
d
u
e
to
th
e
u
s
e
o
f
R
SD
an
d
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
;
ii)
8
5
%
o
f
s
tu
d
en
ts
b
eliev
e
th
at
wo
r
k
in
g
o
n
p
r
o
jects
u
s
in
g
R
SD
h
elp
ed
th
em
b
ette
r
u
n
d
er
s
tan
d
t
h
e
m
ater
ial
;
an
d
ii
i)
8
0
%
o
f
s
tu
d
e
n
ts
ex
p
r
ess
ed
a
d
esire
to
u
s
e
R
SD
an
d
th
e
web
p
o
r
tal
in
f
u
r
th
e
r
ed
u
ca
tio
n
.
T
h
e
h
i
g
h
a
p
p
r
ec
iatio
n
o
f
t
h
e
d
ev
elo
p
e
d
lear
n
in
g
m
o
d
el
b
y
s
tu
d
en
ts
co
n
f
ir
m
s
its
e
f
f
ec
ti
v
en
ess
an
d
p
r
ac
tical
s
ig
n
if
ican
ce
.
T
o
d
e
ter
m
in
e
th
e
s
tatis
tical
s
ig
n
if
ican
ce
o
f
th
e
o
b
s
er
v
ed
d
if
f
e
r
en
ce
s
b
etwe
en
t
h
e
co
n
tr
o
l
an
d
ex
p
e
r
im
en
tal
g
r
o
u
p
s
,
in
d
ep
e
n
d
en
t
s
am
p
les
t
-
te
s
ts
wer
e
co
n
d
u
cted
f
o
r
t
h
e
av
er
ag
e
s
co
r
es
o
n
th
e
f
in
al
test
an
d
p
r
o
ject
ac
tiv
ities
.
T
h
e
r
esu
lts
in
d
icate
d
s
tati
s
t
ically
s
ig
n
if
ican
t
d
if
f
er
en
c
es
(
p
<.
0
5
)
in
f
av
o
r
o
f
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
f
o
r
b
o
th
m
ea
s
u
r
es.
T
h
e
u
s
e
o
f
R
SD
an
d
a
ctiv
e
lear
n
i
n
g
m
eth
o
d
s
allo
ws
f
o
r
a
m
o
r
e
in
ter
esti
n
g
an
d
m
o
tiv
atin
g
lea
r
n
in
g
en
v
ir
o
n
m
en
t
th
at
c
o
n
tr
i
b
u
tes
to
a
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ater
ial
an
d
th
e
d
ev
elo
p
m
en
t o
f
p
r
ac
tical
s
k
ills
.
3
.
4
.
Dis
cus
s
io
n
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
d
em
o
n
s
tr
ate
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
d
ev
elo
p
e
d
ac
tiv
e
o
n
lin
e
lear
n
in
g
m
o
d
el
in
co
r
p
o
r
atin
g
R
SD.
T
h
e
m
o
d
e
l
co
n
tr
ib
u
te
d
to
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
f
o
s
ter
in
g
s
tu
d
en
ts
’
d
ig
ital
co
m
p
eten
ce
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
th
e
s
ev
er
al
p
r
e
v
io
u
s
f
i
n
d
in
g
s
[
2
3
]
,
[
4
3
]
–
[
4
6
]
,
wh
ich
also
s
h
o
wed
a
p
o
s
itiv
e
im
p
ac
t
o
f
R
SD
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t.
Ho
we
v
er
,
u
n
lik
e
th
e
o
th
e
r
s
tu
d
ies
[
4
7
]
–
[
4
9
]
,
o
u
r
wo
r
k
f
o
cu
s
ed
o
n
in
te
g
r
atin
g
R
SD in
to
ac
tiv
e
o
n
lin
e
lear
n
in
g
m
eth
o
d
s
.
Desp
ite
th
e
p
o
s
itiv
e
r
esu
lts
,
s
o
m
e
lim
itatio
n
s
o
f
t
h
e
s
tu
d
y
s
h
o
u
ld
b
e
n
o
ted
.
First,
th
e
s
am
p
l
e
s
ize
wa
s
r
elativ
ely
s
m
all
an
d
in
clu
d
e
d
s
tu
d
en
ts
f
r
o
m
o
n
ly
two
m
aj
o
r
s
.
