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d
in
g
e
x
p
an
d
ed
a
cc
ess
to
lear
n
in
g
o
p
p
o
r
tu
n
ities
an
d
t
h
e
ab
ilit
y
to
ac
co
m
m
o
d
ate
d
if
f
er
en
t
lear
n
in
g
s
ty
les
[
2
]
.
Ho
wev
e
r
,
th
e
s
h
if
t
to
o
n
lin
e
lear
n
in
g
also
p
r
esen
ts
s
ev
er
al
ch
allen
g
es,
s
u
ch
as
m
ain
tai
n
in
g
s
tu
d
en
t
e
n
g
ag
e
m
en
t,
f
o
s
ter
in
g
a
s
en
s
e
o
f
co
m
m
u
n
ity
,
an
d
en
s
u
r
i
n
g
t
h
e
q
u
ality
o
f
in
ter
ac
tio
n
b
etwe
en
s
tu
d
en
ts
an
d
ed
u
ca
t
o
r
s
.
Acc
o
r
d
i
n
g
t
o
Pei
an
d
W
u
[
2
]
,
wh
ile
o
n
lin
e
p
ed
ag
o
g
y
h
as
ex
p
an
d
e
d
ac
ce
s
s
to
lear
n
in
g
o
p
p
o
r
tu
n
ities
,
it
h
as
also
h
ig
h
lig
h
ted
th
e
n
ee
d
f
o
r
in
n
o
v
ativ
e
p
e
d
ag
o
g
ical
s
tr
ateg
ies
th
at
ca
n
ad
d
r
ess
th
ese
ch
allen
g
es
an
d
k
ee
p
s
tu
d
en
ts
m
o
tiv
ated
an
d
in
v
o
l
v
ed
.
T
h
e
lack
o
f
p
h
y
s
ical
p
r
esen
ce
ca
n
lead
to
f
ee
lin
g
s
o
f
is
o
latio
n
an
d
d
i
s
co
n
n
ec
tio
n
am
o
n
g
s
tu
d
en
ts
,
m
ak
in
g
it
ess
en
tial
to
d
ev
el
o
p
ap
p
r
o
ac
h
es
t
h
at
c
an
ef
f
ec
ti
v
ely
e
n
g
ag
e
an
d
s
u
p
p
o
r
t
lear
n
er
s
in
a
n
o
n
lin
e
en
v
ir
o
n
m
en
t.
E
f
f
ec
tiv
e
o
n
lin
e
p
ed
ag
o
g
y
r
e
q
u
ir
es th
e
in
teg
r
atio
n
o
f
v
ar
io
u
s
d
ig
ital to
o
ls
an
d
tech
n
iq
u
es
f
o
r
in
ter
ac
tiv
e
lear
n
in
g
ex
p
er
i
en
ce
s
.
T
h
e
r
o
le
o
f
th
e
ed
u
ca
to
r
in
an
o
n
lin
e
s
ettin
g
s
h
if
ts
f
r
o
m
b
ein
g
a
s
o
u
r
ce
o
f
in
f
o
r
m
atio
n
to
a
f
ac
ilit
ato
r
o
f
lear
n
in
g
,
g
u
id
in
g
s
tu
d
en
ts
th
r
o
u
g
h
th
eir
ed
u
ca
tio
n
al
jo
u
r
n
e
y
an
d
h
el
p
in
g
th
em
m
ak
e
m
ea
n
i
n
g
f
u
l
co
n
n
ec
tio
n
s
with
th
e
co
n
te
n
t,
th
eir
p
ee
r
s
,
a
n
d
th
e
in
s
tr
u
cto
r
[
3
]
.
T
h
u
s
,
th
e
lear
n
in
g
b
ec
o
m
es
an
en
g
a
g
in
g
,
p
er
s
o
n
alizin
g
,
an
d
em
p
ath
izin
g
lear
n
i
n
g
en
v
ir
o
n
m
en
t,
s
o
-
ca
lled
h
u
m
an
izin
g
teac
h
i
n
g
ap
p
r
o
ac
h
es.
I
n
th
e
co
n
te
x
t
o
f
ed
u
ca
tio
n
,
h
u
m
an
izin
g
in
v
o
lv
es
cr
ea
tin
g
l
ea
r
n
in
g
en
v
ir
o
n
m
en
ts
th
at
ar
e
en
g
ag
in
g
,
em
p
ath
etic,
an
d
s
u
p
p
o
r
tiv
e.
I
t
f
o
cu
s
es
o
n
f
o
s
ter
in
g
in
ter
p
er
s
o
n
al
co
n
n
ec
tio
n
s
a
n
d
m
ak
in
g
th
e
lear
n
in
g
ex
p
er
ien
ce
m
o
r
e
p
e
r
s
o
n
al
an
d
m
ea
n
in
g
f
u
l f
o
r
s
tu
d
en
ts
.
I
n
th
e
co
n
tex
t o
f
o
n
lin
e
lea
r
n
in
g
,
h
u
m
an
izin
g
teac
h
in
g
ap
p
r
o
ac
h
es
ar
e
p
ar
ticu
lar
ly
i
m
p
o
r
tan
t
to
c
o
u
n
te
r
ac
t
th
e
p
o
ten
tial
f
ee
lin
g
s
o
f
is
o
latio
n
an
d
d
is
co
n
n
ec
tio
n
th
at
ca
n
ar
is
e
f
r
o
m
th
e
lack
o
f
p
h
y
s
ical
p
r
esen
ce
.
T
h
is
ter
m
r
ef
er
s
to
a
m
eth
o
d
aim
e
d
at
m
ak
i
n
g
o
n
lin
e
e
d
u
ca
tio
n
m
o
r
e
p
er
s
o
n
al,
en
g
a
g
in
g
,
an
d
ef
f
ec
tiv
e
f
o
r
lear
n
e
r
s
.
T
h
r
ee
k
ey
elem
e
n
ts
o
f
h
u
m
a
n
izin
g
ed
u
ca
tio
n
,
n
am
ely
,
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
,
in
ter
a
ctiv
e
lear
n
in
g
ac
tiv
ities
,
an
d
b
u
ild
in
g
a
s
en
s
e
o
f
co
m
m
u
n
i
ty
.
T
o
b
e
g
in
with
,
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
ca
n
b
e
d
ef
in
ed
as
ed
u
ca
to
r
s
p
r
o
v
id
in
g
in
d
i
v
id
u
alize
d
f
ee
d
b
ac
k
to
ad
d
r
ess
ea
ch
s
tu
d
en
t'
s
u
n
iq
u
e
lear
n
in
g
n
e
ed
s
an
d
p
r
o
m
o
te
d
ee
p
er
u
n
d
er
s
tan
d
in
g
.
Per
s
o
n
alize
d
f
ee
d
b
ac
k
s
ig
n
if
ica
n
tly
en
h
an
ce
s
s
tu
d
e
n
t
en
g
ag
em
e
n
t
an
d
ac
ad
em
ic
s
u
cc
ess
,
p
ar
ticu
lar
ly
in
o
n
lin
e
s
ettin
g
s
wh
er
e
d
ir
ec
t
in
ter
ac
tio
n
is
lim
ited
[
4
]
.
Me
an
wh
ile
,
in
ter
ac
tiv
e
lear
n
in
g
ac
tiv
ities
ca
n
b
e
d
ef
in
ed
as
ed
u
ca
t
o
r
s
'
d
esig
n
ac
tiv
ities
th
at
p
r
o
m
o
te
ac
tiv
e
p
ar
ticip
atio
n
an
d
co
llab
o
r
atio
n
to
e
n
h
an
ce
s
tu
d
en
t
e
n
g
ag
e
m
en
t
a
n
d
lear
n
in
g
o
u
tco
m
es
.
Ma
r
tin
an
d
B
o
llig
er
[
3
]
em
p
h
asize
th
at
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
s
h
o
u
ld
in
c
o
r
p
o
r
ate
b
o
th
s
y
n
ch
r
o
n
o
u
s
(
r
ea
l
-
tim
e)
an
d
asy
n
c
h
r
o
n
o
u
s
(
s
elf
-
p
ac
ed
)
ac
tiv
ities
to
en
co
u
r
ag
e
in
ter
ac
tio
n
am
o
n
g
s
tu
d
e
n
ts
.
T
h
ese
ac
tiv
itie
s
h
elp
to
cr
ea
te
a
d
y
n
am
ic
an
d
in
ter
ac
tiv
e
o
n
lin
e
class
r
o
o
m
.
Fu
r
th
er
m
o
r
e,
b
u
ild
i
n
g
c
o
m
m
u
n
ity
r
e
f
er
s
to
th
e
estab
lis
h
m
en
t
o
f
a
s
en
s
e
o
f
c
o
m
m
u
n
ity
in
o
n
lin
e
co
u
r
s
es
f
o
r
s
tu
d
en
t
s
atis
f
ac
tio
n
an
d
r
ete
n
tio
n
.
T
h
e
s
tu
d
en
ts
wh
o
ex
p
e
r
ien
ce
a
s
tr
o
n
g
s
en
s
e
o
f
co
m
m
u
n
ity
a
r
e
m
o
r
e
li
k
ely
to
p
er
s
is
t
in
th
eir
s
tu
d
ie
s
an
d
r
ep
o
r
t
h
i
g
h
er
lev
els
o
f
s
atis
f
ac
tio
n
with
th
eir
lear
n
in
g
ex
p
er
ien
ce
s
.
Stra
teg
ies
to
b
u
ild
co
m
m
u
n
ity
in
clu
d
e
v
ir
tu
al
g
r
o
u
p
p
r
o
jects,
d
is
cu
s
s
io
n
f
o
r
u
m
s
,
an
d
s
o
cial
m
e
d
ia
in
teg
r
atio
n
.
T
h
ese
ty
p
es
o
f
d
ig
ital
to
o
ls
ar
e
ess
en
tial
f
o
r
ed
u
ca
to
r
s
to
in
ter
ac
t w
ith
lea
r
n
er
s
to
en
h
a
n
ce
m
ea
n
i
n
g
f
u
l le
ar
n
in
g
[
5
]
.
Dig
ital
to
o
ls
ar
e
ess
en
tial
f
o
r
s
u
p
p
o
r
tin
g
an
d
en
h
a
n
cin
g
h
u
m
an
izin
g
teac
h
i
n
g
a
p
p
r
o
ac
h
e
s
in
o
n
lin
e
ed
u
ca
tio
n
.
