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The
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Co
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d
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ti
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n
.
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e
p
s
y
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h
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imp
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s
(A
-
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in
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s).
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train
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s
:
C
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C
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CC B
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C
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A
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:
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a
Su
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Dep
ar
tm
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t o
f
Fo
r
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L
an
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u
ag
es,
Plato
v
So
u
th
-
R
u
s
s
ian
State
Po
ly
tech
n
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Un
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s
ity
(
N
PI)
1
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Stre
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3
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R
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Fed
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m
ail:
e.
s
u
s
im
en
k
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@
n
p
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-
tu
.
r
u
1.
I
NT
RO
D
UCT
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O
N
I
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r
ec
en
t
y
ea
r
s
,
d
u
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to
t
h
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in
f
o
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m
atio
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tech
n
o
l
o
g
y
r
ev
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l
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tio
n
,
m
a
n
y
ed
u
ca
tio
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al
in
s
titu
ti
o
n
s
h
av
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s
witch
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to
o
n
lin
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lear
n
in
g
.
T
h
e
u
s
e
o
f
m
o
b
ile
a
p
p
li
ca
tio
n
s
h
as
allo
wed
teac
h
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s
an
d
s
tu
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ts
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co
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icate
with
ea
ch
o
t
h
er
in
v
id
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o
r
te
x
t
f
o
r
m
at
[
1
]
,
[
2
]
.
T
h
is
ty
p
e
o
f
lea
r
n
in
g
r
eq
u
ir
es
teac
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s
to
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eso
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r
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r
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b
lem
s
an
d
im
p
lem
en
t
o
n
lin
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lear
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in
g
[
3
]
.
T
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e
q
u
esti
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n
th
at
n
ee
d
s
t
o
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e
r
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b
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m
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f
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tiv
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am
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n
g
s
ch
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o
lch
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r
en
a
n
d
s
tu
d
en
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co
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p
ar
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d
to
tr
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itio
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al
class
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o
r
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o
t.
T
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e
r
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is
a
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d
to
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tu
d
y
t
h
e
ef
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ec
ti
v
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k
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teac
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co
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to
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p
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tu
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f
t
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ef
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ec
tiv
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f
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n
lin
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class
es
[
4
]
.
Dis
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ce
lear
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in
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a
co
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c
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th
at
is
cl
o
s
ely
r
elate
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t
o
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d
ev
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o
p
m
en
t
o
f
in
f
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m
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co
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m
u
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tech
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ed
t
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m
o
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lear
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lin
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lear
n
in
g
,
an
d
lear
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in
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f
r
o
m
home
[
5
]
.
T
h
is
co
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ce
p
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is
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ef
in
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as
lear
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f
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wh
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an
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m
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m
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tech
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an
g
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th
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f
o
r
m
an
d
s
co
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f
wo
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k
[
6
]
.
T
h
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m
o
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t
im
p
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tan
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if
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class
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m
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th
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Evaluation Warning : The document was created with Spire.PDF for Python.
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lo
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term e
-
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n
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(
E
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a
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s
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ko
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1905
g
r
ea
ter
in
d
e
p
en
d
e
n
ce
o
f
s
tu
d
en
ts
.
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t
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k
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m
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o
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,
an
x
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,
an
d
p
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o
r
ac
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r
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[
7
]
,
[
8
]
.
T
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e
n
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ativ
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o
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tco
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es
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f
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n
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an
d
m
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n
o
f
class
m
ates
[
9
]
.
T
h
ese
p
r
o
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lem
s
ca
n
b
e
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r
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ed
with
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lear
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i
n
g
p
latf
o
r
m
s
a
n
d
co
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r
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es
[
1
0
]
.
B
ased
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.
T
h
ese
a
r
e
lear
n
i
n
g
ab
ilit
y
,
a
n
aly
tical
ab
ilit
y
,
c
r
ea
tiv
ity
,
a
n
d
cr
itical
th
in
k
in
g
[
1
1
]
.
So
m
e
s
tu
d
ies
in
d
icate
th
at
o
n
lin
e
s
tu
d
en
ts
ten
d
t
o
a
ctiv
ely
s
ee
k
in
f
o
r
m
atio
n
,
p
r
o
g
r
am
s
,
an
d
lear
n
in
g
to
o
ls
o
n
th
eir
o
wn
[
1
]
,
[
1
2
]
.
I
n
ad
d
itio
n
,
th
e
ev
al
u
atio
n
o
f
th
e
im
p
lem
en
tatio
n
o
f
tr
ain
i
n
g
was
n
o
ted
as
an
ad
v
an
tag
e
o
f
th
e
m
e
d
ia
u
s
e.
I
t
was
f
o
u
n
d
th
at
cr
itical
th
in
k
in
g
s
k
ills
an
d
in
d
ep
en
d
en
ce
i
n
co
m
p
letin
g
task
s
wer
e
im
p
r
o
v
ed
.
I
t
was
also
c
o
n
clu
d
ed
th
at
th
e
le
v
el
o
f
c
r
itical
th
in
k
in
g
a
m
o
n
g
th
e
r
esp
o
n
d
en
ts
in
cr
ea
s
ed
d
u
e
to
th
e
u
s
e
o
f
ad
v
an
ce
d
in
f
o
r
m
atio
n
tech
n
o
lo
g
ies
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
A
s
tu
d
en
t
q
u
esti
o
n
n
air
e
r
ev
ea
led
an
im
p
r
o
v
em
e
n
t
in
cr
ea
tiv
ity
wh
en
d
o
in
g
h
o
m
ewo
r
k
in
t
h
e
co
n
tex
t
o
f
a
h
i
g
h
d
e
g
r
e
e
o
f
m
o
b
ile
m
ed
ia
ex
p
lo
itatio
n
.
Self
-
d
ir
ec
ted
l
ea
r
n
in
g
h
elp
s
s
tu
d
e
n
ts
im
p
r
o
v
e
th
eir
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
m
an
ag
in
g
ti
m
e
an
d
wo
r
k
lo
ad
[
1
3
]
.
T
h
e
u
n
if
ie
d
th
eo
r
y
o
f
ac
ce
p
t
an
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
(
UT
AUT
)
is
ef
f
ec
tiv
ely
u
s
ed
in
s
ev
er
al
s
tu
d
ies to
as
s
ess
th
e
in
ten
tio
n
an
d
b
eh
av
i
o
r
o
f
u
s
er
s
d
u
r
in
g
t
ec
h
n
o
lo
g
ical
ch
an
g
es
[
1
0
]
.
I
t e
f
f
ec
tiv
ely
co
n
n
ec
ts
th
e
co
n
ce
p
t
o
f
u
s
er
g
r
o
u
p
s
b
y
th
e
r
ate
o
f
tech
n
o
lo
g
y
ad
o
p
tio
n
with
t
h
e
p
ed
ag
o
g
ical
c
o
n
ce
p
t
o
f
d
if
f
e
r
en
t
t
y
p
es
o
f
lear
n
in
g
.
R
esear
ch
s
h
o
ws
th
at
co
p
in
g
with
th
e
ch
allen
g
es
o
f
o
n
lin
e
lear
n
in
g
is
clo
s
ely
r
elate
d
to
th
e
willin
g
n
ess
to
ac
ce
p
t,
m
aster
,
an
d
in
ten
tio
n
ally
u
s
e
n
ew
te
ch
n
o
lo
g
ies
f
o
r
lear
n
i
n
g
a
n
d
d
ev
elo
p
m
en
t,
wh
ich
m
ak
es
th
is
th
eo
r
y
v
alu
a
b
le
with
in
th
is
ap
p
r
o
ac
h
[
7
]
,
[
8
]
,
[
1
4
]
.
I
n
th
e
ca
s
e
o
f
o
n
lin
e
lear
n
in
g
,
s
tu
d
e
n
t
s
atis
f
ac
tio
n
is
s
ee
n
a
s
an
in
d
icato
r
o
f
th
e
q
u
ality
o
f
th
e
ed
u
ca
tio
n
s
y
s
tem
[
1
5
]
.
T
h
e
UT
AUT
m
o
d
el
en
ab
les
th
e
ass
ess
m
en
t
o
f
v
ar
io
u
s
f
ac
t
o
r
s
,
s
u
ch
as
p
er
f
o
r
m
an
ce
ex
p
ec
tan
cy
,
ef
f
o
r
t
ex
p
ec
tan
cy
,
s
o
cial
in
f
lu
en
ce
,
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
in
o
r
d
er
to
u
n
d
er
s
tan
d
h
o
w
t
h
ese
f
a
cto
r
s
,
af
f
ec
t
s
tu
d
en
ts
’
ac
ce
p
tan
ce
o
f
tech
n
o
lo
g
y
.
T
h
is
s
tu
d
y
in
teg
r
ates th
ese
th
eo
r
etica
l f
o
u
n
d
atio
n
s
to
an
aly
z
e
h
o
w
s
tu
d
en
ts
ad
o
p
t a
n
d
u
s
e
n
ew
tech
n
o
lo
g
ies in
o
n
lin
e
ed
u
ca
tio
n
.
Sp
ec
if
ically
,
th
e
UT
AUT
m
o
d
el
is
u
tili
ze
d
to
ass
es
s
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
th
e
s
u
cc
ess
o
f
in
teg
r
atin
g
VR
tech
n
o
lo
g
ies
i
n
to
d
an
ce
ed
u
ca
tio
n
.