Seco
n
d
,
t
h
e
s
tu
d
y
was
co
n
d
u
cted
o
v
er
a
lim
ited
p
er
io
d
o
f
tim
e.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
ld
i
n
cr
ea
s
e
th
e
s
am
p
le
s
ize
an
d
i
n
clu
d
e
s
tu
d
en
ts
f
r
o
m
d
if
f
er
en
t
m
ajo
r
s
,
as
well
as
co
n
d
u
ct
a
l
o
n
g
-
te
r
m
s
tu
d
y
to
ass
ess
th
e
s
u
s
tain
ab
ilit
y
o
f
th
e
r
esu
lts
.
Desp
ite
th
e
p
o
s
itiv
e
r
esu
lts
,
s
ev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
e
d
.
I
n
ad
d
itio
n
t
o
th
e
r
elativ
ely
s
m
all
s
am
p
le
s
ize
an
d
lim
ited
s
tu
d
y
d
u
r
atio
n
,
th
e
o
n
lin
e
lea
r
n
in
g
en
v
ir
o
n
m
en
t
m
ay
h
av
e
p
r
es
en
ted
ch
allen
g
es
f
o
r
s
o
m
e
s
t
u
d
en
ts
,
p
o
ten
tially
in
f
lu
en
cin
g
th
ei
r
en
g
ag
e
m
en
t
an
d
p
er
f
o
r
m
an
ce
.
Ad
d
itio
n
al
ly
,
th
e
s
p
ec
if
ic
f
o
cu
s
o
n
two
m
ajo
r
s
with
in
th
e
g
eo
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
d
o
m
ain
m
ay
lim
it
th
e
g
en
er
al
izab
ilit
y
o
f
f
in
d
in
g
s
to
o
th
er
d
is
cip
lin
es.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ad
d
r
ess
th
es
e
lim
itatio
n
s
b
y
in
co
r
p
o
r
atin
g
a
lar
g
er
an
d
m
o
r
e
d
iv
er
s
e
s
tu
d
en
t
p
o
p
u
latio
n
,
em
p
lo
y
in
g
a
lo
n
g
it
u
d
in
al
d
esi
g
n
to
ass
ess
lo
n
g
-
ter
m
im
p
ac
ts
,
an
d
ex
p
lo
r
i
n
g
th
e
a
p
p
lica
b
ilit
y
o
f
th
e
m
o
d
el
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es.
T
h
e
r
esu
lts
o
b
tai
n
ed
h
av
e
p
r
ac
tical
im
p
licatio
n
s
f
o
r
ed
u
ca
to
r
s
an
d
o
n
lin
e
co
u
r
s
e
d
ev
el
o
p
er
s
.
T
h
e
in
teg
r
atio
n
o
f
R
SD
an
d
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
ca
n
co
n
tr
ib
u
te
to
im
p
r
o
v
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
ed
u
ca
tio
n
in
v
a
r
io
u
s
d
is
cip
lin
es
r
elate
d
to
g
eo
in
f
o
r
m
atio
n
tech
n
o
lo
g
ies.
I
t
is
r
ec
o
m
m
en
d
ed
to
d
ev
elo
p
in
ter
ac
tiv
e
lear
n
in
g
m
ater
ials
u
s
in
g
R
SD,
im
p
lem
en
t
g
r
o
u
p
p
r
o
jects
an
d
d
is
cu
s
s
io
n
s
,
an
d
p
r
o
v
id
e
s
tu
d
en
ts
with
ac
ce
s
s
to
to
o
ls
f
o
r
p
r
o
c
ess
in
g
an
d
v
is
u
alizin
g
R
SD.
I
n
f
u
r
th
er
r
esear
ch
,
it
is
ad
v
i
s
ab
le
to
s
tu
d
y
th
e
im
p
ac
t
o
f
th
e
d
e
v
elo
p
ed
m
o
d
el
o
n
th
e
d
ev
elo
p
m
en
t
o
f
o
t
h
er
s
tu
d
en
t
co
m
p
eten
cies,
s
u
ch
as
cr
itical
th
i
n
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
I
t
is
also
o
f
in
ter
est
to
d
ev
elo
p
m
eth
o
d
o
l
o
g
ical
r
ec
o
m
m
en
d
a
tio
n
s
f
o
r
th
e
u
s
e
o
f
R
SD in
o
n
lin
e
lear
n
in
g
f
o
r
v
ar
io
u
s
ac
ad
em
ic
d
is
cip
lin
es.