T
h
ese
to
o
ls
o
f
f
er
v
ar
io
u
s
f
u
n
ctio
n
alities
th
at
h
elp
cr
ea
te
m
o
r
e
en
g
a
g
in
g
an
d
p
er
s
o
n
alize
d
lear
n
in
g
ex
p
er
ien
ce
s
.
Fo
u
r
k
e
y
d
ig
ita
l
to
o
ls
in
clu
d
e
lear
n
in
g
m
a
n
ag
em
en
t
s
y
s
tem
s
(
L
MS)
,
v
id
eo
co
n
f
er
en
cin
g
p
latf
o
r
m
s
,
in
ter
ac
tiv
e
co
n
ten
t
cr
ea
tio
n
to
o
ls
,
an
d
c
o
m
m
u
n
ic
atio
n
an
d
co
llab
o
r
atio
n
p
latf
o
r
m
s
.
T
o
b
eg
in
with
,
L
MS
p
latf
o
r
m
s
p
r
o
v
i
d
e
a
ce
n
t
r
alize
d
lo
ca
tio
n
f
o
r
co
u
r
s
e
m
ater
ials
,
ass
ig
n
m
en
ts
,
an
d
ass
ess
m
en
ts
.
T
h
ey
o
f
f
er
f
ea
tu
r
es
s
u
ch
as
g
r
a
d
e
b
o
o
k
s
,
d
is
cu
s
s
io
n
f
o
r
u
m
s
,
a
n
d
a
n
aly
tics
to
h
elp
in
s
tr
u
cto
r
s
m
o
n
ito
r
s
tu
d
en
t
p
r
o
g
r
ess
an
d
p
r
o
v
id
e
tim
ely
f
ee
d
b
ac
k
.
Acc
o
r
d
in
g
to
B
o
r
u
p
et
a
l.
[
4
]
L
MS
p
latf
o
r
m
s
ca
n
im
p
r
o
v
e
t
h
e
o
r
g
an
izatio
n
an
d
d
eliv
er
y
o
f
o
n
lin
e
co
u
r
s
es,
m
ak
in
g
it
ea
s
ier
f
o
r
ed
u
ca
to
r
s
to
m
an
ag
e
t
h
eir
class
es
an
d
f
o
r
s
tu
d
en
ts
to
ac
ce
s
s
r
eso
u
r
ce
s
.
Vid
eo
co
n
f
er
en
ci
n
g
to
o
ls
,
s
u
ch
as
Z
o
o
m
,
Mic
r
o
s
o
f
t
T
ea
m
s
,
an
d
Go
o
g
le
Me
et,
en
ab
le
r
ea
l
-
tim
e
in
ter
ac
tio
n
b
etwe
en
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
.
T
h
ese
p
latf
o
r
m
s
s
u
p
p
o
r
t sy
n
ch
r
o
n
o
u
s
lear
n
in
g
ac
tiv
ities
,
s
u
ch
as
lectu
r
es,
d
is
cu
s
s
io
n
s
,
an
d
g
r
o
u
p
wo
r
k
,
wh
ich
ar
e
ess
en
tial
f
o
r
m
ain
tain
in
g
en
g
ag
em
e
n
t
an
d
b
u
ild
in
g
a
s
en
s
e
o
f
co
m
m
u
n
ity
.
Pei
an
d
W
u
[
2
]
n
o
te
th
at
v
i
d
eo
co
n
f
er
en
cin
g
ca
n
h
el
p
r
ep
licate
t
h
e
im
m
ed
iacy
an
d
in
ter
ac
tiv
ity
o
f
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
.
I
n
ter
ac
tiv
e
co
n
te
n
t c
r
ea
tio
n
to
o
ls
,
s
u
ch
as H5
P,
Ne
ar
p
o
d
,
an
d
Kah
o
o
t,
allo
w
ed
u
ca
to
r
s
to
cr
ea
te
in
t
er
ac
tiv
e
an
d
m
u
ltime
d
ia
-
r
ich
lear
n
in
g
m
ater
ials
.
T
h
ese
to
o
ls
ca
n
en
h
an
ce
th
e
lear
n
in
g
e
x
p
er
ien
ce
b
y
m
ak
i
n
g
co
n
te
n
t
m
o
r
e
en
g
ag
in
g
an
d
in
ter
ac
tiv
e.
Ma
r
tin
an
d
B
o
llig
er
[
3
]
em
p
h
asize
th
at
in
ter
ac
tiv
e
co
n
ten
t
ca
n
h
elp
m
ain
tain
s
tu
d
en
t
in
ter
est
an
d
m
o
tiv
atio
n
.
C
o
m
m
u
n
icatio
n
an
d
co
llab
o
r
atio
n
p
latf
o
r
m
s
,
s
u
ch
as
Slack
,
Mic
r
o
s
o
f
t
T
ea
m
s
,
a
n
d
Dis
co
r
d
,
f
a
cilitate
co
m
m
u
n
icatio
n
a
n
d
c
o
llab
o
r
atio
n
am
o
n
g
s
tu
d
en
ts
an
d
b
etwe
en
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
.
T
h
ese
to
o
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u
p
p
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o
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u
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ter
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
8
2
2
B
r
id
g
in
g
tech
n
o
lo
g
y
a
n
d
h
u
m
a
n
ity:
h
u
m
a
n
iz
in
g
o
n
lin
e
p
e
d
a
g
o
g
y
in
d
ig
ita
l e
n
viro
n
me
n
ts
(
N
o
r
A
s
ia
h
R
a
z
a
k
)
2209
d
is
cu
s
s
io
n
s
an
d
p
r
o
ject
wo
r
k
,
wh
ich
ar
e
cr
u
cial
f
o
r
b
u
ild
in
g
co
m
m
u
n
ity
in
o
n
lin
e
c
o
u
r
s
es.
B
o
r
u
p
et
a
l
[
4
]
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
co
m
m
u
n
icatio
n
an
d
c
o
llab
o
r
atio
n
in
f
o
s
ter
in
g
a
s
u
p
p
o
r
ti
v
e
an
d
co
n
n
ec
ted
lear
n
in
g
en
v
ir
o
n
m
en
t.
R
ec
en
tly
,
ar
tific
ial
in
tellig
en
ce
(
AI
)
h
as a
ls
o
b
ee
n
co
n
s
id
er
ed
o
n
e
o
f
th
e
ty
p
es o
f
d
i
g
ital to
o
ls
.
AI
h
as
th
e
p
o
ten
tial
to
tr
an
s
f
o
r
m
o
n
li
n
e
ed
u
ca
tio
n
b
y
en
h
a
n
cin
g
h
u
m
an
izin
g
teac
h
in
g
a
p
p
r
o
ac
h
es
an
d
p
r
o
v
id
in
g
n
ew
to
o
ls
f
o
r
p
e
r
s
o
n
aliza
tio
n
a
n
d
s
u
p
p
o
r
t.
AI
ap
p
licatio
n
s
in
ed
u
ca
tio
n
i
n
clu
d
e
a
d
ap
tiv
e
lear
n
in
g
s
y
s
tem
s
,
in
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
,
ch
atb
o
ts
,
an
d
p
r
ed
ictiv
e
an
al
y
tics
.
AI
-
d
r
iv
en
ad
ap
tiv
e
lear
n
in
g
s
y
s
tem
s
tailo
r
ed
u
ca
tio
n
al
co
n
ten
t
to
in
d
i
v
id
u
al
s
tu
d
en
ts
'
n
ee
d
s
,
p
r
ef
er
en
ce
s
,
an
d
p
e
r
f
o
r
m
an
ce
.
A
r
ec
en
t
s
tu
d
y
b
y
B
o
r
u
p
et
a
l
[
4
]
f
o
u
n
d
t
h
at
a
d
ap
tiv
e
lear
n
i
n
g
tech
n
o
lo
g
ies
ca
n
im
p
r
o
v
e
lea
r
n
in
g
o
u
tco
m
es
b
y
p
r
o
v
id
i
n
g
cu
s
to
m
ized
in
s
tr
u
ctio
n
an
d
r
e
s
o
u
r
ce
s
th
at
m
ee
t
ea
ch
s
tu
d
e
n
t'
s
u
n
iq
u
e
n
ee
d
s
.
AI
-
p
o
we
r
e
d
tu
to
r
in
g
s
y
s
tem
s
o
f
f
er
p
er
s
o
n
alize
d
ass
is
tan
ce
an
d
g
u
id
an
ce
,
h
elp
in
g
s
tu
d
en
t
s
m
aster
co
m
p
lex
c
o
n
ce
p
ts
a
n
d
s
k
ills
.
I
n
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
ca
n
b
e
as
ef
f
ec
tiv
e
as
h
u
m
an
tu
to
r
s
in
ce
r
t
ain
co
n
tex
ts
,
p
r
o
v
id
in
g
im
m
e
d
iate
f
ee
d
b
ac
k
a
n
d
s
u
p
p
o
r
t
[
6
]
.
AI
ch
atb
o
ts
an
d
v
ir
tu
al
ass
is
tan
t
s
p
r
o
v
id
e
r
ea
l
-
tim
e
s
u
p
p
o
r
t
to
s
tu
d
en
ts
,
an
s
we
r
in
g
q
u
esti
o
n
s
an
d
o
f
f
er
in
g
g
u
id
an
ce
o
n
v
ar
i
o
u
s
asp
ec
ts
o
f
th
eir
lear
n
in
g
ex
p
e
r
ien
ce
.
Fo
r
ex
am
p
le,
th
e
ex
is
ten
ce
o
f
g
e
n
er
ativ
e
AI
s
u
ch
as
C
h
atGPT
ca
n
a
s
s
i
s
t
s
tu
d
en
ts
in
s
o
lv
in
g
p
r
o
b
lem
s
b
y
u
s
in
g
lo
g
ical
th
in
k
in
g
in
in
ter
ac
tio
n
s
,
s
o
lely
th
r
o
u
g
h
c
o
n
v
e
r
s
atio
n
al
lan
g
u
a
g
e,
an
d
t
h
e
m
ac
h
in
e
r
esp
o
n
d
s
to
q
u
esti
o
n
s
b
y
g
e
n
er
atin
g
tex
t,
co
d
e
,
an
d
ta
b
les
ac
co
r
d
in
g
to
th
e
lear
n
er
s
’
r
eq
u
ests
.