T
h
e
p
a
p
er
ev
alu
ates
h
o
w
s
tu
d
en
ts
p
er
ce
iv
e
th
e
im
p
ac
t
o
f
u
s
in
g
m
o
b
ile
d
e
v
ices
o
n
th
eir
lear
n
in
g
ab
ilit
y
an
d
s
o
cial
ad
ap
tatio
n
.
T
h
e
s
tu
d
y
also
e
x
am
in
es
h
o
w
p
r
ess
u
r
es
f
r
o
m
p
ee
r
s
,
teac
h
er
s
,
an
d
p
ar
e
n
ts
af
f
ec
t
s
tu
d
e
n
ts
’
u
s
e
o
f
tech
n
o
lo
g
y
.
T
h
is
r
esear
ch
also
in
v
o
lv
es
th
e
th
e
o
r
y
o
f
ac
tiv
e
lear
n
in
g
,
wh
ic
h
is
im
p
lem
en
ted
th
r
o
u
g
h
s
o
ci
o
-
p
s
y
ch
o
lo
g
ical
tr
ain
in
g
s
ess
io
n
s
d
esig
n
ed
to
im
p
r
o
v
e
t
h
e
p
er
s
o
n
al
q
u
alities
o
f
i
n
d
iv
id
u
als
an
d
ad
a
p
t
th
e
m
to
ch
an
g
in
g
lear
n
i
n
g
co
n
d
itio
n
s
.
T
h
is
ap
p
r
o
ac
h
ac
tiv
ely
en
g
ag
es p
ar
ticip
a
n
ts
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
an
d
p
r
o
m
o
tes th
eir
p
er
s
o
n
al
d
e
v
elo
p
m
e
n
t.
T
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
h
as
led
to
a
r
ap
id
tr
an
s
itio
n
to
o
n
lin
e
lear
n
in
g
,
m
ak
in
g
th
e
co
m
m
u
n
ity
o
f
in
q
u
ir
y
(
C
o
I
)
r
elev
an
t
f
o
r
estab
lis
h
in
g
m
ea
n
i
n
g
f
u
l
an
d
e
f
f
ec
tiv
e
o
n
lin
e
lear
n
in
g
[
1
6
]
.
T
h
e
C
o
I
s
tr
u
ctu
r
e
s
u
g
g
ests
th
at
s
o
cial,
co
g
n
itiv
e,
an
d
teac
h
in
g
p
r
esen
ce
ar
e
ess
en
tial
elem
en
ts
th
at
allo
w
f
o
r
a
s
u
cc
ess
f
u
l
ed
u
ca
tio
n
al
ex
p
er
ien
ce
i
n
co
m
p
u
ter
-
b
ased
d
is
tan
ce
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
1
7
]
.
So
cial
p
r
esen
ce
is
d
ef
in
ed
as
th
e
ab
ilit
y
o
f
o
n
lin
e
lear
n
in
g
p
ar
ticip
an
ts
to
c
o
m
m
u
n
icate
i
n
p
er
s
o
n
,
e
x
p
r
ess
th
eir
o
p
i
n
io
n
s
ef
f
ec
tiv
ely
,
an
d
p
er
ce
iv
e
o
th
er
s
as
r
ea
l
p
eo
p
l
e.
T
h
is
co
m
p
o
n
e
n
t
p
lay
s
a
k
ey
r
o
le
in
o
v
er
co
m
in
g
s
o
cial
m
alad
ju
s
tm
en
t
an
d
im
p
r
o
v
in
g
c
o
m
m
u
n
icatio
n
c
o
m
p
eten
ce
.
I
n
o
n
e
o
f
th
e
s
tu
d
ie
s
,
th
e
task
was
to
u
n
d
er
s
tan
d
h
o
w
th
e
u
s
e
o
f
C
o
I
af
f
ec
ts
s
tu
d
en
ts
’
ac
tu
al
lear
n
i
n
g
o
u
tco
m
es
b
y
in
clu
d
i
n
g
s
t
u
d
en
t
em
p
o
wer
m
e
n
t
as
an
es
s
en
tial
asp
ec
t.
T
h
e
r
esu
lts
h
av
e
s
h
o
wn
th
at
s
tu
d
en
t
em
p
o
wer
m
en
t
h
as
a
d
ir
ec
t
an
d
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
e
n
ts
’
ac
tu
al
lear
n
in
g
o
u
tco
m
es
an
d
p
ar
tially
m
ed
i
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
C
o
I
av
ailab
ilit
y
an
d
lea
r
n
i
n
g
o
u
tc
o
m
es
[
1
6
]
.
An
o
th
er
s
tu
d
y
e
x
am
in
ed
th
e
i
m
p
ac
t
o
f
th
e
C
o
I
lear
n
in
g
m
o
d
el
an
d
lear
n
in
g
s
ty
les
o
n
s
tu
d
en
ts
’
s
o
cial
s
k
ills
[
1
8
]
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
u
s
ed
t
h
e
C
o
I
lear
n
i
n
g
m
o
d
e
l,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
u
s
ed
th
e
co
o
p
er
ativ
e
lear
n
in
g
m
o
d
el
(
co
m
p
ar
is
o
n
)
.
T
h
e
r
esu
lts
o
f
th
e
e
x
p
er
im
e
n
t
r
ev
ea
led
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
s
o
cial
s
k
ills
b
etwe
en
th
e
two
g
r
o
u
p
s
o
f
s
t
u
d
en
ts
.
T
h
e
r
esear
c
h
er
s
f
o
cu
s
ed
o
n
v
is
u
al,
a
u
d
ito
r
y
,
an
d
k
in
esth
etic
lear
n
in
g
s
ty
les
an
d
f
o
u
n
d
th
at
an
in
ter
ac
tio
n
b
etwe
en
th
e
C
o
I
lear
n
in
g
m
o
d
el
an
d
lear
n
in
g
s
ty
les
im
p
ac
ts
s
tu
d
en
ts
’
s
o
cial
s
k
ills
.
T
h
e
r
esu
lts
o
f
a
n
o
th
er
ar
ticle
r
e
v
ea
led
n
o
ass
o
ciatio
n
b
etwe
en
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
th
eir
p
ar
ticip
atio
n
in
C
o
I
a
n
d
a
n
y
o
f
th
e
th
r
ee
in
d
icato
r
s
o
f
ac
a
d
em
ic
ac
h
iev
em
e
n
t
ev
alu
ate
d
b
y
th
e
teac
h
er
.
T
h
is
in
d
icate
s
th
at
th
e
ef
f
icien
cy
o
f
th
e
C
o
I
s
tr
u
ctu
r
e
as a
m
o
d
el
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
r
em
ain
s
in
d
o
u
b
t
[
1
7
]
.
R
esea
r
c
h
s
h
o
ws
th
at
t
ea
c
h
er
p
r
ese
n
c
e
a
n
d
s
o
cia
l
p
r
es
e
n
ce
ar
e
cr
iti
ca
l
to
s
u
c
ce
s
s
f
u
l
o
n
l
in
e
lea
r
n
i
n
g
.
I
n
p
ar
t
ic
u
l
ar
,
s
o
ci
al
p
r
ese
n
c
e
c
o
n
t
r
i
b
u
tes
t
o
a
s
e
n
s
e
o
f
c
o
m
m
u
n
it
y
,
em
o
t
io
n
a
l
s
u
p
p
o
r
t,
a
n
d
d
e
v
el
o
p
i
n
g
in
t
er
p
er
s
o
n
al
s
k
il
ls
[
1
8
]
.
T
h
e
p
r
es
e
n
ce
o
f
a
t
ea
ch
e
r
p
r
o
v
i
d
es
s
t
r
u
ct
u
r
e
,
g
u
i
d
a
n
c
e,
a
n
d
in
d
i
v
i
d
u
al
s
u
p
p
o
r
t,
p
o
s
iti
v
e
ly
af
f
e
cti
n
g
t
h
e
s
o
c
ial
ad
ap
tat
io
n
a
n
d
c
o
m
m
u
n
ic
ati
o
n
s
k
ills
o
f
s
t
u
d
en
ts
[
1
7
]
.
T
h
u
s
,
t
h
e
i
n
c
o
r
p
o
r
a
ti
o
n
o
f
s
o
ci
al
an
d
te
ac
h
e
r
p
r
ese
n
c
e
w
ith
in
o
n
l
in
e
l
ea
r
n
in
g
ca
n
ef
f
e
cti
v
el
y
r
e
d
u
c
e
s
o
ci
al
m
a
la
d
j
u
s
tm
e
n
t
a
n
d
e
n
h
a
n
c
e
s
tu
d
e
n
ts
'
co
m
m
u
n
i
ca
t
io
n
s
k
ills
,
t
h
er
eb
y
c
o
n
t
r
i
b
u
ti
n
g
t
o
t
h
ei
r
s
u
c
ce
s
s
f
u
l
tr
an
s
iti
o
n
t
o
d
is
ta
n
ce
le
ar
n
i
n
g
.
T
o
m
é
-
Fer
n
án
d
ez
et
a
l
.
[
9
]
c
o
n
d
u
cte
d
a
s
tu
d
y
to
ass
ess
t
h
e
f
ac
to
r
s
in
f
lu
en
cin
g
e
-
lear
n
in
g
.