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
A
ctive
o
n
lin
e
lea
r
n
in
g
w
ith
r
emo
te
s
en
s
in
g
d
a
ta
in
h
ig
h
er e
d
u
ca
tio
n
(
K
h
u
r
a
la
y
Mo
ld
a
m
u
r
a
t
)
2353
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
’
s
f
in
d
in
g
s
u
n
eq
u
i
v
o
ca
lly
d
em
o
n
s
tr
ate
th
e
ef
f
ec
tiv
en
ess
o
f
in
teg
r
atin
g
R
SD
an
d
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
in
o
n
lin
e
e
d
u
ca
tio
n
with
in
th
e
g
eo
in
f
o
r
m
atio
n
tech
n
o
l
o
g
y
d
o
m
ain
.
T
h
e
d
ev
elo
p
ed
m
o
d
el
s
ig
n
if
ican
tly
im
p
r
o
v
ed
s
tu
d
e
n
t
lear
n
in
g
o
u
tc
o
m
es,
f
o
s
ter
ed
p
r
ac
tical
s
k
ills
an
d
a
n
aly
tical
ab
ilit
ies,
an
d
en
h
an
ce
d
m
o
tiv
atio
n
a
n
d
en
g
ag
em
en
t.
T
h
is
u
n
d
er
s
co
r
es
th
e
p
o
ten
tial
o
f
ac
tiv
e
o
n
lin
e
le
ar
n
in
g
with
R
SD
to
tr
an
s
f
o
r
m
th
e
e
d
u
ca
tio
n
al
ex
p
er
ien
ce
an
d
eq
u
ip
s
tu
d
en
ts
with
th
e
d
ig
ital
co
m
p
eten
cies
n
e
ce
s
s
ar
y
f
o
r
s
u
cc
ess
in
th
e
2
1
s
t
ce
n
tu
r
y
.
T
h
e
k
ey
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
ar
e:
i)
Ac
tiv
e
o
n
lin
e
lear
n
in
g
m
eth
o
d
s
,
co
m
b
in
ed
with
th
e
u
s
e
o
f
R
SD,
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
T
h
is
was
ev
id
en
ce
d
b
y
in
cr
ea
s
ed
av
er
ag
e
s
co
r
es
o
n
th
e
f
in
al
test
,
a
h
i
g
h
er
n
u
m
b
er
o
f
s
tu
d
en
ts
ac
h
iev
in
g
a
h
ig
h
lev
el
o
f
k
n
o
wled
g
e
ac
q
u
is
itio
n
,
an
d
im
p
r
o
v
e
d
p
e
r
f
o
r
m
an
ce
in
p
r
o
ject
ac
tiv
ities
;
ii)
R
SD
ef
f
ec
ti
v
ely
co
n
tr
ib
u
tes
to
t
h
e
d
e
v
elo
p
m
en
t
o
f
p
r
ac
tical
s
k
ills
,
s
p
atia
l
th
in
k
in
g
,
an
d
an
aly
tical
ab
ilit
ies,
as
well
as
in
cr
ea
s
ed
s
tu
d
en
t
m
o
tiv
atio
n
an
d
in
ter
est
in
lear
n
in
g
.
T
h
is
was
o
b
s
er
v
ed
t
h
r
o
u
g
h
th
e
a
n
aly
s
is
o
f
s
tu
d
en
t
p
r
o
ject
ac
tiv
ities
an
d
th
eir
f
e
ed
b
ac
k
;
an
d
iii)
T
h
e
d
ev
elo
p
e
d
m
o
d
el
o
f
ac
tiv
e
o
n
lin
e
lear
n
in
g
with
R
SD
p
r
o
v
e
d
to
b
e
ef
f
ec
tiv
e
in
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
is
was
s
u
p
p
o
r
ted
b
y
t
h
e
q
u
an
titati
v
e
an
d
q
u
alitativ
e
d
ata
co
llected
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
T
h
e
p
r
ac
tical
s
ig
n
if
ican
ce
o
f
th
is
r
esear
ch
lies
in
its
p
o
te
n
tial
to
en
h
an
ce
o
n
lin
e
lear
n
in
g
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es
in
v
o
lv
in
g
th
e
u
s
e
o
f
g
eo
i
n
f
o
r
m
atio
n
tech
n
o
lo
g
ies.
T
h
e
d
ev
elo
p
e
d
m
o
d
el
an
d
th
e
in
ter
ac
tiv
e
R
SD
d
atab
ase
an
d
web
p
o
r
tal
ca
n
s
er
v
e
as
v
al
u
ab
le
r
eso
u
r
ce
s
f
o
r
b
o
th
s
tu
d
en
ts
an
d
ed
u
ca
t
o
r
s
.