T
h
ese
to
o
ls
ca
n
en
h
an
c
e
ac
ce
s
s
ib
ilit
y
an
d
r
ed
u
ce
r
es
p
o
n
s
e
tim
es,
m
ak
in
g
s
u
p
p
o
r
t
m
o
r
e
r
ea
d
ily
a
v
ailab
le
to
s
tu
d
en
ts
[
7
]
.
AI
alg
o
r
ith
m
s
an
aly
ze
s
tu
d
en
t
d
ata
to
id
en
tify
p
atter
n
s
an
d
p
r
ed
ict
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
,
en
ab
lin
g
ed
u
ca
to
r
s
to
in
ter
v
en
e
p
r
o
ac
tiv
ely
.
E
ar
ly
war
n
in
g
s
y
s
tem
s
p
o
wer
ed
b
y
p
r
ed
ictiv
e
an
al
y
tics
ca
n
h
elp
id
en
tif
y
at
-
r
is
k
s
tu
d
e
n
ts
an
d
p
r
o
v
i
d
e
tar
g
ete
d
s
u
p
p
o
r
t
to
im
p
r
o
v
e
t
h
eir
ac
ad
em
ic
o
u
tco
m
es
[
8
]
.
As
ed
u
ca
tio
n
al
tech
n
o
lo
g
is
ts
,
th
e
au
th
o
r
s
lo
o
k
at
th
e
p
o
ten
t
ial
an
d
im
p
ac
t
o
f
d
ig
ital
to
o
ls
in
o
n
lin
e
p
ed
ag
o
g
y
th
at
is
g
iv
e
n
f
r
o
m
li
ter
atu
r
e
as
r
esear
c
h
er
s
s
tu
d
ied
d
ig
ital
to
o
ls
in
teac
h
i
n
g
a
n
d
lear
n
in
g
f
o
r
s
ev
er
al
d
ec
ad
es
with
a
p
r
im
ar
y
f
o
c
u
s
o
n
f
lex
ib
ilit
y
an
d
ac
ce
s
s
ib
ilit
y
,
an
d
th
e
s
p
ec
if
ic
d
if
f
ic
u
lties
f
ac
ed
i
n
d
if
f
er
en
t
co
n
tex
ts
(
e.
g
.
,
tech
n
o
lo
g
ical
lim
itatio
n
s
,
co
m
m
u
n
icatio
n
i
s
s
u
es).
T
h
er
ef
o
r
e
,
th
e
a
u
th
o
r
s
ar
e
in
ter
ested
in
ev
alu
atin
g
th
e
r
elatio
n
s
h
i
p
b
et
wee
n
d
ig
ital to
o
ls
an
d
ed
u
ca
t
o
r
s
th
at
ex
is
ts
in
th
e
cu
r
r
en
t liter
atu
r
e
with
r
eg
ar
d
s
to
th
e
s
u
cc
ess
f
u
l
h
u
m
an
izin
g
o
f
o
n
lin
e
p
ed
ag
o
g
y
i
n
th
e
cla
s
s
r
o
o
m
as
th
is
is
s
u
e
is
s
ti
ll
li
m
ited
ex
p
lo
r
atio
n
.
On
e
o
f
th
e
r
ea
s
o
n
s
f
o
r
tr
ig
g
er
in
g
o
u
r
in
ter
est
in
h
u
m
an
i
zin
g
o
n
lin
e
p
ed
ag
o
g
y
lik
ely
ex
ten
d
s
f
r
o
m
th
e
in
teg
r
ativ
e
r
e
v
iew
o
n
‘
h
u
m
a
n
izin
g
th
e
ac
ad
em
ic
ad
v
is
in
g
ex
p
er
ien
ce
with
tech
n
o
lo
g
y
’
[
9
]
.
T
h
is
liter
atu
r
e
ac
k
n
o
wled
g
es
th
at
ad
v
a
n
ce
d
tech
n
o
lo
g
ies
ca
n
b
e
lev
e
r
ag
e
d
to
r
ea
ch
an
d
s
u
p
p
o
r
t
s
tu
d
e
n
ts
an
d
“a
r
g
u
e
th
e
ac
ad
em
ic
ad
v
is
in
g
p
r
o
ce
s
s
n
e
ed
s
to
p
u
t
h
u
m
an
b
ein
g
s
at
t
h
e
ce
n
ter
o
f
th
e
s
tu
d
en
t”
[
9
]
.
Un
f
o
r
tu
n
ately
,
th
is
in
teg
r
ativ
e
r
ev
iew
m
is
s
ed
atte
n
tio
n
to
th
e
cu
r
r
e
n
t
tr
en
d
s
,
ch
allen
g
es,
d
ig
ital
to
o
ls
,
an
d
p
e
d
ag
o
g
ical
s
tr
ateg
ies
s
u
p
p
o
r
tin
g
o
n
lin
e
p
ed
ag
o
g
y
,
wh
ich
ca
n
claim
a
lar
g
e
s
tak
e
in
th
e
s
u
cc
ess
o
f
th
e
h
u
m
an
ize
d
o
n
lin
e
teac
h
i
n
g
i
n
d
ig
ital
en
v
ir
o
n
m
e
n
ts
.
Ad
d
itio
n
ally
,
th
is
r
ev
iew
s
ee
k
s
to
id
en
tify
g
ap
s
in
cu
r
r
e
n
t
r
esear
ch
an
d
p
r
o
v
id
e
r
ec
o
m
m
en
d
atio
n
s
f
o
r
f
u
tu
r
e
s
tu
d
ies.
T
h
er
e
f
o
r
e,
th
e
c
u
r
r
e
n
t
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
is
b
ased
o
n
th
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
s
:
−
R
Q1
:
wh
at
ar
e
th
e
cu
r
r
e
n
t tr
en
d
s
an
d
ch
allen
g
es in
o
n
lin
e
p
e
d
ag
o
g
y
r
esear
ch
?
−
R
Q2
:
h
o
w
d
o
d
ig
ital
to
o
ls
a
n
d
p
e
d
ag
o
g
ical
s
tr
ateg
ies
co
n
tr
ib
u
te
to
s
u
p
p
o
r
tin
g
h
u
m
a
n
izin
g
teac
h
in
g
ap
p
r
o
ac
h
es in
o
n
lin
e
ed
u
ca
tio
n
?
−
R
Q3
:
wh
at
g
ap
s
ex
is
t
in
cu
r
r
en
t
r
esear
ch
r
eg
ar
d
in
g
th
e
in
teg
r
atio
n
o
f
d
ig
ital
to
o
ls
an
d
h
u
m
an
izin
g
ap
p
r
o
ac
h
es in
o
n
lin
e
ed
u
ca
tio
n
,
an
d
w
h
at
ar
ea
s
s
h
o
u
ld
b
e
p
r
io
r
itized
f
o
r
f
u
tu
r
e
in
v
esti
g
atio
n
?
I
n
co
n
clu
s
io
n
,
to
illu
m
in
ate
a
n
d
co
n
tr
i
b
u
te
to
th
e
s
tu
d
y
o
f
h
u
m
an
izin
g
o
n
lin
e
p
ed
ag
o
g
y
in
d
ig
ital
en
v
ir
o
n
m
en
ts
,
th
e
p
r
im
a
r
y
p
u
r
p
o
s
e
o
f
th
is
SLR
is
to
id
en
tify
a
n
d
s
y
n
th
esize
ef
f
e
ctiv
e
s
tr
ateg
ies
f
o
r
h
u
m
an
izin
g
o
n
lin
e
p
ed
a
g
o
g
y
in
d
ig
ital
en
v
ir
o
n
m
e
n
ts
.
B
y
r
ev
iewin
g
r
ec
en
t
s
ch
o
lar
ly
liter
atu
r
e,
th
is
r
ev
iew
aim
s
to
h
ig
h
lig
h
t
h
o
w
d
ig
ita
l
to
o
ls
ca
n
s
u
p
p
o
r
t
an
d
en
h
a
n
ce
h
u
m
an
izin
g
teac
h
in
g
a
p
p
r
o
ac
h
es
i
n
o
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u
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tio
n
th
at
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o
s
ter
a
m
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ted
,
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p
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a
n
d
in
clu
s
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e
lear
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in
g
en
v
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r
o
n
m
en
t.
Ad
d
itio
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ally
,
th
is
r
ev
iew
s
ee
k
s
to
id
en
tify
g
ap
s
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r
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en
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o
m
m
e
n
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atio
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s
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f
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Mo
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y
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h
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o
f
s
ch
o
lar
ly
d
is
co
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in
th
is
SLR
s
er
v
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as
f
u
n
d
am
e
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tal
k
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wle
d
g
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th
e
n
ee
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to
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m
an
ize
teac
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ap
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with
d
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ital
to
o
ls
in
d
ig
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en
v
ir
o
n
m
e
n
ts
.
Su
ch
asp
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co
llab
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th
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o
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t p
r
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p
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u
s
life
a
n
d
w
ell
-
b
ein
g
o
f
th
e
s
o
ciety
.
2.
RE
L
AT
E
D
WO
RK
2
.
1
.
O
nli
ne
dis
t
a
nce
lea
rnin
g
env
iro
nm
ent
T
h
e
r
o
le
o
f
o
n
lin
e
d
is
tan
ce
lear
n
in
g
(
ODL
)
ex
ten
d
s
b
ey
o
n
d
b
ein
g
a
m
er
e
c
o
m
m
u
n
icatio
n
to
o
l;
it
in
teg
r
ates
with
th
e
in
ter
n
et,
c
o
m
p
u
ter
s
,
p
h
o
n
es,
v
id
e
o
s
,
au
d
io
,
an
d
o
t
h
er
tech
n
o
lo
g
ies
to
ass
is
t
ed
u
ca
to
r
s
in
d
eliv
er
in
g
v
ir
tu
al
teac
h
in
g
[
1
0
]
.
An
ODL
en
v
i
r
o
n
m
e
n
t
lev
er
ag
es
d
ig
ital
to
o
ls
th
at
en
ab
le
ed
u
ca
to
r
s
to
b
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
2
0
7
-
2
2
2
3
2210
in
n
o
v
ativ
e
an
d
ef
f
ec
tiv
e
in
th
e
ir
teac
h
in
g
,
wh
ile
allo
win
g
s
tu
d
en
ts
to
lear
n
at
th
eir
o
wn
p
ac
e.