T
h
e
y
ex
am
in
ed
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
e
-
lear
n
in
g
ac
r
o
s
s
v
ar
io
u
s
u
n
iv
er
s
ities
u
tili
zin
g
elec
tr
o
n
ic
lear
n
in
g
p
latf
o
r
m
s
.
I
t
was
f
o
u
n
d
th
at
i
n
s
tr
u
cto
r
p
er
s
p
ec
tiv
e,
s
er
v
ice
q
u
ality
,
an
d
s
y
s
tem
q
u
ality
ar
e
am
o
n
g
t
h
e
k
ey
co
m
p
o
n
en
ts
in
f
lu
e
n
cin
g
e
-
lea
r
n
in
g
.
Facto
r
s
co
n
s
id
er
ed
with
in
th
e
s
tu
d
y
o
f
o
n
lin
e
lear
n
in
g
m
u
s
t
in
clu
d
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
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8
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t
J
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&
R
es E
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c
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Vo
l
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14
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No
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3
,
J
u
n
e
20
25
:
1
9
0
4
-
1
9
1
5
1906
s
tu
d
en
t
an
d
teac
h
er
in
ter
ac
tio
n
,
s
tu
d
en
t
an
d
s
tu
d
en
t
in
ter
ac
t
io
n
,
an
d
s
tu
d
en
t
an
d
c
u
r
r
icu
l
u
m
in
ter
ac
tio
n
.
T
h
e
en
g
ag
em
e
n
t
o
f
s
tu
d
en
ts
in
o
n
l
in
e
less
o
n
s
h
as
in
cr
ea
s
ed
d
u
e
to
th
e
q
u
ick
r
esp
o
n
s
e
o
f
t
h
e
i
n
s
tr
u
cto
r
to
s
tu
d
en
t
r
eq
u
ests
f
o
r
ac
ce
s
s
ib
ilit
y
an
d
a
u
s
er
-
f
r
ie
n
d
ly
in
ter
f
ac
e
o
f
o
n
lin
e
tr
ain
i
n
g
p
r
o
g
r
a
m
s
[
8
]
.
An
o
th
e
r
h
ig
h
er
ed
u
ca
tio
n
s
tu
d
y
co
n
d
u
cted
b
y
Milic
an
d
Sime
u
n
o
v
ic
[
1
9
]
ass
ess
ed
s
tu
d
en
t
ac
ce
p
tan
ce
an
d
u
s
e
o
f
v
i
r
tu
al
lear
n
in
g
en
v
ir
o
n
m
en
ts
an
d
p
r
o
v
id
ed
r
ec
o
m
m
e
n
d
atio
n
s
f
o
r
th
e
d
esig
n
an
d
im
p
lem
en
tatio
n
o
f
e
-
lea
r
n
in
g
in
h
ig
h
er
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
s
ch
o
o
ls
f
o
cu
s
in
g
o
n
th
e
im
p
ac
t
o
f
p
e
d
ag
o
g
ical
m
eth
o
d
s
o
n
s
tu
d
en
t
ef
f
icien
cy
b
y
cr
ea
tin
g
an
ef
f
icien
t v
ir
tu
al
wo
r
l
d
.
T
h
u
s
,
th
e
p
r
im
ar
y
o
b
jectiv
e
o
f
th
is
s
tu
d
y
was
to
a
s
s
es
s
th
e
f
u
n
d
am
en
tal
p
ar
a
m
eter
s
o
f
co
m
m
u
n
icativ
e
c
o
m
p
eten
ce
a
m
o
n
g
a
c
o
h
o
r
t
o
f
f
ir
s
t
-
an
d
s
e
co
n
d
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
f
o
r
ce
d
to
tr
an
s
itio
n
to
o
n
lin
e
lea
r
n
in
g
ea
r
ly
i
n
t
h
eir
ac
ad
em
ic
p
r
o
g
r
am
.
T
h
e
r
esear
ch
h
y
p
o
th
esis
p
o
s
its
t
h
at
th
e
co
n
d
u
ct
o
f
s
o
cio
-
p
s
y
ch
o
lo
g
ical
tr
ain
in
g
a
n
d
th
e
im
p
lem
en
tatio
n
o
f
a
d
a
p
tiv
e
s
tr
ateg
ies
m
ay
m
itig
ate
t
h
e
n
eg
ativ
e
im
p
ac
t
o
f
th
e
t
r
an
s
itio
n
to
d
is
tan
ce
le
ar
n
in
g
,
f
o
s
ter
in
g
th
e
im
p
r
o
v
e
m
en
t
o
f
co
m
m
u
n
icativ
e
s
k
ills
an
d
f
ac
ilit
atin
g
th
e
p
s
y
ch
o
lo
g
ical
ad
a
p
tatio
n
o
f
s
tu
d
en
ts
to
th
e
n
ew
lear
n
in
g
co
n
d
itio
n
s
.
T
h
e
p
r
im
a
r
y
in
q
u
ir
ies
th
at
th
is
s
tu
d
y
aim
s
to
in
v
esti
g
ate
ar
e
as:
i)
Ho
w
d
o
es
t
h
e
tr
a
n
s
itio
n
to
d
is
tan
ce
lear
n
in
g
im
p
ac
t
th
e
lev
e
l
o
f
co
m
m
u
n
icativ
e
co
m
p
ete
n
ce
am
o
n
g
f
ir
s
t
an
d
s
ec
o
n
d
-
y
ea
r
s
tu
d
en
ts
?
ii)
W
h
at
co
r
r
elatio
n
s
ex
is
t
b
etwe
en
s
o
cial
m
alad
ju
s
tm
en
t
an
d
ch
an
g
es
in
co
m
m
u
n
icativ
e
co
m
p
ete
n
ce
d
u
r
in
g
th
e
tr
an
s
itio
n
to
o
n
lin
e
lear
n
in
g
?
iii)
W
h
at
s
tr
ateg
ie
s
an
d
ap
p
r
o
ac
h
es
ca
n
b
e
em
p
lo
y
ed
to
en
h
an
ce
th
e
co
m
m
u
n
icativ
e
s
k
ills
o
f
s
tu
d
en
ts
in
n
ew
lear
n
in
g
c
o
n
d
itio
n
s
?
T
h
e
ch
o
s
en
r
esear
ch
is
m
o
tiv
ated
b
y
th
e
n
ec
ess
ity
to
c
o
m
p
r
eh
en
d
h
o
w
v
ir
tu
al
lear
n
in
g
a
n
d
th
e
u
s
e
o
f
m
o
b
ile
d
ev
ices
im
p
ac
t
th
e
s
o
cial
m
alad
ju
s
tm
en
t
an
d
co
m
m
u
n
icativ
e
s
k
ills
o
f
s
tu
d
en
t
s
.
T
h
e
s
u
r
v
ey
s
an
d
tr
ain
in
g
co
n
d
u
cted
in
th
e
r
esear
ch
p
r
o
v
id
e
a
n
o
p
p
o
r
t
u
n
ity
t
o
q
u
an
titativ
ely
ass
ess
th
ese
ch
an
g
es
an
d
id
en
tify
p
o
ten
tial
av
en
u
es
f
o
r
im
p
r
o
v
in
g
s
o
cial
ad
ap
tatio
n
an
d
co
m
m
u
n
icativ
e
c
o
m
p
eten
ce
in
th
e
co
n
d
itio
n
s
o
f
m
o
d
er
n
ed
u
ca
tio
n
.
A
g
ap
in
s
ch
o
lar
ly
r
esear
ch
h
as
em
er
g
ed
d
u
e
to
t
h
e
lim
ited
n
u
m
b
er
o
f
s
tu
d
ies
d
e
d
icate
d
t
o
th
e
is
s
u
e
o
f
d
ec
lin
in
g
in
d
icato
r
s
r
ef
lecti
n
g
th
e
co
m
m
u
n
icativ
e
co
m
p
et
en
ce
o
f
s
tu
d
e
n
ts
d
u
r
in
g
s
h
if
ts
in
th
e
ed
u
ca
tio
n
al
p
ar
ad
ig
m
.
Acc
o
r
d
i
n
g
to
t
h
e
class
if
icatio
n
b
y
W
an
g
an
d
Han
[
2
0
]
,
th
er
e
ar
e
ac
tiv
e
le
ar
n
er
s
(
lear
n
in
g
b
y
d
o
in
g
)
,
s
en
s
in
g
lear
n
er
s
(
lear
n
in
g
b
y
d
is
cu
s
s
in
g
p
o
s
s
ib
ilit
ies
an
d
r
elatio
n
s
h
ip
s
)
,
v
is
u
al
lear
n
er
s
(
lear
n
in
g
b
y
s
ee
in
g
th
in
g
s
)
,
an
d
s
eq
u
e
n
tial
lear
n
er
s
(
ac
q
u
ir
in
g
k
n
o
wled
g
e
in
lin
ea
r
in
cr
em
en
tal
s
tep
s
)
.
Dif
f
er
en
t
ty
p
es
o
f
lear
n
er
s
s
h
o
w
d
iv
er
s
e
ch
ar
ac
ter
is
tics
in
o
n
lin
e
lear
n
in
g
.