Fu
tu
r
e
r
esear
ch
d
ir
ec
tio
n
s
in
clu
d
e
ex
p
a
n
d
in
g
th
e
s
tu
d
y
to
a
lar
g
er
an
d
m
o
r
e
d
iv
er
s
e
s
tu
d
en
t
p
o
p
u
latio
n
,
d
ev
elo
p
in
g
n
ew
in
ter
ac
tiv
e
le
ar
n
in
g
m
ater
ials
an
d
task
s
,
a
n
d
in
v
esti
g
atin
g
th
e
in
f
lu
e
n
ce
o
f
v
ar
i
o
u
s
f
ac
t
o
r
s
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
m
o
d
el.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
av
e
p
r
ac
tical
im
p
licatio
n
s
f
o
r
ed
u
ca
to
r
s
an
d
cu
r
r
icu
lu
m
d
ev
elo
p
e
r
s
s
ee
k
in
g
to
en
h
an
ce
o
n
lin
e
lear
n
in
g
in
v
ar
io
u
s
d
is
cip
lin
es.
I
n
teg
r
ati
n
g
R
SD
an
d
ac
tiv
e
lear
n
in
g
m
et
h
o
d
s
,
p
r
o
v
id
in
g
ac
ce
s
s
to
in
ter
ac
tiv
e
d
atab
as
es
an
d
web
-
b
ased
an
aly
s
is
to
o
ls
,
an
d
d
esig
n
in
g
co
llab
o
r
ativ
e
p
r
o
jects
ca
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
th
e
q
u
ality
o
f
o
n
lin
e
e
d
u
ca
tio
n
.
F
u
r
th
er
r
esear
ch
is
r
ec
o
m
m
en
d
ed
to
ex
p
lo
r
e
th
e
b
r
o
a
d
er
a
p
p
licab
ilit
y
o
f
t
h
is
m
o
d
el
an
d
to
d
ev
el
o
p
s
p
ec
if
ic
p
ed
a
g
o
g
ical
s
tr
ateg
ies
f
o
r
d
iv
er
s
e
lear
n
i
n
g
co
n
tex
ts
.
I
n
c
o
n
clu
s
io
n
,
th
is
s
tu
d
y
d
e
m
o
n
s
tr
ates
th
e
ef
f
ec
tiv
en
ess
an
d
p
o
ten
tial
o
f
in
teg
r
atin
g
R
SD
an
d
ac
tiv
e
lear
n
in
g
m
eth
o
d
s
in
o
n
lin
e
ed
u
ca
tio
n
.
T
h
e
d
e
v
elo
p
e
d
m
o
d
el
ca
n
b
e
u
s
ed
to
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
f
o
s
ter
th
e
d
ev
elo
p
m
en
t o
f
s
tu
d
en
ts
’
d
ig
i
tal
co
m
p
eten
ce
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
ex
p
r
ess
g
r
atitu
d
e
to
th
e
Min
is
tr
y
of
Hig
h
er
E
d
u
ca
tio
n
a
n
d
Scien
ce
of
th
e
R
ep
u
b
lic
of
Kaz
ak
h
s
tan
,
wh
ich
allo
ca
ted
p
r
o
g
r
am
-
tar
g
eted
f
u
n
d
in
g
f
o
r
2
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2
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6
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2
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4
8
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AUTHO
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u
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C
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ax
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tio
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r
ed
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th
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r
s
h
ip
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p
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tes,
an
d
f
ac
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llab
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r
atio
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Na
m
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Aut
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C
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Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
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
.
3
,
J
u
n
e
20
25
:
2
3
4
6
-
2
3
5
7
2354
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
o
r
ig
in
al
c
o
n
tr
ib
u
tio
n
s
p
r
e
s
en
ted
in
t
h
is
s
tu
d
y
a
r
e
in
cl
u
d
ed
in
th
e
a
r
ticle/s
u
p
p
lem
en
tar
y
m
ater
ial.
Fu
r
th
er
in
q
u
ir
ies ca
n
b
e
d
ir
ec
t
ed
to
th
e
c
o
r
r
esp
o
n
d
in
g
au
th
o
r
.
RE
F
E
R
E
NC
E
S
[
1
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1.
B
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RAP
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tate
Un
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rsity
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c
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tate
Un
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.
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ra
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:
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x
.
k
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.
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