ODL
tr
an
s
ce
n
d
s
th
e
tr
ad
itio
n
al
class
r
o
o
m
s
ett
in
g
,
th
an
k
s
to
tech
n
o
lo
g
ies
th
at
co
n
n
ec
t
s
tu
d
en
ts
with
ed
u
ca
to
r
s
,
p
ee
r
s
,
an
d
ex
p
er
ts
ac
r
o
s
s
v
ast
d
is
tan
ce
s
an
d
at
a
n
y
tim
e
o
f
t
h
e
d
a
y
.
St
u
d
en
ts
ca
n
c
o
m
m
u
n
icate
an
d
co
llab
o
r
ate
th
r
o
u
g
h
s
o
cial
m
ed
ia
p
latf
o
r
m
s
lik
e
Face
b
o
o
k
an
d
T
witter
,
a
n
d
p
ar
ticip
ate
in
o
n
lin
e
v
i
d
eo
c
o
n
f
e
r
en
cin
g
v
ia
W
e
b
ex
,
Z
o
o
m
,
a
n
d
Go
o
g
le
Me
et.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
ca
n
ac
ce
s
s
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
s
u
ch
as
in
ter
ac
tiv
e
s
u
b
ject
co
n
ten
t,
th
r
o
u
g
h
LMS
lik
e
Go
o
g
le
C
lass
r
o
o
m
[
1
1
]
.
W
ith
th
e
co
n
tin
u
o
u
s
ad
v
an
ce
m
e
n
t
o
f
web
tech
n
o
lo
g
ies,
th
e
ODL
en
v
ir
o
n
m
en
t
h
as
e
v
o
lv
ed
.
T
h
e
ad
v
en
t
o
f
W
eb
3
.
0
to
o
ls
,
s
u
ch
as
au
g
m
en
te
d
r
e
ality
(
AR
)
,
3
D
v
is
u
aliza
tio
n
,
3
D
wik
is
,
an
d
th
e
v
ir
tu
al
wo
r
ld
,
is
p
o
is
ed
to
tr
an
s
f
o
r
m
th
e
way
o
n
lin
e
teac
h
in
g
is
co
n
d
u
cte
d
[
1
2
]
.
T
h
u
s
,
ODL
s
u
p
p
o
r
ts
ed
u
ca
to
r
s
in
em
p
lo
y
in
g
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
an
d
en
a
b
les
s
tu
d
en
ts
to
lear
n
an
y
wh
er
e
a
n
d
an
y
tim
e,
f
ac
ilit
atin
g
p
er
s
o
n
alize
d
lear
n
in
g
.
On
e
o
f
t
h
e
m
o
s
t
in
f
lu
en
tial
e
n
v
ir
o
n
m
en
ts
f
o
r
ODL
is
ac
tiv
e
p
ar
ticip
atio
n
.
Acc
o
r
d
i
n
g
t
o
tech
n
o
lo
g
y
in
teg
r
atio
n
m
atr
ix
[
1
3
]
,
ac
tiv
e
lear
n
in
g
r
ef
er
s
to
h
u
m
an
a
ctiv
ity
an
d
in
ter
ac
tio
n
.
Stu
d
e
n
ts
ar
e
en
g
ag
ed
i
n
lear
n
in
g
f
r
o
m
o
n
e
an
o
th
er
,
w
h
ich
ca
n
b
e
g
ain
ed
f
r
o
m
d
ig
it
al
to
o
ls
to
ac
q
u
ir
e
life
-
lo
n
g
lear
n
er
s
[
1
4
]
.
Activ
e
lear
n
in
g
ac
tiv
ities
ca
n
b
e
s
u
c
ce
s
s
f
u
lly
im
p
lem
en
ted
in
to
a
co
u
r
s
e
ev
en
wh
e
n
ed
u
ca
t
o
r
s
ar
e
n
o
t
in
th
e
s
am
e
p
h
y
s
ical
class
r
o
o
m
as
s
tu
d
en
ts
v
ia
th
e
em
er
g
in
g
d
ig
ital
to
o
ls
with
s
y
n
ch
r
o
n
o
u
s
d
is
tan
ce
ed
u
ca
tio
n
[
1
5
]
.
Activ
e
lear
n
in
g
ca
n
also
in
cr
e
ase
s
tu
d
en
t k
n
o
wled
g
e
r
eten
ti
o
n
an
d
m
o
tiv
ate
s
tu
d
e
n
ts
to
lear
n
[
1
6
]
.
ODL
h
a
s
b
e
c
o
m
e
a
n
o
r
m
s
i
n
c
e
t
h
e
p
a
n
d
e
m
i
c
C
O
V
I
D
-
1
9
s
t
r
u
c
k
t
h
e
w
o
r
l
d
o
f
e
d
u
c
a
t
i
o
n
i
n
e
a
r
l
y
2
0
2
1
.
T
h
o
s
e
w
h
o
h
a
d
a
p
h
o
b
i
a
o
f
e
-
l
e
a
r
n
i
n
g
a
n
d
t
e
c
h
n
o
l
o
g
i
es
d
i
d
n
o
t
h
a
v
e
o
t
h
e
r
c
h
o
i
c
es
b
u
t
t
o
a
c
q
u
i
r
e
n
e
w
k
n
o
w
l
e
d
g
e
a
n
d
s
k
i
l
l
s
o
n
h
o
w
t
o
c
o
n
d
u
c
t
e
-
l
e
a
r
n
i
n
g
a
n
d
t
e
a
c
h
i
n
g
.
T
h
e
c
h
a
l
l
e
n
g
e
s
o
f
o
n
l
i
n
e
l
e
a
r
n
i
n
g
a
r
e
m
a
i
n
l
y
d
u
e
t
o
n
o
t
k
n
o
w
i
n
g
t
h
e
te
c
h
n
i
ca
l
as
p
e
c
ts
a
n
d
n
o
t h
a
v
i
n
g
t
h
e
t
ec
h
n
o
l
o
g
i
c
a
l
g
a
d
g
e
ts
,
d
e
al
i
n
g
wi
t
h
t
ec
h
n
i
c
a
l i
s
s
u
es
s
u
c
h
a
s
i
n
t
e
r
n
et
c
o
n
n
e
c
t
i
o
n
s
,
ch
o
i
c
e
o
f
p
l
a
t
f
o
r
m
s
,
a
n
d
s
o
f
t
w
ar
e
[
1
7
]
.
I
n
a
d
d
i
t
i
o
n
,
m
a
n
a
g
i
n
g
t
i
m
e
w
it
h
e
-
l
e
a
r
n
i
n
g
c
a
n
b
e
a
d
a
u
n
t
i
n
g
t
as
k
f
o
r
e
d
u
c
a
t
o
r
s
.
L
a
c
k
o
f
c
o
m
m
u
n
i
c
a
t
i
o
n
f
o
r
t
h
o
s
e
u
n
c
o
m
f
o
r
t
a
b
l
e
w
it
h
v
i
r
t
u
a
l
c
o
m
m
u
n
i
c
a
t
i
o
n
c
a
n
a
ls
o
i
n
t
e
r
f
e
r
e
w
i
t
h
e
f
f
e
ct
i
v
e
le
a
r
n
i
n
g
.
E
d
u
c
a
t
o
r
s
s
h
o
u
l
d
d
e
ci
d
e
t
h
e
b
es
t
s
t
r
a
t
e
g
i
e
s
t
o
t
e
a
c
h
t
o
s
t
u
d
e
n
ts
,
t
a
k
i
n
g
i
n
t
o
c
o
n
s
i
d
e
r
at
i
o
n
t
h
e
s
u
b
j
e
c
t
m
a
tt
e
r
,
s
t
u
d
e
n
t
s
’
d
e
m
o
g
r
a
p
h
i
c
s
a
n
d
a
b
i
l
i
ti
es,
a
n
d
I
T
f
a
c
i
l
i
t
i
e
s
.
T
h
u
s
,
c
h
o
o
s
i
n
g
t
h
e
m
o
s
t
s
u
i
t
ab
l
e
t
y
p
e
s
o
f
d
i
g
i
t
a
l
t
o
o
l
s
is
a
l
s
o
a
t
r
i
c
k
y
c
h
a
l
l
e
n
g
e
t
h
a
t
m
a
y
r
a
i
s
e
q
u
e
s
t
i
o
n
s
a
b
o
u
t
t
h
e
i
n
n
o
v
a
t
i
o
n
o
f
e
d
u
c
a
t
o
r
s
t
o
d
e
l
i
v
e
r
t
h
e
c
o
n
t
e
n
t
t
h
a
t
l
ea
d
s
t
o
d
e
e
p
a
n
d
l
i
f
e
l
o
n
g
l
e
a
r
n
e
r
s
.
2
.
2
.
H
u
m
a
nizin
g
educa
t
io
n
Hu
m
an
izin
g
r
ef
er
s
to
th
e
liv
e
d
ex
p
e
r
ien
ce
s
o
f
in
d
iv
i
d
u
als
with
in
a
co
m
m
u
n
ity
,
en
g
a
g
in
g
th
em
i
n
co
llectiv
e
d
ec
is
io
n
-
m
a
k
in
g
with
in
an
o
r
g
an
izatio
n
.
I
n
t
h
is
co
n
tex
t,
h
u
m
a
n
izatio
n
r
e
q
u
ir
es
co
llab
o
r
atio
n
th
r
o
u
g
h
d
ialo
g
u
e
[
1
8
]
.
Fre
ir
e
s
u
g
g
ested
th
at
tr
u
e
d
ialo
g
u
e,
w
h
ich
o
cc
u
r
s
u
n
d
er
co
n
d
itio
n
s
o
f
d
ee
p
lo
v
e
f
o
r
th
e
wo
r
ld
an
d
h
u
m
a
n
k
in
d
,
h
u
m
ili
ty
to
war
d
s
o
n
e
an
o
th
er
,
r
ec
ip
r
o
ca
l
tr
u
s
t
am
o
n
g
p
ar
ticip
an
ts
,
an
d
th
e
ab
ilit
y
to
th
in
k
cr
itically
,
wo
u
ld
h
elp
t
r
an
s
f
o
r
m
th
e
wo
r
ld
in
to
a
h
u
m
an
ized
p
lace
[
1
9
]
.