T
h
ey
r
eq
u
ir
e
d
if
f
er
e
n
t
to
o
ls
an
d
ap
p
r
o
ac
h
es
to
lear
n
in
g
,
a
n
d
r
ec
ei
v
e
ac
ad
em
i
c
ac
h
iev
em
en
ts
in
d
if
f
er
en
t
w
ay
s
[
2
1
]
.
W
ith
lo
n
g
-
ter
m
o
n
li
n
e
lear
n
in
g
,
th
ese
d
if
f
er
en
ce
s
ar
e
esp
ec
ially
n
o
ticea
b
le.
T
h
e
r
esear
ch
m
a
k
es
a
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
to
t
h
e
f
ield
s
o
f
s
o
cial
p
s
y
ch
o
lo
g
y
an
d
ed
u
ca
tio
n
:
it
f
o
cu
s
es
o
n
a
cr
u
cial
asp
ec
t
o
f
m
o
d
er
n
ed
u
ca
tio
n
-
th
e
u
tili
z
atio
n
o
f
tech
n
o
l
o
g
y
an
d
d
is
tan
ce
lear
n
i
n
g
.
Ad
d
itio
n
ally
,
th
e
r
esear
ch
em
p
lo
y
s
a
q
u
an
titativ
e
a
p
p
r
o
ac
h
t
o
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
tr
ain
in
g
s
ess
io
n
s
an
d
co
m
p
ar
es
r
esu
lts
with
a
co
n
tr
o
l
g
r
o
u
p
,
th
er
eb
y
en
s
u
r
i
n
g
th
e
s
c
ien
tific
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
f
in
d
in
g
s
.
T
h
u
s
,
th
is
s
tu
d
y
en
h
an
ce
s
th
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
im
p
ac
t
o
f
d
i
s
tan
ce
lear
n
in
g
an
d
th
e
d
ev
elo
p
m
en
t o
f
s
o
cio
-
p
s
y
c
h
o
lo
g
ical
s
tr
ateg
ies to
im
p
r
o
v
e
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
s
tu
d
en
t w
ell
-
b
ein
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
aim
s
to
ascer
tain
a
q
u
an
titativ
e
ass
ess
m
en
t
o
f
s
o
c
ial
m
alad
ju
s
tm
en
t
a
n
d
a
r
e
d
u
c
tio
n
in
th
e
lev
el
o
f
co
m
m
u
n
icativ
e
co
m
p
eten
ce
r
esu
ltin
g
f
r
o
m
p
r
o
lo
n
g
ed
d
is
tan
ce
lear
n
in
g
an
d
th
e
u
s
e
o
f
m
o
b
ile
d
ev
ices
in
co
m
m
u
n
icatio
n
.
T
o
ac
h
iev
e
th
e
r
esear
ch
o
b
jectiv
e,
a
s
u
r
v
ey
an
d
ex
p
e
r
im
en
t
wer
e
co
n
d
u
cted
.
Af
te
r
th
e
s
u
r
v
ey
a
n
d
ev
alu
atio
n
o
f
in
d
i
ca
to
r
s
o
f
s
o
cial
s
tab
ilit
y
,
s
o
ci
o
-
p
s
y
ch
o
l
o
g
ical
tr
ai
n
in
g
aim
e
d
at
im
p
r
o
v
in
g
th
e
p
er
s
o
n
al
q
u
alities
o
f
in
d
iv
id
u
als
an
d
th
eir
ad
a
p
tatio
n
to
ch
an
g
in
g
lear
n
in
g
co
n
d
itio
n
s
was
ca
r
r
ied
o
u
t.
Su
b
s
eq
u
en
tly
,
th
e
p
r
o
g
r
ess
in
im
p
r
o
v
in
g
th
e
ad
a
p
tiv
e
s
o
cializa
tio
n
o
f
th
e
f
o
cu
s
g
r
o
u
p
p
ar
ticip
a
n
ts
was
co
m
p
ar
ed
to
th
e
c
o
n
tr
o
l
g
r
o
u
p
'
s
in
d
icato
r
s
.
T
h
is
s
tu
d
y
im
p
lied
t
h
e
in
v
o
lv
em
en
t
o
f
th
e
th
eo
r
y
o
f
ac
tiv
e
lear
n
in
g
.
I
n
th
is
s
tu
d
y
,
th
is
t
h
eo
r
y
was
im
p
lem
en
ted
t
h
r
o
u
g
h
s
o
cio
-
p
s
y
ch
o
lo
g
ical
tr
ai
n
in
g
aim
ed
a
t
im
p
r
o
v
in
g
th
e
p
er
s
o
n
al
q
u
al
ities
o
f
in
d
iv
i
d
u
als
an
d
th
eir
ad
a
p
tatio
n
to
c
h
an
g
in
g
lear
n
i
n
g
co
n
d
itio
n
s
.
I
t
is
wid
ely
d
is
cu
s
s
ed
in
th
e
f
ield
o
f
ed
u
ca
tio
n
,
esp
ec
ially
ab
o
u
t
t
h
e
in
tr
o
d
u
ct
io
n
an
d
in
teg
r
atio
n
o
f
m
o
b
ile
tech
n
o
lo
g
ies
[
2
2
]
.
Acc
o
r
d
in
g
to
th
e
th
eo
r
y
o
f
ac
tiv
e
lear
n
in
g
,
d
y
n
am
ic
a
n
d
in
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
allo
w
s
tu
d
en
ts
to
d
e
v
elo
p
p
er
s
o
n
al
q
u
alities
an
d
ad
ap
t
to
c
h
an
g
i
n
g
lear
n
in
g
co
n
d
itio
n
s
.
Su
ch
en
v
ir
o
n
m
e
n
ts
p
r
o
v
id
e
f
o
r
ac
tiv
e
p
a
r
ticip
atio
n
o
f
s
tu
d
en
ts
i
n
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
s
tim
u
latin
g
th
em
to
in
d
ep
e
n
d
en
t
t
h
in
k
in
g
,
d
is
cu
s
s
io
n
s
an
d
in
ter
ac
tio
n
.
T
h
e
u
s
e
o
f
m
o
b
ile
tech
n
o
lo
g
ies
i
n
th
is
c
o
n
tex
t
m
ak
es
th
e
lear
n
in
g
p
r
o
c
ess
m
o
r
e
ef
f
ec
tiv
e
a
n
d
m
o
tiv
a
tin
g
f
o
r
s
tu
d
e
n
ts
.
I
n
th
is
s
tu
d
y
,
t
h
e
t
h
eo
r
y
o
f
ac
tiv
e
lear
n
in
g
was
e
m
p
lo
y
e
d
i
n
s
o
cio
-
p
s
y
ch
o
l
o
g
ical
tr
ain
i
n
g
in
o
r
d
er
to
ac
h
iev
e
th
e
f
o
llo
win
g
o
u
tco
m
es:
i)
a
h
ig
h
lev
el
o
f
co
n
f
i
d
en
ce
,
co
m
m
u
n
i
ca
tio
n
s
k
ills
,
an
d
s
elf
-
r
eg
u
lati
o
n
;
ii)
t
h
e
im
p
r
o
v
e
d
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
Th
e
in
flu
en
ce
o
f m
o
b
ile
co
mm
u
n
ica
tio
n
tec
h
n
o
lo
g
ies in
lo
n
g
-
term e
-
lea
r
n
in
g
(
E
len
a
S
u
s
im
en
ko
)
1907
ab
ilit
y
to
e
f
f
icien
tly
u
tili
ze
m
o
b
ile
tech
n
o
lo
g
ies
f
o
r
le
ar
n
in
g
an
d
co
m
m
u
n
icatio
n
;
an
d
iii)
i
n
cr
ea
s
ed
m
o
tiv
atio
n
to
lea
r
n
th
r
o
u
g
h
en
g
ag
em
en
t in
an
ac
tiv
e
a
n
d
in
te
r
ac
tiv
e
lear
n
in
g
ex
p
e
r
ien
ce
.
T
h
e
m
eth
o
d
o
lo
g
y
em
p
lo
y
ed
i
n
th
is
s
tu
d
y
was
ch
o
s
en
b
ec
au
s
e
it
f
ac
ili
tates
a
s
y
s
tem
atic
ex
am
in
atio
n
o
f
th
e
im
p
ac
t
o
f
s
o
cio
-
p
s
y
ch
o
lo
g
ical
tr
ain
in
g
o
n
s
tu
d
en
ts
'
d
ev
elo
p
m
e
n
t,
p
r
o
v
id
in
g
o
b
jectiv
e
d
ata
r
eg
ar
d
in
g
th
eir
ef
f
ec
tiv
e
u
tili
za
tio
n
in
t
h
e
co
n
tex
t
o
f
p
r
o
l
o
n
g
e
d
d
is
tan
ce
lear
n
i
n
g
an
d
th
e
u
s
e
o
f
m
o
b
ile
d
e
v
ices
in
co
m
m
u
n
icatio
n
.
T
h
is
d
esig
n
co
m
b
in
es
b
o
th
q
u
alitativ
e
an
d
q
u
an
titativ
e
m
eth
o
d
s
.