I
n
ed
u
ca
tio
n
,
h
u
m
an
izatio
n
in
v
o
lv
es
f
o
s
ter
in
g
th
e
"
h
u
m
a
n
"
v
alu
es
o
f
s
tu
d
en
ts
,
th
e
te
ac
h
er
'
s
ab
ilit
y
to
u
n
d
er
s
tan
d
th
eir
s
tu
d
en
ts
,
th
e
teac
h
er
'
s
atten
tio
n
to
th
e
f
ee
lin
g
s
an
d
em
o
tio
n
s
o
f
s
tu
d
e
n
ts
,
a
n
d
th
e
in
v
o
lv
em
e
n
t
o
f
s
tu
d
en
t
s
in
th
e
k
n
o
wled
g
e
ac
q
u
is
itio
n
p
r
o
ce
s
s
[
2
0
]
.
Hu
m
an
izatio
n
in
p
e
d
ag
o
g
y
is
r
o
o
ted
in
th
e
co
n
s
tr
u
ctiv
is
t
n
o
tio
n
t
h
at
lear
n
e
r
s
cr
ea
te
m
ea
n
in
g
an
d
co
m
m
u
n
icate
u
n
d
er
s
tan
d
in
g
th
r
o
u
g
h
en
g
ag
em
en
t
an
d
d
is
co
u
r
s
e
[
2
1
]
.
T
h
e
co
m
m
u
n
ity
o
f
in
q
u
ir
y
(
C
o
I
)
f
r
am
ewo
r
k
,
d
ev
elo
p
e
d
b
y
Yan
g
et
a
l.
[
1
4
]
,
em
p
h
asizes
m
ea
n
in
g
-
m
ak
i
n
g
an
d
d
is
co
u
r
s
e
with
in
“a
co
h
esiv
e
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d
in
ter
ac
tiv
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c
o
m
m
u
n
ity
o
f
lear
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s
wh
o
s
e
p
u
r
p
o
s
e
is
to
cr
itically
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al
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es
,
co
n
s
tr
u
ct,
an
d
co
n
f
ir
m
wo
r
th
wh
ile
k
n
o
wled
g
e”
[
1
4
]
.
C
o
I
s
f
o
r
m
wh
e
n
in
d
i
v
id
u
als
ar
e
u
n
ited
b
y
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s
h
a
r
ed
ac
ad
em
ic
p
u
r
p
o
s
e
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d
a
c
o
llab
o
r
ativ
e
p
u
r
s
u
it
o
f
d
ef
in
ed
lear
n
in
g
g
o
als,
o
f
ten
with
in
f
o
r
m
al
o
r
in
s
titu
tio
n
al
s
ettin
g
s
.
T
h
e
C
o
I
f
r
am
ewo
r
k
co
m
p
r
is
es
th
r
ee
o
v
er
lap
p
i
n
g
c
o
m
p
o
n
en
ts
:
co
g
n
itiv
e
p
r
esen
ce
,
teac
h
in
g
p
r
esen
ce
,
an
d
s
o
cial
p
r
esen
ce
,
wh
ic
h
f
ac
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ate
lea
r
n
er
s
'
en
g
ag
em
e
n
t
an
d
d
is
co
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r
s
e
-
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ased
k
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wled
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o
n
s
tr
u
ctio
n
in
o
n
lin
e
o
r
b
len
d
ed
co
u
r
s
es
[
2
2
]
.
I
n
d
ig
it
al
en
v
ir
o
n
m
e
n
ts
an
d
o
n
lin
e
p
e
d
ag
o
g
y
,
th
e
r
ea
lizatio
n
o
f
th
e
h
u
m
an
is
tic
tr
en
d
is
p
ar
ticu
lar
ly
p
r
o
n
o
u
n
ce
d
.
T
h
is
en
co
m
p
ass
es
is
s
u
es
r
elate
d
t
o
th
e
d
ev
el
o
p
m
en
t
o
f
th
e
s
tu
d
en
t’
s
p
er
s
o
n
ality
in
th
e
m
o
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er
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ed
u
ca
tio
n
al
en
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ir
o
n
m
en
t,
in
clu
d
i
n
g
b
o
th
th
e
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o
s
itiv
e
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d
n
eg
ativ
e
im
p
ac
ts
o
f
th
e
d
ig
ital
en
v
ir
o
n
m
en
t
o
n
t
h
e
s
tu
d
en
t.
Ad
d
itio
n
ally
,
it
ad
d
r
ess
es
th
e
q
u
alities
th
at
n
ee
d
to
b
e
cu
l
tiv
ated
in
s
tu
d
en
ts
with
in
d
ig
ital
ed
u
ca
tio
n
.
Mo
r
eo
v
er
,
h
u
m
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-
ce
n
ter
ed
s
k
ills
,
s
u
ch
as
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o
s
s
-
d
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cip
lin
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y
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in
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in
g
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lead
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i
p
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co
m
m
u
n
icatio
n
,
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d
p
r
o
b
le
m
-
s
o
lv
in
g
,
ar
e
b
ec
o
m
in
g
m
o
r
e
cr
u
cial
f
o
r
s
u
cc
ess
an
d
ad
ap
tab
ilit
y
th
an
d
ig
ital
liter
ac
y
an
d
tech
n
ical
k
n
o
w
-
h
o
w
[
2
3
]
.
2
.
3
.
Dig
it
a
l
t
o
o
ls
in educa
t
io
n
Dig
ital
iz
ati
o
n
in
ed
u
c
ati
o
n
h
as
m
a
n
y
b
e
n
e
f
i
ts
a
n
d
c
h
all
en
g
es th
a
t n
ee
d
t
o
b
e
c
o
n
s
i
d
er
e
d
.
F
o
r
e
x
a
m
p
le
,
in
t
h
e
c
o
n
te
x
t
o
f
AI
,
t
h
e
to
o
ls
ca
n
im
p
r
o
v
e
le
a
r
n
in
g
o
u
tc
o
m
e
s
b
y
p
r
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v
id
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g
p
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r
s
o
n
ali
ze
d
a
n
d
a
d
a
p
t
iv
e
le
a
r
n
in
g
,
f
e
ed
b
a
c
k
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a
n
d
ass
ess
m
e
n
t
,
b
a
s
ed
o
n
t
h
e
le
ar
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er
s
’
n
e
ed
s
,
p
r
e
f
e
r
e
n
c
es,
a
n
d
p
r
o
g
r
ess
[
2
4
]
.
AI
to
o
ls
ca
n
als
o
im
p
r
o
v
e
e
f
f
ici
en
c
y
a
n
d
ac
ce
s
s
ib
i
lit
y
b
y
au
to
m
a
ti
n
g
a
n
d
o
p
ti
m
iz
in
g
v
ar
io
u
s
tas
k
s
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s
u
c
h
as
g
r
a
d
i
n
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s
ch
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d
u
li
n
g
,
an
d
c
o
n
t
en
t
g
e
n
e
r
at
io
n
,
a
n
d
b
y
en
ab
li
n
g
le
ar
n
e
r
s
t
o
ac
ce
s
s
e
d
u
c
ati
o
n
a
n
y
ti
m
e
an
d
an
y
w
h
er
e
,
r
eg
a
r
d
less
o
f
t
h
ei
r
lo
c
ati
o
n
,
ti
m
e
zo
n
e,
o
r
d
e
v
ic
e
[
2
5
]
.
A
I
t
o
o
ls
c
an
als
o
i
m
p
r
o
v
e
in
cl
u
s
i
o
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a
n
d
d
iv
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s
it
y
b
y
s
u
p
p
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ti
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g
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t
u
d
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ts
wit
h
s
p
ec
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ee
d
s
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u
c
h
as
th
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wit
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s
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Evaluation Warning : The document was created with Spire.PDF for Python.
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2
2
B
r
id
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tech
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d
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m
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ity:
h
u
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in
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p
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d
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viro
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(
N
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k
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2211
cu
l
tu
r
all
y
an
d
li
n
g
u
is
ti
ca
ll
y
r
e
lev
a
n
t
co
n
t
e
n
t
an
d
p
e
d
a
g
o
g
y
[
2
6
]
.
H
o
we
v
er
,
AI
i
n
e
d
u
c
ati
o
n
a
ls
o
p
o
s
es
m
a
n
y
ch
all
en
g
es
,
s
u
c
h
as
et
h
i
ca
l
,
s
o
cial
,
t
ec
h
n
ic
al
,
a
n
d
p
e
d
a
g
o
g
i
c
al
is
s
u
es
.
E
th
ica
l
is
s
u
es
i
n
cl
u
d
e
p
r
i
v
a
cy
,
s
ec
u
r
it
y
,
b
ias
,
an
d
ac
co
u
n
ta
b
i
lit
y
,
as
A
I
t
o
o
ls
c
o
l
le
ct,
s
t
o
r
e,
a
n
d
p
r
o
c
ess
la
r
g
e
am
o
u
n
ts
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f
p
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s
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d
s
en
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iti
v
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d
ata
,
wh
i
ch
m
a
y
b
e
v
u
l
n
e
r
a
b
l
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t
o
b
r
e
ac
h
es
,
m
is
u
s
e,
o
r
m
a
n
i
p
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la
ti
o
n
,
a
n
d
m
a
y
r
ef
lec
t
o
r
r
ei
n
f
o
r
ce
e
x
is
t
in
g
in
e
q
u
a
liti
es
o
r
p
r
ej
u
d
i
ce
s
[
2
7
]
.
So
ci
al
is
s
u
es
i
n
cl
u
d
e
t
h
e
im
p
a
ct
o
f
AI
o
n
h
u
m
a
n
r
el
ati
o
n
s
h
i
p
s
,
v
a
lu
es,
a
n
d
em
o
ti
o
n
s
,
s
u
c
h
as
h
o
w
A
I
t
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o
l
s
m
a
y
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f
f
ec
t
t
ea
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h
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r
-
s
tu
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n
t
in
ter
ac
t
io
n
,
t
h
e
s
e
n
s
e
o
f
b
el
o
n
g
i
n
g
,
m
o
ti
v
at
io
n
,
a
n
d
th
e
w
ell
-
b
ei
n
g
o
f
t
h
e
l
ea
r
n
e
r
s
a
n
d
e
d
u
ca
t
o
r
s
[
2
6
]
.
T
ec
h
n
ic
a
l
is
s
u
es
i
n
cl
u
d
e
AI
t
o
o
ls
'
q
u
al
ity
,
r
eli
ab
ilit
y
,
a
n
d
v
al
id
it
y
,
s
u
c
h
as
h
o
w
A
I
t
o
o
ls
m
a
y
h
a
v
e
e
r
r
o
r
s
,
l
im
i
t
ati
o
n
s
,
o
r
i
n
c
o
n
s
is
t
en
cies
a
n
d
r
e
q
u
i
r
e
c
o
n
s
t
an
t
m
ai
n
t
en
a
n
ce
,
u
p
d
at
es,
a
n
d
e
v
al
u
ati
o
n
[
2
5
]
.
Pe
d
ag
o
g
i
ca
l
is
s
u
es
i
n
c
lu
d
e
t
h
e
al
ig
n
m
e
n
t
,
i
n
t
eg
r
ati
o
n
,
a
n
d
ev
al
u
at
io
n
o
f
A
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t
o
o
ls
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r
r
i
cu
lu
m
,
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h
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l
ea
r
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o
b
j
ec
ti
v
es,
an
d
t
h
e
ass
ess
m
en
t
c
r
ite
r
ia
,
a
n
d
h
o
w
A
I
to
o
ls
m
ay
r
e
q
u
ir
e
n
ew
s
k
i
lls
,
c
o
m
p
ete
n
c
ies
,
an
d
li
te
r
ac
ies
f
o
r
b
o
t
h
le
ar
n
er
s
a
n
d
e
d
u
ca
t
o
r
s
[
2
4
]
.
3.
M
E
T
H
O
D
3
.
1
.
Sy
s
t
e
m
a
t
ic
re
v
iew
A
s
y
s
tem
atic
r
ev
iew
o
f
r
esea
r
ch
ar
ticles,
p
ar
ticu
lar
ly
in
d
i
g
italizatio
n
,
s
h
o
u
l
d
b
e
co
n
d
u
cted
with
in
f
iv
e
y
ea
r
s
to
en
s
u
r
e
th
e
d
ata
r
e
m
ain
s
cu
r
r
en
t a
n
d
r
elev
an
t,
p
r
o
v
id
in
g
r
eliab
le
r
ef
er
en
ce
s
f
o
r
f
u
tu
r
e
r
esear
ch
e
r
s
.
Ho
wev
er
,
th
is
s
y
s
tem
atic
r
ev
iew
s
p
an
s
f
r
o
m
2
0
1
0
to
2
0
2
4
an
d
p
er
tain
s
to
h
u
m
an
izin
g
o
n
lin
e
p
ed
ag
o
g
y
in
d
ig
ital
en
v
ir
o
n
m
e
n
ts
d
u
e
to
th
e
lim
ited
r
esear
ch
o
n
th
is
to
p
ic.
T
h
e
au
th
o
r
s
co
n
s
id
er
e
d
th
e
p
er
s
p
ec
tiv
es
o
f
r
esear
ch
er
s
b
ef
o
r
e
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
as
ess
en
tial.
Stu
d
ies
wer
e
f
u
r
th
er
r
ev
ie
wed
b
ased
o
n
th
eir
r
elev
an
ce
to
th
e
t
o
p
ic
an
d
th
ei
r
elig
ib
ilit
y
.
I
n
clu
s
io
n
a
n
d
e
x
c
lu
s
io
n
cr
iter
ia
wer
e
ap
p
lied
b
y
r
ea
d
in
g
ab
s
tr
ac
ts
to
elim
in
ate
ar
ticles
th
at
d
id
n
o
t
m
ee
t
th
e
r
e
q
u
ir
ed
s
tan
d
ar
d
s
.
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tit
u
t
io
n
s
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
SLR
ad
d
r
ess
es
th
e
g
r
o
win
g
n
ee
d
f
o
r
h
u
m
a
n
izin
g
o
n
lin
e
p
ed
a
g
o
g
y
in
r
esp
o
n
s
e
t
o
th
e
r
ap
i
d
ex
p
an
s
io
n
o
f
d
ig
ital
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
o
d
ate,
it
h
as
b
ec
o
m
e
ap
p
ar
e
n
t
th
at
wh
ile
tech
n
o
lo
g
y
h
as
ad
v
an
ce
d
,
th
er
e
r
em
ai
n
s
a
cr
itical
n
ee
d
to
en
s
u
r
e
th
at
o
n
lin
e
ed
u
ca
tio
n
r
em
ain
s
em
p
ath
etic,
en
g
ag
in
g
,
an
d
ef
f
ec
tiv
e.
T
h
e
aim
was
to
b
r
i
d
g
e
g
ap
s
in
ex
is
tin
g
r
esear
ch
an
d
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
d
ig
ital
to
o
ls
an
d
p
e
d
ag
o
g
ical
s
tr
ateg
ies
ca
n
b
e
o
p
tim
ized
to
en
h
an
ce
h
u
m
an
c
o
n
n
ec
tio
n
an
d
s
tu
d
en
t
en
g
ag
em
e
n
t
in
o
n
lin
e
s
ettin
g
s
.
Fo
llo
win
g
s
p
ec
if
ic
in
clu
s
io
n
an
d
ex
clu
s
io
n
c
r
iter
ia,
th
e
a
u
th
o
r
s
o
b
tain
e
d
3
4
ar
ticles
f
r
o
m
v
ar
io
u
s
jo
u
r
n
als p
u
b
lis
h
ed
b
etwe
en
2
0
1
0
an
d
2
0
2
4
to
ca
p
tu
r
e
th
e
im
p
lem
en
ta
tio
n
o
f
h
u
m
an
izin
g
o
n
lin
e
p
e
d
ag
o
g
y
.
T
h
e
r
ev
iew
in
v
o
lv
e
d
e
x
am
in
in
g
v
ar
i
o
u
s
r
esear
ch
m
et
h
o
d
o
lo
g
ies,
g
eo
g
r
ap
h
ical
c
o
n
tex
ts
,
an
d
ed
u
ca
ti
o
n
al
lev
els
to
id
en
tify
tr
en
d
s
,
ch
allen
g
es,
an
d
e
f
f
ec
tiv
e
s
tr
ateg
ies
f
o
r
in
teg
r
atin
g
d
ig
ital
to
o
ls
with
p
ed
ag
o
g
ical
p
r
ac
tices
th
at
en
h
an
ce
h
u
m
a
n
in
ter
ac
tio
n
a
n
d
s
tu
d
en
t
en
g
ag
em
e
n
t.
T
h
e
ap
p
r
o
ac
h
u
s
ed
was
a
SLR
,
g
u
id
ed
b
y
a
r
ig
o
r
o
u
s
s
et
o
f
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia.
T
h
is
ap
p
r
o
ac
h
in
v
o
lv
e
d
co
llectin
g
,
an
aly
zin
g
,
an
d
s
y
n
th
esizin
g
d
ata
f
r
o
m
a
d
iv
e
r
s
e
r
an
g
e
o
f
s
tu
d
ies
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
o
v
er
v
iew
o
f
h
o
w
h
u
m
a
n
izin
g
o
n
lin
e
p
e
d
ag
o
g
y
is
b
ein
g
im
p
lem
en
ted
an
d
r
esear
ch
ed
.
T
h
e
r
ev
iew
u
tili
z
ed
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
an
al
y
s
es
to
e
x
p
lo
r
e
th
e
e
f
f
ec
tiv
en
ess
o
f
d
if
f
er
en
t
d
ig
ital
to
o
ls
a
n
d
p
ed
ag
o
g
ical
s
tr
ateg
ies
with
in
v
ar
io
u
s
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
e
s
y
s
tem
atic
r
ev
iew
(
ac
c
ess
ib
le
v
ia
t
h
is
lin
k
:
h
ttp
s
://d
o
cs.g
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o
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le.
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o
m
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ea
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r
ev
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th
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5
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%
(
n
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o
f
th
e
ar
tic
les
o
r
ig
in
ated
f
r
o
m
d
ev
elo
p
e
d
co
u
n
tr
ies
s
u
ch
as
Au
s
tr
alia,
I
taly
,
C
h
in
a,
an
d
t
h
e
US,
wh
ile
4
7
%
(
n
=1
6
)
ca
m
e
f
r
o
m
d
ev
elo
p
in
g
n
atio
n
s
in
clu
d
in
g
So
u
th
Af
r
ica,
Ma
lay
s
ia,
I
n
d
ia,
I
n
d
o
n
esia,
B
r
az
il,
T
u
r
k
ey
,
R
u
s
s
ia,
T
h
ailan
d
,
an
d
Sau
d
i
Ar
ab
ia.
T
h
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
f
lu
ctu
ated
s
ig
n
if
ican
tl
y
o
v
e
r
th
e
y
ea
r
s
:
2
0
1
0
(
n
=1
)
,
2
0
1
9
(
n
=3
)
,
2
0
2
0
(
n
=8
)
,
2
0
2
1
(
n
=1
0
)
,
2
0
2
2
(
n
=5
)
,
2
0
2
3
(
n
=6
)
,
an
d
2
0
2
4
(
n
=1
)
.
T
h
is
f
lu
ctu
atio
n
s
u
g
g
ests
th
e
in
cr
ea
s
in
g
im
p
o
r
tan
ce
o
f
o
n
lin
e
p
ed
a
g
o
g
y
in
ed
u
ca
tio
n
ac
r
o
s
s
all
le
v
els,
p
ar
ticu
lar
ly
d
u
r
in
g
c
r
is
es
lik
e
p
an
d
em
ics
o
r
n
atu
r
al
d
is
aster
s
wh
en
p
h
y
s
ic
al
atten
d
an
ce
is
c
h
allen
g
in
g
.
R
eg
ar
d
in
g
e
d
u
ca
tio
n
al
lev
els,
9
%
(
n
=
3
)
o
f
t
h
e
ar
ticles
f
o
cu
s
ed
o
n
p
r
im
a
r
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
wh
il
e
th
e
m
ajo
r
ity
(
9
1
%,
n
=
3
1
)
ce
n
ter
ed
o
n
h
ig
h
er
ed
u
ca
tio
n
.