Su
r
v
ey
s
en
ab
le
a
q
u
an
titativ
e
ass
ess
m
en
t
o
f
th
e
in
f
lu
en
ce
o
f
t
r
ain
in
g
o
n
s
tu
d
en
ts
'
lev
els
o
f
s
o
cial
m
alad
ju
s
tm
en
t
an
d
co
m
m
u
n
icativ
e
co
m
p
eten
ce
.
Activ
e
lear
n
in
g
m
eth
o
d
s
allo
w
f
o
r
th
e
ac
tiv
e
en
g
ag
em
en
t
o
f
p
ar
ticip
an
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
an
d
co
n
tr
i
b
u
te
to
th
eir
p
er
s
o
n
al
d
e
v
elo
p
m
en
t.
T
h
e
u
s
e
o
f
a
co
n
tr
o
l
g
r
o
u
p
p
er
m
its
a
co
m
p
ar
ativ
e
an
aly
s
is
o
f
r
esu
lt
s
b
etwe
en
g
r
o
u
p
s
,
th
e
r
eb
y
id
e
n
tify
in
g
th
e
s
p
ec
if
ic
im
p
ac
t
o
f
th
e
t
r
ain
in
g
o
n
th
e
in
v
esti
g
ated
in
d
icato
r
s
.
2.
2
.
Sa
m
ple
T
h
is
s
tu
d
y
was
co
n
d
u
cted
at
I
.
M.
Sech
en
o
v
First
Mo
s
co
w
State
Me
d
ical
Un
iv
er
s
ity
an
d
Plato
v
So
u
th
-
R
u
s
s
ian
State
Po
ly
tech
n
ic
Un
iv
er
s
ity
(
NPI
)
.
Ad
v
er
t
is
in
g
r
eg
ar
d
in
g
th
e
r
esear
ch
s
tu
d
y
was
p
o
s
ted
ar
o
u
n
d
th
e
u
n
iv
er
s
ity
ca
m
p
u
s
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
.
Ou
t
o
f
1
7
5
s
tu
d
en
ts
,
9
6
r
esp
o
n
s
es
to
th
e
r
esear
ch
q
u
esti
o
n
n
air
e
wer
e
o
b
tain
ed
with
in
th
e
estab
lis
h
ed
d
ea
d
lin
e,
o
f
wh
ich
o
n
ly
9
2
wer
e
co
r
r
ec
t
ly
f
illed
o
u
t.
T
h
u
s
,
a
s
am
p
le
o
f
9
2
s
tu
d
en
ts
f
r
o
m
th
is
u
n
i
v
er
s
ity
was
u
s
ed
f
o
r
t
h
e
s
tu
d
y
.
T
h
e
s
am
p
le
co
n
s
is
ted
o
f
4
0
m
ales
a
n
d
5
2
f
e
m
ales.
T
h
e
s
am
p
le
s
ize
o
f
9
2
p
ar
ticip
an
ts
is
s
u
f
f
icien
t
to
e
n
s
u
r
e
th
e
s
tatis
tical
r
eliab
ilit
y
,
r
ep
r
esen
tativ
en
ess
,
an
d
g
en
er
aliza
b
ilit
y
o
f
th
e
s
tu
d
y
'
s
f
in
d
in
g
s
.
T
h
e
s
am
p
le
p
r
o
v
id
e
d
o
b
jectiv
e
d
ata
o
n
th
e
ef
f
icac
y
o
f
s
o
cio
-
p
s
y
ch
o
lo
g
ic
al
in
ter
v
en
tio
n
s
with
in
t
h
e
co
n
tex
t
o
f
o
n
lin
e
lear
n
in
g
an
d
m
o
b
ile
tech
n
o
lo
g
y
u
s
ag
e
[
2
3
]
,
[
2
4
]
.
T
h
e
s
elec
tio
n
c
r
iter
ia
f
o
r
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
we
r
e
ca
r
ef
u
lly
e
x
am
in
ed
to
e
n
s
u
r
e
th
e
r
ep
r
esen
tativ
en
ess
o
f
th
e
s
am
p
le
an
d
its
co
n
f
o
r
m
ity
to
t
h
e
ch
ar
ac
ter
is
tics
o
f
th
e
tar
g
et
p
o
p
u
latio
n
:
-
T
h
e
ag
e
r
an
g
e
o
f
1
7
-
1
9
y
e
ar
s
:
a
g
e
r
estrictio
n
s
wer
e
i
m
p
o
s
ed
to
m
ain
tain
h
o
m
o
g
e
n
eity
in
th
e
ag
e
co
m
p
o
s
itio
n
o
f
th
e
s
am
p
le,
th
er
eb
y
m
i
n
im
izin
g
s
ig
n
i
f
ican
t
v
ar
iatio
n
s
in
r
esu
lts
d
u
e
to
p
o
ten
tial
ag
e
-
r
elate
d
ch
a
r
ac
ter
is
tics
an
d
d
if
f
er
en
ce
s
in
life
ex
p
e
r
ien
ce
s
.
-
Min
im
u
m
d
u
r
atio
n
o
f
o
n
e
y
ea
r
o
f
o
n
lin
e
lear
n
in
g
:
t
h
is
cr
ite
r
io
n
allo
we
d
f
o
r
th
e
i
n
clu
s
io
n
o
f
p
ar
ticip
a
n
ts
with
s
u
f
f
icien
t
ex
p
e
r
ien
ce
an
d
k
n
o
wled
g
e
o
f
o
n
lin
e
lear
n
i
n
g
p
ec
u
liar
ities
,
en
s
u
r
in
g
p
ar
i
ty
in
th
e
i
n
itial
k
n
o
wled
g
e
le
v
els am
o
n
g
p
ar
ti
cip
an
ts
.
-
C
o
n
s
en
t
to
p
ar
ticip
ate
in
th
e
s
u
r
v
ey
an
d
ag
r
ee
m
en
t
to
p
a
r
ticip
ate
in
th
e
ed
u
ca
tio
n
al
c
o
u
r
s
e:
en
s
u
r
in
g
eth
ical
s
tan
d
ar
d
s
an
d
v
o
lu
n
ta
r
y
p
ar
ticip
atio
n
i
n
th
e
s
tu
d
y
.
Af
ter
r
an
d
o
m
izatio
n
(
r
a
n
d
o
m
allo
ca
tio
n
)
,
b
aselin
e
s
tu
d
en
t
d
em
o
g
r
ap
h
ics
wer
e
ass
ess
ed
to
en
s
u
r
e
th
at
th
e
two
g
r
o
u
p
s
wer
e
s
im
ilar
,
as
s
h
o
wn
in
T
ab
le
1
.
T
o
in
clu
d
e
th
e
r
ep
r
esen
tativ
es
o
f
d
if
f
er
en
t
f
ac
u
lties
o
r
s
p
ec
ializatio
n
s
in
th
e
s
am
p
le,
th
e
s
tu
d
y
ap
p
lied
a
s
tr
atif
ied
s
e
lectio
n
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
ab
o
u
t p
ar
ticip
an
ts
C
r
i
t
e
r
i
a
D
e
scri
p
t
i
o
n
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
C
o
n
t
r
o
l
g
r
o
u
p
N
u
mb
e
r
o
f
p
a
r
t
i
c
i
p
a
n
t
s
54
38
G
e
n
d
e
r
3
3
ma
l
e
,
2
1
f
e
ma
l
e
7
m
a
l
e
,
3
1
f
e
m
a
l
e
P
r
e
v
i
o
u
s e
x
p
e
r
i
e
n
c
e
o
f
p
a
r
t
i
c
i
p
a
t
i
n
g
i
n
c
o
u
r
ses
/
t
r
a
i
n
i
n
g
P
a
r
t
i
c
i
p
a
n
t
s
N
o
t
p
a
r
t
i
c
i
p
a
n
t
s
Y
e
a
r
o
f
st
u
d
y
1
st
-
2
n
d
A
g
e
17
-
1
9
y
e
a
r
s
M
i
n
i
m
u
m
d
u
r
a
t
i
o
n
o
f
o
n
l
i
n
e
t
r
a
i
n
i
n
g
1
y
e
a
r
2
.
3
.
L
im
it
a
t
io
ns
o
f
t
he
s
a
m
ple
T
h
e
lim
itatio
n
o
f
th
e
s
am
p
le
r
elate
s
to
th
e
s
p
ec
if
icity
o
f
th
e
r
eg
io
n
o
f
th
e
s
tu
d
y
as
th
e
r
esu
lts
ar
e
u
n
if
ied
s
p
ec
if
ically
f
o
r
th
e
R
u
s
s
ian
Fed
er
atio
n
.
At
th
e
s
a
m
e
tim
e,
th
e
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
is
r
elativ
ely
s
m
all,
wh
ich
in
d
icate
s
th
e
s
u
b
jectiv
ity
o
f
th
e
r
esear
ch
f
in
d
in
g
s
.
T
h
e
m
o
s
t
ch
allen
g
in
g
ta
s
k
was
to
cr
ea
te
a
n
ass
es
s
m
en
t
s
ca
le
th
at
wo
u
ld
m
o
s
t
co
m
p
r
eh
e
n
s
iv
ely
r
ef
le
ct
th
e
p
s
y
ch
o
-
em
o
tio
n
al
s
tate,
wh
ich
is
n
o
t
a
m
ea
s
u
r
ab
le
u
n
it.