T
h
is
s
h
if
t
t
o
war
d
s
o
n
lin
e
lear
n
in
g
in
h
ig
h
er
ed
u
ca
tio
n
p
o
s
t
-
C
OVI
D
-
1
9
allo
ws
s
tu
d
en
ts
to
s
tu
d
y
f
r
o
m
h
o
m
e,
r
ed
u
cin
g
liv
in
g
c
o
s
ts
.
Qu
an
titativ
e
m
eth
o
d
s
,
p
ar
ticu
lar
ly
s
u
r
v
ey
s
(
n
=1
0
,
2
9
%),
wer
e
th
e
m
o
s
t
co
m
m
o
n
r
esear
ch
ap
p
r
o
ac
h
,
f
o
llo
wed
b
y
q
u
alitativ
e
m
eth
o
d
s
s
u
ch
as
in
ter
v
iews,
o
b
s
er
v
atio
n
s
,
an
d
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
(
n
=1
8
,
5
3
%
)
.
A
s
m
aller
p
r
o
p
o
r
tio
n
em
p
lo
y
ed
m
ix
e
d
-
m
eth
o
d
s
(
n
=6
,
1
8
%).
Fro
m
an
in
itial
p
o
o
l
o
f
5
3
0
ar
ticles,
4
2
6
wer
e
s
cr
ee
n
ed
f
o
r
d
u
p
licatio
n
an
d
r
ele
v
an
ce
b
ased
o
n
p
r
ed
ef
in
e
d
cr
iter
ia
(
T
ab
le
1
)
.
Ultim
ately
,
3
4
a
r
ticles
m
et
th
e
cr
iter
ia
af
ter
ex
clu
d
in
g
2
7
4
r
ev
iew
s
tu
d
ies
an
d
non
-
p
ee
r
-
r
e
v
iewe
d
ar
ticles.
An
ad
d
itio
n
al
1
5
2
s
tu
d
ies
wer
e
ex
clu
d
ed
as
th
ey
f
o
cu
s
ed
o
n
k
in
d
er
g
a
r
ten
,
p
r
esch
o
o
l,
o
r
t
o
d
d
ler
ed
u
ca
tio
n
,
wh
ich
is
less
co
n
d
u
civ
e
to
o
n
lin
e
p
e
d
ag
o
g
y
.
Fin
ally
,
1
8
s
tu
d
ies
wer
e
r
ejec
ted
b
ec
au
s
e
th
ey
d
is
cu
s
s
ed
h
u
m
an
izin
g
p
ed
ag
o
g
y
with
o
u
t
in
co
r
p
o
r
atin
g
o
n
lin
e
lear
n
in
g
.
Usi
n
g
a
co
n
s
tan
t
co
m
p
ar
ativ
e
tech
n
iq
u
e
f
o
r
an
aly
s
is
,
th
e
au
th
o
r
s
s
eg
m
en
ted
th
eir
f
in
d
in
g
s
in
to
th
r
ee
s
u
b
s
ec
tio
n
s
ad
d
r
ess
in
g
s
p
ec
if
ic
r
esear
ch
q
u
esti
o
n
s
b
a
s
ed
o
n
th
eir
d
ataset.
4.
1
.
Resea
rc
h
qu
estio
n 1
B
ased
o
n
th
e
SLR
d
ataset
as
d
em
o
n
s
tr
ated
i
n
th
e
s
p
r
ea
d
s
h
ee
ts
titl
ed
“
Hu
m
an
ize
o
n
lin
e
lear
n
in
g
”
(
s
ee
th
e
lin
k
p
r
o
v
id
ed
in
th
e
r
esu
lt
an
d
d
is
cu
s
s
io
n
s
ec
tio
n
)
,
th
e
r
esu
lts
an
s
wer
ed
r
esear
ch
q
u
esti
o
n
1
o
n
th
e
cu
r
r
en
t
tr
en
d
s
in
o
n
lin
e
p
ed
a
g
o
g
y
r
esear
ch
.
T
h
e
tr
e
n
d
a
n
a
ly
s
is
in
th
e
lin
e
g
r
a
p
h
m
an
if
e
s
ts
th
e
tr
en
d
in
t
h
e
n
u
m
b
er
o
f
a
r
ticles
p
u
b
lis
h
ed
o
v
er
th
e
y
ea
r
s
an
d
p
o
p
u
lar
j
o
u
r
n
als
o
v
er
th
e
y
ea
r
s
as
s
h
o
wn
in
Fig
u
r
e
s
2
an
d
3
.
T
h
ese
f
ig
u
r
es
in
d
icate
t
h
e
ev
o
lu
tio
n
an
d
g
r
o
win
g
in
te
r
est
in
th
e
to
p
ic
a
n
d
th
e
p
r
im
a
r
y
s
o
u
r
ce
s
o
f
p
u
b
lis
h
ed
r
esear
ch
.
Geo
g
r
ap
h
ical
an
aly
s
is
in
th
e
b
ar
ch
ar
t
co
m
p
ar
es
th
e
n
u
m
b
er
o
f
s
tu
d
ies
co
n
d
u
cted
in
d
ev
elo
p
e
d
co
u
n
tr
ies
v
er
s
u
s
d
e
v
elo
p
in
g
c
o
u
n
tr
ies
in
th
e
b
ar
ch
a
r
t
o
f
Fi
g
u
r
e
4
,
illu
s
tr
ates
th
e
r
esear
ch
'
s
g
lo
b
al
s
p
r
ea
d
an
d
f
o
cu
s
ar
ea
s
.
I
n
Fig
u
r
e
5
,
th
e
b
ar
ch
ar
t in
d
icate
s
th
e
m
eth
o
d
o
lo
g
ical
an
aly
s
is
o
f
th
e
d
is
tr
ib
u
tio
n
o
f
q
u
an
titativ
e,
q
u
alitativ
e,
an
d
m
ix
ed
-
m
eth
o
d
s
tu
d
ies,
in
d
icatin
g
th
e
b
alan
ce
an
d
p
r
e
f
er
en
ce
f
o
r
d
if
f
er
en
t
r
esear
ch
m
eth
o
d
o
l
o
g
ies
.
Fig
u
r
e
6
also
s
h
o
ws
th
e
m
eth
o
d
o
l
o
g
ical
a
n
aly
s
is
o
f
th
e
s
tu
d
ies’
m
o
s
t
co
m
m
o
n
ly
em
p
lo
y
ed
p
ed
ag
o
g
ical
s
tr
ateg
ies.
On
lin
e
p
ed
ag
o
g
y
r
ef
er
s
to
th
e
m
eth
o
d
s
an
d
p
r
ac
tices
em
p
lo
y
ed
in
teac
h
in
g
with
in
d
ig
ital
en
v
ir
o
n
m
en
ts
.
On
e
o
f
th
e
p
r
im
ar
y
tr
en
d
s
i
n
o
n
lin
e
p
ed
a
g
o
g
y
is
t
h
e
in
c
r
ea
s
in
g
e
m
p
h
asis
o
n
f
lex
i
b
ilit
y
an
d
ac
ce
s
s
ib
ilit
y
.
On
lin
e
ed
u
ca
tio
n
allo
ws
lear
n
er
s
to
ac
ce
s
s
co
u
r
s
e
m
ater
ials
an
d
p
ar
ticip
ate
in
lear
n
in
g
ac
tiv
ities
r
eg
ar
d
less
o
f
th
eir
g
eo
g
r
ap
h
ic
lo
ca
tio
n
o
r
tim
e
co
n
s
tr
ain
ts
.
Acc
o
r
d
in
g
to
Pei
an
d
W
u
[
2
]
th
is
f
lex
ib
ilit
y
is
a
s
ig
n
if
ican
t
ad
v
an
tag
e,
en
a
b
lin
g
a
b
r
o
ad
er
r
a
n
g
e
o
f
s
tu
d
en
ts
to
p
u
r
s
u
e
ed
u
ca
tio
n
.
Ho
wev
e
r
,
o
n
lin
e
p
ed
ag
o
g
y
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
2
0
7
-
2
2
2
3
2214
also
p
r
esen
ts
s
ev
er
al
ch
allen
g
es.
W
ester
n
an
d
Asi
an
s
ch
o
lar
s
h
av
e
f
o
u
n
d
th
at
ed
u
ca
to
r
s
,
s
tu
d
en
ts
,
an
d
ad
m
in
is
tr
ato
r
s
f
ac
e
ch
allen
g
es
in
im
p
lem
en
tin
g
o
n
lin
e
p
ed
ag
o
g
y
in
th
e
cu
ttin
g
-
e
d
g
e
ad
v
an
ce
m
en
t
o
f
tech
n
o
lo
g
y
[
1
]
,
[
4
]
,
[
2
6
]
,
[
2
7
]
,
[
3
0
]
.
Fo
r
ex
a
m
p
le,
a
q
u
an
titativ
e
s
tu
d
y
,
u
s
in
g
an
o
n
lin
e
s
u
r
v
ey
o
f
1
0
1
I
n
ter
n
atio
n
al
STE
M
f
ac
u
lty
m
em
b
er
s
in
d
e
v
elo
p
e
d
co
u
n
tr
ie
s
,
n
am
ely
I
taly
,
u
n
c
o
v
er
e
d
th
a
t
o
n
lin
e
ev
al
u
atio
n
an
d
p
ed
ag
o
g
y
wer
e
th
e
m
o
s
t
d
is
r
u
p
ted
d
im
en
s
io
n
s
o
f
e
-
lea
r
n
in
g
wh
en
in
s
tr
u
cto
r
s
s
tr
u
g
g
l
ed
to
r
e
-
o
r
ch
estra
te
th
eir
teac
h
in
g
d
u
r
in
g
s
u
ch
a
n
u
n
p
r
ec
e
d
en
ted
e
v
en
t.
Pro
b
lem
-
b
ased
lear
n
in
g
in
d
ig
ital
en
v
ir
o
n
m
en
ts
p
r
esen
ts
s
ig
n
if
ican
t
ch
allen
g
es,
n
o
tab
ly
r
elate
d
to
tech
n
o
lo
g
y
ac
ce
s
s
ib
ilit
y
[
3
1
]
.
T
h
ese
s
ch
o
lar
s
also
h
ig
h
lig
h
ted
c
o
m
m
u
n
icatio
n
is
s
u
es
in
o
n
lin
e
s
ettin
g
s
,
attr
ib
u
tin
g
t
h
em
to
th
e
d
elay
e
d
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
e
n
ts
to
in
s
tr
u
cto
r
s
.
I
n
a
q
u
an
titativ
e
s
tu
d
y
c
o
n
d
u
cted
in
th
e
U.
S.,
Hillair
e
et
a
l.
[
1
]
f
o
c
u
s
ed
o
n
ass
is
tiv
e
tech
n
o
lo
g
y
,
p
a
r
ticu
lar
ly
tex
t
-
to
-
s
p
ee
ch
(
T
T
S)
s
y
s
tem
s
in
MO
OC
s
.
T
h
ey
d
is
co
v
er
ed
th
a
t
ap
p
r
o
x
im
ately
3
5
%
o
f
s
en
te
n
ce
s
co
n
tain
ed
e
m
o
tio
n
al
tex
t
,
y
et
ex
is
tin
g
T
T
S
v
o
ices
o
f
ten
f
ailed
to
ac
cu
r
a
tely
co
n
v
e
y
em
o
tio
n
al
n
u
an
c
es,
with
s
y
n
th
etic
v
o
ices
f
r
e
q
u
en
tly
e
x
h
ib
itin
g
o
v
er
ly
n
eg
ativ
e
to
n
es c
o
m
p
ar
e
d
to
th
e
n
eu
tr
al
em
o
ti
o
n
al
co
n
ten
t o
f
th
e
te
x
t.
Similar
ly
,
B
o
r
u
p
et
a
l
[
4
]
c
o
n
d
u
cted
a
q
u
a
n
titativ
e
s
tu
d
y
in
v
o
lv
in
g
6
8
o
n
lin
e
m
ath
em
atic
s
teac
h
er
s
in
th
e
U.
S.
T
h
ey
f
o
u
n
d
th
at
o
v
er
5
0
%
o
f
lear
n
i
n
g
ac
tiv
ities
to
o
k
p
lace
o
n
lin
e,
r
ev
ea
lin
g
ch
allen
g
es
in
b
o
th
tech
n
o
lo
g
ical
a
n
d
p
ed
ag
o
g
ical
asp
ec
ts
.
T
h
ese
ch
allen
g
es
in
c
lu
d
ed
f
o
r
m
u
latin
g
ef
f
e
ctiv
e
ta
s
k
s
an
d
d
is
cu
s
s
io
n
p
r
o
m
p
ts
co
n
d
u
civ
e
to
o
n
lin
e
in
ter
ac
tio
n
,
s
elec
tin
g
task
s
co
m
p
atib
le
with
o
n
lin
e
en
v
ir
o
n
m
en
ts
an
d
r
elev
an
t
tech
n
o
lo
g
ies,
p
r
o
v
id
in
g
tim
ely
f
ee
d
b
ac
k
o
n
p
ar
ticip
an
t
p
o
s
ts
,
o
r
g
an
izin
g
o
n
lin
e
g
r
o
u
p
s
,
en
g
ag
in
g
p
ar
ticip
a
n
ts
f
r
o
m
d
iv
e
r
s
e
b
ac
k
g
r
o
u
n
d
s
,
ch
o
o
s
in
g
ap
p
r
o
p
r
iate
o
n
lin
e
to
o
ls
an
d
m
ath
em
atica
l
tech
n
o
lo
g
ies,
an
d
en
s
u
r
in
g
p
ar
ticip
an
ts
ef
f
ec
tiv
ely
u
tili
ze
th
ese
tech
n
o
lo
g
ies.
A
q
u
alitativ
e
s
tu
d
y
co
n
d
u
cte
d
in
C
h
in
a
ex
p
lo
r
ed
liv
e
v
id
eo
s
tr
ea
m
in
g
(
L
VS)
in
o
n
lin
e
p
ed
ag
o
g
y
in
v
o
lv
in
g
1
5
teac
h
er
s
an
d
1
8
s
tu
d
en
ts
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
lev
els
[
3
2
]
.
T
h
e
s
tu
d
y
id
en
tifie
d
th
r
ee
ca
teg
o
r
ies
o
f
ch
allen
g
es:
s
h
ar
ed
ch
allen
g
es
ex
p
er
ien
ce
d
b
y
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
d
u
r
in
g
L
VS
s
ess
io
n
s
,
co
n
f
lictin
g
ch
allen
g
es
w
h
er
e
b
o
th
p
a
r
ties
h
eld
d
if
f
e
r
in
g
v
iew
s
an
d
attitu
d
es,
an
d
u
n
iq
u
e
ch
allen
g
es
s
p
ec
if
ic
to
ea
ch
g
r
o
u
p
.
Sh
ar
ed
ch
allen
g
es
in
clu
d
ed
is
s
u
es
o
f
tr
u
s
t,
p
r
iv
ac
y
co
n
ce
r
n
s
,
th
e
im
p
ac
t
o
f
leav
in
g
d
ig
ital
f
o
o
tp
r
i
n
ts
,
d
if
f
icu
lties
in
in
ter
p
r
etin
g
ey
e
co
n
tact
an
d
b
o
d
y
l
an
g
u
ag
e
,
an
d
m
an
a
g
in
g
im
p
r
e
s
s
io
n
s
.
C
o
n
f
lictin
g
ch
allen
g
es
en
co
m
p
ass
ed
d
is
ag
r
ee
m
en
ts
o
v
e
r
s
witch
in
g
b
e
twee
n
m
u
ltip
le
p
latf
o
r
m
s
,
v
a
r
y
in
g
e
x
p
ec
tatio
n
s
r
eg
ar
d
in
g
s
tu
d
en
t
en
g
a
g
em
en
t
,
an
d
s
tr
ik
in
g
a
b
alan
ce
b
etwe
en
en
ter
tain
m
e
n
t
an
d
ed
u
ca
tio
n
al
co
n
ten
t.
Un
iq
u
e
ch
allen
g
es
f
ac
ed
b
y
teac
h
er
s
in
clu
d
ed
h
an
d
lin
g
r
ea
l
-
tim
e
m
is
tak
es
u
n
d
er
p
r
ess
u
r
e,
o
v
er
co
m
in
g
lear
n
in
g
cu
r
v
es
f
o
r
s
en
io
r
e
d
u
ca
to
r
s
,
an
d
m
an
a
g
in
g
m
o
o
d
s
win
g
s
.
On
th
e
o
th
er
h
a
n
d
,
s
tu
d
en
ts
f
ac
e
d
u
n
iq
u
e
ch
allen
g
es
s
u
ch
as a
p
er
ce
iv
ed
lack
o
f
p
e
er
p
r
esen
ce
.
I
n
d
ev
elo
p
in
g
c
o
u
n
tr
ies
lik
e
I
n
d
o
n
esia,
a
s
tu
d
y
f
o
cu
s
in
g
o
n
s
im
u
latio
n
an
d
g
am
if
icatio
n
in
to
u
r
is
m
ed
u
ca
tio
n
[
3
3
]
.
T
h
is
q
u
alitati
v
e
r
esear
ch
id
en
tifie
d
th
r
ee
m
ain
ch
allen
g
es
af
f
ec
tin
g
lec
tu
r
er
s
,
s
tu
d
en
ts
,
a
n
d
to
u
r
is
m
in
d
u
s
tr
y
p
r
ac
titi
o
n
er
s
.
On
e
lectu
r
er
en
c
o
u
n
ter
e
d
d
i
f
f
icu
lties
in
en
s
u
r
in
g
all
s
tu
d
en
ts
h
ad
ac
ce
s
s
to
n
ec
ess
ar
y
d
ig
ital to
o
ls
.
T
o
ad
d
r
ess
th
is
,
th
ey
estab
li
s
h
ed
co
m
p
u
ter
lab
s
,
p
r
o
v
id
ed
lo
an
e
r
d
e
v
ices to
s
tu
d
en
ts
in
n
ee
d
,
a
n
d
o
f
f
er
e
d
f
le
x
ib
le
lear
n
in
g
o
p
tio
n
s
tailo
r
e
d
to
v
ar
y
in
g
lev
els
o
f
d
ig
ital
liter
ac
y
am
o
n
g
s
tu
d
e
n
ts
.
So
m
e
s
tu
d
en
ts
s
tr
u
g
g
led
with
th
e
le
ar
n
in
g
cu
r
v
e
ass
o
ciate
d
with
n
ew
tech
n
o
lo
g
ies.
Me
an
wh
ile
,
to
u
r
is
m
in
d
u
s
tr
y
p
r
ac
titi
o
n
er
s
f
ac
ed
ch
allen
g
es in
ad
ap
tin
g
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
m
ed
to
k
ee
p
p
ac
e
with
r
a
p
id
ly
ev
o
lv
in
g
d
ig
ital
tech
n
o
lo
g
ies.
Ho
wev
er
,
th
is
s
itu
atio
n
also
p
r
esen
ted
an
o
p
p
o
r
tu
n
ity
f
o
r
clo
s
er
co
llab
o
r
atio
n
b
etwe
en
in
d
u
s
tr
y
an
d
ed
u
ca
tio
n
s
ec
to
r
s
,
aim
in
g
to
p
r
ep
a
r
e
a
wo
r
k
f
o
r
ce
ca
p
ab
l
e
o
f
th
r
i
v
in
g
in
th
e
d
ig
ital e
r
a
.
Fig
u
r
e
2
.
L
i
n
e
g
r
a
p
h
o
f
th
e
n
u
m
b
er
o
f
ar
ticles p
u
b
lis
h
ed
ea
c
h
y
ea
r
b
etwe
en
2
0
1
0
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0
2
4
o
n
o
n
lin
e
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e
d
ag
o
g
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
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J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
B
r
id
g
in
g
tech
n
o
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a
n
d
h
u
m
a
n
ity:
h
u
m
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n
iz
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g
o
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e
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viro
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(
N
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h
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a
z
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k
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2215
Fig
u
r
e
3
.
B
ar
ch
a
r
t o
f
t
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p
1
0
j
o
u
r
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als p
u
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2
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0
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2
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4
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n
o
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ed
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o
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Fig
u
r
e
4
.
B
ar
ch
a
r
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f
t
h
e
n
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m
b
er
o
f
s
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d
ies co
n
d
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in
d
e
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ies b
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2
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1
0
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o
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e
p
ed
ag
o
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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
2
0
7
-
2
2
2
3
2216
Fig
u
r
e
5
.
Nu
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Dig
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ls
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