T
h
er
ef
o
r
e,
t
h
e
r
esu
lts
th
at
we
o
b
tain
e
d
ar
e
ex
clu
s
iv
ely
s
u
b
jectiv
e
an
d
co
u
ld
h
av
e
b
ee
n
in
f
lu
en
ce
d
b
y
b
o
t
h
th
e
m
o
o
d
o
f
th
e
p
er
s
o
n
at
th
e
tim
e
o
f
th
e
s
u
r
v
ey
an
d
d
elib
er
atel
y
o
v
e
r
esti
m
ated
o
r
u
n
d
er
esti
m
ated
j
u
d
g
m
e
n
ts
.
T
h
e
r
esear
ch
er
s
'
ex
p
licit/o
p
tim
is
tic
ass
u
m
p
tio
n
s
r
eg
a
r
d
in
g
th
e
i
n
f
lu
en
ce
o
f
r
em
o
te
lear
n
in
g
o
n
s
o
cial
ad
a
p
tatio
n
an
d
co
m
m
u
n
icativ
e
p
r
o
f
icie
n
c
ies
m
ay
h
av
e
in
t
r
o
d
u
ce
d
an
a
d
d
itio
n
al
lim
itatio
n
.
T
h
ese
ass
u
m
p
tio
n
s
g
u
id
ed
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
wh
ich
co
u
l
d
h
a
v
e
r
esu
lted
i
n
b
iased
d
ata
an
d
p
o
ten
tially
im
p
ac
ted
th
e
s
tu
d
y
'
s
o
u
tco
m
es.
As
a
r
esu
lt,
th
i
s
p
o
ten
tially
b
iased
d
ata
co
llectio
n
p
r
o
ce
s
s
m
ig
h
t
h
av
e
h
a
d
an
im
p
ac
t o
n
t
h
e
o
u
t
co
m
es o
f
th
e
s
tu
d
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
:
1
9
0
4
-
1
9
1
5
1908
2
.
4
.
Da
t
a
a
cquis
it
io
n
T
h
e
s
u
r
v
ey
was
b
ased
o
n
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
(
o
w
n
d
e
v
elo
p
m
e
n
t
)
as
a
r
esear
ch
to
o
l
.
T
h
e
d
ev
elo
p
m
e
n
t
an
d
v
alid
atio
n
o
f
th
e
q
u
esti
o
n
n
air
e
was
co
n
d
u
cted
th
r
o
u
g
h
a
r
ig
o
r
o
u
s
p
r
o
ce
s
s
th
at
in
v
o
lv
ed
liter
atu
r
e
r
ev
iew,
item
g
en
er
atio
n
an
d
test
in
g
,
f
ee
d
b
ac
k
-
d
r
iv
en
r
e
f
in
em
en
t,
an
d
ass
ess
m
en
t
o
f
th
e
to
o
l'
s
r
eliab
ilit
y
.
Du
r
in
g
th
e
liter
atu
r
e
an
aly
s
is
,
th
e
m
ain
to
p
ics
a
n
d
co
n
ce
p
ts
o
f
th
e
q
u
esti
o
n
n
a
ir
e
wer
e
id
en
tifie
d
.
T
h
is
s
tag
e
was
f
o
llo
wed
b
y
th
e
f
o
r
m
atio
n
o
f
in
itial
id
ea
s
f
o
r
th
e
q
u
esti
o
n
n
air
e
item
s
b
ased
o
n
th
eo
r
etica
l
an
d
em
p
ir
ical
r
esear
ch
.
T
h
en
s
p
e
cif
ic
q
u
esti
o
n
s
wer
e
c
r
ea
ted
th
at
wer
e
s
u
p
p
o
s
ed
to
ex
p
lo
r
e
th
e
k
ey
asp
ec
ts
id
en
tifie
d
in
th
e
p
r
e
v
io
u
s
s
tag
e.
T
h
e
q
u
esti
o
n
s
wer
e
clea
r
a
n
d
c
o
n
s
is
ten
t
with
th
e
r
esear
c
h
g
o
als.
An
in
itial
v
er
s
io
n
o
f
th
e
q
u
esti
o
n
n
air
e
i
n
clu
d
ed
a
s
et
o
f
q
u
esti
o
n
s
co
v
er
in
g
v
a
r
io
u
s
asp
ec
ts
o
f
d
is
tan
ce
lear
n
in
g
an
d
s
o
cio
-
p
s
y
ch
o
lo
g
ical
tr
ain
in
g
.
T
h
e
s
u
b
s
eq
u
e
n
t
s
tag
e
was
p
r
elim
in
ar
y
test
in
g
o
f
th
e
q
u
est
io
n
n
air
e
o
n
a
s
m
all
g
r
o
u
p
o
f
s
tu
d
en
ts
(
2
5
p
eo
p
le)
.
T
h
eir
f
ee
d
b
ac
k
m
ad
e
it
p
o
s
s
ib
le
to
im
p
r
o
v
e
th
e
wo
r
d
i
n
g
o
f
q
u
esti
o
n
s
,
th
eir
s
eq
u
en
ce
,
an
d
f
o
r
m
at
o
f
an
s
wer
s
.
T
h
e
to
o
l'
s
r
el
iab
ilit
y
w
as
ev
alu
ated
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a,
y
ield
in
g
a
v
alu
e
o
f
0
.
8
6
4
,
wh
ic
h
in
d
icate
s
ac
ce
p
tab
le
lev
els o
f
r
eliab
ilit
y
f
o
r
t
h
e
q
u
esti
o
n
n
air
e.
T
h
e
s
tr
u
ctu
r
e
d
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
in
th
e
f
o
r
m
o
f
a
T
eleg
r
am
b
o
t
t
o
m
in
im
iz
e
p
er
s
o
n
al
co
n
tact
b
etwe
en
p
eo
p
le.
All
p
ar
ticip
an
ts
r
ec
eiv
ed
r
esear
ch
in
s
tr
u
ctio
n
s
an
d
s
ig
n
ed
i
n
f
o
r
m
e
d
co
n
s
en
t
to
p
ar
ticip
ate
in
th
e
s
im
u
latio
n
g
r
o
u
p
.
All
r
esp
o
n
d
e
n
ts
an
s
wer
ed
th
e
s
am
e
o
n
lin
e
s
u
r
v
ey
q
u
esti
o
n
s
r
elate
d
to
th
eir
p
er
ce
p
tio
n
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
d
is
tan
ce
lear
n
i
n
g
a
n
d
th
e
asp
ec
ts
o
f
t
h
eir
s
o
cial
life
th
at
h
av
e
ch
an
g
ed
af
ter
s
witch
in
g
t
o
th
e
n
ew
f
o
r
m
at
o
f
lear
n
i
n
g
.
T
h
e
s
tu
d
en
t
s
r
esp
o
n
d
e
d
to
th
e
q
u
esti
o
n
n
air
e
item
s
u
s
in
g
a
L
ik
er
t
s
ca
le,
r
a
n
g
in
g
f
r
o
m
1
,
i
n
d
icatin
g
s
tr
o
n
g
d
is
ag
r
ee
m
e
n
t,
to
5
,
in
d
icatin
g
s
tr
o
n
g
a
g
r
ee
m
en
t.
Af
ter
s
tu
d
en
ts
an
s
wer
ed
all
th
e
q
u
esti
o
n
n
ai
r
e
q
u
esti
o
n
s
,
th
ey
c
o
u
ld
co
m
p
let
e
th
e
s
u
r
v
ey
.
T
h
e
b
o
t c
o
n
f
ir
m
e
d
th
eir
co
m
p
letio
n
an
d
s
av
ed
th
e
c
o
llected
d
ata.
T
h
e
q
u
esti
o
n
n
ai
r
e
f
o
r
th
e
s
u
r
v
ey
o
f
1
-
a
n
d
2
-
y
ea
r
s
tu
d
e
n
ts
o
f
I
.
M.
Sech
e
n
o
v
First Mo
s
co
w
State
Me
d
ical
U
n
iv
er
s
ity
an
d
Plato
v
So
u
th
-
R
u
s
s
ian
State
Po
ly
tech
n
ic
Un
iv
er
s
ity
(
NPI
)
:
-
I
f
in
d
it e
asy
to
ad
ap
t to
th
e
f
o
r
m
at
o
f
d
is
tan
ce
lear
n
in
g
.
-
I
am
s
atis
f
ied
with
th
e
lev
el
o
f
ef
f
ec
tiv
en
ess
o
f
r
e
m
o
te
class
es.
-
My
s
o
cial
life
h
as n
o
ticea
b
ly
c
h
an
g
ed
s
in
ce
tr
an
s
itio
n
in
g
to
d
is
tan
ce
lear
n
in
g
.
-
I
f
ee
l a
d
eter
io
r
atio
n
in
in
ter
ac
tio
n
with
class
m
ates d
u
r
in
g
d
i
s
tan
ce
lear
n
in
g
.
-
My
co
m
m
u
n
icativ
e
s
k
ills
h
av
e
wo
r
s
en
ed
d
u
e
to
d
is
tan
ce
lea
r
n
in
g
.
-
I
s
en
s
e
a
r
ed
u
ctio
n
in
o
p
p
o
r
tu
n
ities
f
o
r
in
ter
ac
tio
n
with
i
n
s
tr
u
cto
r
s
d
u
r
i
n
g
o
n
lin
e
s
ess
io
n
s
.
-
My
s
o
cial
r
elatio
n
s
h
ip
s
d
u
r
i
n
g
d
is
tan
ce
lear
n
in
g
h
av
e
b
ec
o
m
e
less
ac
tiv
e.
-
I
f
ee
l le
s
s
in
teg
r
ated
in
to
t
h
e
s
tu
d
en
t c
o
m
m
u
n
ity
d
u
e
t
o
d
is
tan
ce
lear
n
in
g
.
-
Dis
tan
ce
lear
n
in
g
h
as si
g
n
if
ic
an
tly
af
f
ec
ted
m
y
em
o
tio
n
al
s
tate.
-
I
f
ee
l stre
s
s
ed
d
u
e
to
th
e
lo
s
s
o
f
p
er
s
o
n
al
c
o
n
tact
with
p
ar
tici
p
an
ts
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
-
I
p
er
ce
iv
e
a
lo
s
s
o
f
s
o
cial
s
u
p
p
o
r
t a
f
ter
tr
a
n
s
itio
n
in
g
to
d
is
tan
ce
lear
n
in
g
.
-
My
ab
ilit
y
to
in
ter
ac
t w
ith
o
th
er
s
h
as d
ec
r
ea
s
ed
d
u
e
to
th
e
o
n
lin
e
f
o
r
m
at.
-
Ov
er
all,
I
am
s
atis
f
ied
with
d
i
s
tan
ce
lear
n
in
g
an
d
its
im
p
ac
t
o
n
m
y
s
o
cial
life
.
2
.
5
.
E
x
perim
ent
Prio
r
to
th
e
e
x
p
er
im
e
n
t,
an
o
n
lin
e
m
in
i
-
s
u
r
v
e
y
was
co
n
d
u
cted
f
o
r
s
tu
d
e
n
ts
to
d
eter
m
i
n
e
if
an
y
o
f
th
em
h
ad
tak
en
c
o
u
r
s
es
o
r
tr
ai
n
in
g
s
ess
io
n
s
r
elate
d
to
d
ig
itizatio
n
an
d
p
s
y
ch
o
lo
g
y
.
B
ased
o
n
th
eir
r
esp
o
n
s
es,
two
g
r
o
u
p
s
o
f
s
tu
d
e
n
ts
wer
e
f
o
r
m
ed
:
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
co
n
s
is
ted
o
f
s
tu
d
en
ts
wh
o
h
ad
p
r
ev
io
u
s
ly
p
a
r
ticip
ated
in
co
u
r
s
es/t
r
ain
in
g
s
ess
io
n
s
o
n
p
s
y
ch
o
lo
g
y
o
r
d
ig
itizatio
n
.
T
h
ese
s
tu
d
e
n
ts
p
ar
ticip
ated
in
t
h
e
s
o
cial
-
p
s
y
ch
o
lo
g
ical
tr
ain
in
g
o
f
th
is
s
tu
d
y
(
A
-
tr
ain
in
g
)
.
T
h
is
tr
ain
in
g
ad
d
r
ess
ed
two
asp
ec
ts
:
d
ig
ital
an
d
co
m
m
u
n
icativ
e.
Firstl
y
,
p
ar
ticip
an
ts
u
n
d
er
wen
t
a
5
-
wee
k
co
u
r
s
e
titl
ed
“
Dig
ital
C
o
m
m
u
n
icati
o
n
s
in
t
h
e
Glo
b
al
Sp
ac
e,
”
aim
ed
at
en
h
a
n
cin
g
th
eir
d
ig
ital
s
k
ills
an
d
u
n
d
er
s
tan
d
i
n
g
th
e
u
s
e
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
ies
f
o
r
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
p
u
r
p
o
s
es.
Seco
n
d
ly
,
u
p
o
n
co
m
p
letio
n
o
f
th
is
co
u
r
s
e,
s
tu
d
en
ts
wer
e
o
f
f
er
ed
p
s
y
ch
o
lo
g
ical
co
u
n
s
elin
g
f
o
cu
s
ed
o
n
o
v
er
c
o
m
in
g
co
m
m
u
n
icativ
e
b
ar
r
ier
s
ass
o
ciate
d
with
d
is
tan
ce
lear
n
in
g
.
T
h
e
co
n
tr
o
l
g
r
o
u
p
,
in
tu
r
n
,
c
o
n
s
is
ted
o
f
s
tu
d
en
ts
wh
o
d
id
n
o
t
p
ar
ticip
ate
in
a
n
y
tr
ain
in
g
a
n
d
co
n
tin
u
ed
th
eir
r
eg
u
lar
lear
n
i
n
g
p
r
o
ce
s
s
with
o
u
t
ad
d
itio
n
al
in
ter
v
en
tio
n
s
.
T
h
e
s
o
cio
-
p
s
y
ch
o
l
o
g
ical
tr
ain
in
g
p
r
o
g
r
am
(
A
-
tr
ain
i
n
g
)
was
d
esig
n
ed
to
en
h
an
ce
s
tu
d
e
n
ts
'
ad
ap
tatio
n
to
th
e
n
ew
co
n
d
itio
n
s
o
f
d
is
tan
ce
lear
n
in
g
an
d
d
e
v
elo
p
th
ei
r
d
ig
ital
an
d
co
m
m
u
n
icativ
e
s
k
ills
.
T
h
e
tr
ain
in
g
co
n
s
is
ted
o
f
two
m
ain
c
o
m
p
o
n
en
ts
: d
ig
ital in
teg
r
atio
n
an
d
co
m
m
u
n
icativ
e
d
e
v
elo
p
m
e
n
t.
-
Dig
ital
i
n
teg
r
atio
n
: i)
Dig
ital
c
o
m
m
u
n
icatio
n
s
in
th
e
g
lo
b
al
s
p
ac
e
:
p
ar
ticip
an
ts
u
n
d
er
wen
t a
5
-
wee
k
co
u
r
s
e
co
v
er
in
g
th
e
f
u
n
d
am
e
n
tals
o
f
d
ig
ital
co
m
m
u
n
icatio
n
s
,
th
e
u
s
e
o
f
in
f
o
r
m
atio
n
t
ec
h
n
o
lo
g
ies
f
o
r
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
atio
n
,
as
well
as
d
ig
ital
lite
r
ac
y
(
f
o
r
e
x
am
p
le,
T
eleg
r
am
-
co
m
p
letio
n
o
f
s
u
r
v
ey
s
,
Yo
u
T
u
b
e
-
v
iewin
g
v
i
d
eo
lectu
r
es)
;
ii)
I
n
ter
ac
tiv
e
e
x
er
cises
an
d
ass
ig
n
m
en
ts
:
s
tu
d
en
ts
en
g
ag
e
d
in
in
ter
ac
tio
n
b
y
c
o
m
p
letin
g
p
r
ac
tical
task
s
an
d
co
llab
o
r
ativ
e
p
r
o
jects
aim
e
d
at
u
tili
zin
g
d
ig
ital
to
o
ls
in
lear
n
in
g
an
d
wo
r
k
(
f
o
r
ex
a
m
p
l
e,
Go
o
g
le
Fo
r
m
s
)
.
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
Th
e
in
flu
en
ce
o
f m
o
b
ile
co
mm
u
n
ica
tio
n
tec
h
n
o
lo
g
ies in
lo
n
g
-
term e
-
lea
r
n
in
g
(
E
len
a
S
u
s
im
en
ko
)
1909
-
C
o
m
m
u
n
icativ
e
d
ev
elo
p
m
en
t
:
i)
Ps
y
ch
o
l
o
g
ical
c
o
u
n
s
elin
g
:
u
p
o
n
co
m
p
letio
n
o
f
th
e
c
o
u
r
s
e,
s
tu
d
en
ts
wer
e
o
f
f
er
ed
in
d
iv
id
u
al
an
d
g
r
o
u
p
co
n
s
u
ltatio
n
s
with
p
s
y
ch
o
lo
g
is
ts
.
T
h
ese
co
n
s
u
ltatio
n
s
w
er
e
f
o
c
u
s
ed
o
n
ad
d
r
ess
in
g
co
m
m
u
n
icativ
e
ch
allen
g
es
an
d
th
e
p
s
y
ch
o
-
e
m
o
t
io
n
al
well
-
b
ein
g
o
f
s
tu
d
en
ts
i
n
th
e
co
n
tex
t
o
f
d
is
tan
ce
lear
n
in
g
;
ii)
Gr
o
u
p
d
is
cu
s
s
io
n
s
an
d
m
u
tu
al
s
u
p
p
o
r
t
:
p
ar
ticip
an
ts
to
o
k
p
ar
t
in
g
r
o
u
p
s
ess
io
n
s
wh
er
e
th
ey
d
is
cu
s
s
ed
th
eir
ex
p
er
ien
ce
s
,
s
h
ar
ed
s
tr
ateg
ies
f
o
r
o
v
er
c
o
m
in
g
c
h
allen
g
es,
an
d
p
r
o
v
id
e
d
m
u
t
u
al
s
u
p
p
o
r
t.
T
h
ese
two
co
m
p
o
n
en
ts
o
f
th
e
tr
ain
in
g
c
o
m
p
lem
e
n
ted
ea
c
h
o
th
er
,
f
ac
ilit
atin
g
th
e
in
teg
r
atio
n
o
f
s
tu
d
en
ts
'
d
ig
ital
an
d
co
m
m
u
n
icativ
e
s
k
ills
an
d
en
h
an
cin
g
t
h
eir
ad
ap
tatio
n
t
o
th
e
n
ew
le
ar
n
in
g
co
n
d
itio
n
s
.
Par
ticip
an
ts
en
g
ag
ed
in
t
h
e
t
r
ain
in
g
f
o
r
2
-
3
h
o
u
r
s
ea
c
h
wee
k
.
T
h
e
co
u
r
s
e
co
m
p
r
is
ed
v
id
eo
lectu
r
es
an
d
in
ter
ac
tiv
e
ex
er
cises
th
at
s
tu
d
en
ts
co
m
p
leted
in
d
ep
e
n
d
en
tly
o
r
in
g
r
o
u
p
s
,
allo
win
g
th
em
to
d
ev
el
o
p
p
r
ac
tica
l
s
k
ills
in
u
s
in
g
d
ig
ital
to
o
ls
an
d
ap
p
ly
in
g
th
em
in
v
ir
tu
al
p
r
o
jects.
T
h
e
m
eth
o
d
s
em
p
l
o
y
e
d
to
v
er
if
y
wh
eth
er
s
tu
d
en
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
v
iewe
d
th
e
ass
ig
n
ed
v
id
eo
s
in
clu
d
e
d
m
o
n
ito
r
in
g
v
iewin
g
d
u
r
atio
n
,
ass
es
s
in
g
co
m
p
r
eh
en
s
io
n
o
f
th
e
m
ater
ial
th
r
o
u
g
h
test
s
an
d
d
i
s
cu
s
s
io
n
q
u
esti
o
n
s
f
o
llo
win
g
v
iewin
g
,
as
well
as
co
n
d
u
ctin
g
s
u
r
v
ey
s
r
e
g
ar
d
in
g
im
p
r
ess
io
n
s
o
f
th
e
v
id
eo
co
n
ten
t.
Ad
d
itio
n
al
m
eth
o
d
s
,
s
u
ch
as
m
o
n
ito
r
in
g
ac
tiv
ity
o
n
o
n
lin
e
p
latf
o
r
m
s
o
r
en
g
ag
in
g
s
tu
d
en
ts
i
n
d
is
c
u
s
s
io
n
s
ab
o
u
t
t
h
e
v
i
d
eo
m
ater
ial,
also
aid
ed
in
ass
es
s
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
v
id
eo
v
iewin
g
.
Af
ter
co
m
p
letin
g
th
e
co
u
r
s
e,
s
tu
d
en
ts
wer
e
o
f
f
e
r
ed
i
n
d
iv
id
u
al
co
n
s
u
ltatio
n
s
with
p
s
y
ch
o
lo
g
is
ts
,
ty
p
ically
last
in
g
3
0
-
6
0
m
in
u
t
es.
Gr
o
u
p
s
ess
io
n
s
co
u
ld
b
e
ex
ten
d
ed
lo
n
g
er
d
ep
e
n
d
in
g
o
n
th
e
n
u
m
b
er
o
f
p
ar
ticip
an
ts
an
d
g
r
o
u
p
n
ee
d
s
.
L
ec
tu
r
es
wer
e
d
eliv
er
ed
b
y
q
u
alif
ied
s
p
ea
k
er
s
a
n
d
e
x
p
er
ts
in
th
e
f
ield
o
f
d
i
g
ital
co
m
m
u
n
icatio
n
s
,
wh
o
s
h
ar
e
d
th
eir
k
n
o
wled
g
e
a
n
d
p
r
ac
ti
ca
l
ex
p
er
ien
ce
with
p
ar
ticip
a
n
ts
.
Ps
y
ch
o
lo
g
ical
co
u
n
s
elin
g
s
ess
io
n
s
wer
e
co
n
d
u
cted
b
y
p
s
y
ch
o
lo
g
is
ts
wh
o
t
o
o
k
r
esp
o
n
s
ib
ilit
y
f
o
r
a
n
in
d
iv
id
u
alize
d
ap
p
r
o
ac
h
to
s
tu
d
en
ts
an
d
g
r
o
u
p
d
y
n
am
i
cs.
T
h
e
co
u
r
s
e
an
d
co
n
s
u
ltati
o
n
s
wer
e
co
n
d
u
cte
d
th
r
o
u
g
h
t
h
e
o
n
lin
e
p
latf
o
r
m
Z
o
o
m
.
T
h
is
ap
p
r
o
ac
h
allo
wed
s
tu
d
en
ts
to
f
lex
ib
ly
o
r
g
an
ize
th
eir
s
tu
d
y
tim
e
an
d
p
r
o
v
id
e
d
ac
ce
s
s
to
ex
p
er
ts
an
d
p
s
y
ch
o
lo
g
is
ts
f
o
r
in
d
iv
i
d
u
al
d
ev
elo
p
m
en
t
an
d
s
u
p
p
o
r
t.
Du
r
in
g
s
ess
io
n
s
with
p
s
y
ch
o
lo
g
is
ts
,
th
e
s
tu
d
en
ts
p
ar
ticip
ated
in
r
o
le
-
p
lay
in
g
g
am
es.
T
h
e
o
p
p
o
r
tu
n
ity
to
r
e
p
r
o
d
u
ce
v
ar
io
u
s
s
o
cial
s
ce
n
ar
i
o
s
allo
wed
th
em
to
en
h
an
ce
th
ei
r
co
m
m
u
n
icatio
n
s
k
ills
an
d
im
p
r
o
v
e
s
o
cial
in
ter
ac
tio
n
.
T
h
e
in
tr
o
d
u
ctio
n
o
f
g
r
o
u
p
d
is
cu
s
s
io
n
s
o
n
to
p
ics
r
elate
d
to
ch
an
g
es
in
s
o
cial
life
th
r
o
u
g
h
d
is
tan
ce
lear
n
in
g
co
n
tr
ib
u
ted
to
th
e
e
x
ch
an
g
e
o
f
v
iews
an
d
ex
p
er
ien
ce
s
b
etwe
en
th
e
p
ar
ticip
an
ts
.
W
ith
in
th
e
s
es
s
io
n
s
,
th
e
p
s
y
ch
o
lo
g
is
ts
u
s
ed
s
p
ec
ial
tech
n
iq
u
es
to
f
ac
ilit
ate
ad
ap
tatio
n
t
o
n
ew
l
ea
r
n
in
g
co
n
d
itio
n
s
an
d
s
o
cial
en
v
ir
o
n
m
en
t.
T
h
ese
tec
h
n
iq
u
es
wer
e
aim
ed
at
d
ev
elo
p
in
g
ac
tiv
e
lis
ten
in
g
s
k
ills
,
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
,
an
d
th
e
a
b
ilit
y
to
r
eso
lv
e
c
o
n
f
licts
in
th
e
o
n
lin
e
en
v
ir
o
n
m
en
t.
T
r
ain
in
g
in
ter
v
e
n
tio
n
s
wer
e
s
u
p
p
o
s
ed
to
im
p
r
o
v
e
th
e
s
tu
d
en
ts
’
ab
ilit
y
to
ad
ap
t
to
n
ew
s
o
cial
s
itu
atio
n
s
an
d
ch
an
g
es
th
at
o
cc
u
r
d
u
r
i
n
g
d
is
tan
ce
lear
n
in
g
.
I
n
g
en
er
al,
th
e
lear
n
in
g
p
r
o
ce
s
s
in
teg
r
ated
th
e
f
o
llo
win
g
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
s
er
v
ices:
i)
S
tu
d
en
ts
wer
e
p
r
o
v
id
ed
with
th
e
o
p
p
o
r
tu
n
ity
to
b
o
o
k
o
n
lin
e
s
ess
io
n
s
wi
th
licen
s
ed
p
s
y
ch
o
lo
g
is
ts
th
r
o
u
g
h
th
e
p
latf
o
r
m
;
ii)
T
h
e
A
-
tr
ain
in
g
in
clu
d
ed
a
s
ec
tio
n
with
m
ed
itatio
n
s
,
r
elax
atio
n
,
an
d
o
th
er
tech
n
i
q
u
es
o
f
c
o
m
p
lac
en
cy
;
iii)
Stu
d
en
ts
r
ec
eiv
ed
r
o
u
n
d
-
th
e
-
clo
c
k
tex
t
s
u
p
p
o
r
t,
wh
ic
h
p
r
o
v
id
ed
th
e
m
with
im
m
ed
iate
h
elp
in
c
r
is
is
s
itu
atio
n
s
;
iv
)
A
lib
r
ar
y
o
f
ar
ticles,
v
id
eo
s
,
p
o
d
ca
s
ts
,
an
d
o
t
h
er
m
ater
ials
was
av
ailab
le
to
s
tu
d
en
ts
at
a
n
y
tim
e
;
v
)
R
eg
u
lar
s
u
r
v
e
y
s
a
n
d
s
elf
-
m
o
n
ito
r
i
n
g
test
s
h
elp
ed
s
tu
d
en
ts
as
s
es
s
th
eir
lev
els
o
f
s
tr
ess
,
an
x
iety
,
an
d
o
th
er
asp
ec
ts
o
f
m
en
tal
h
ea
l
th
;
an
d
v
i)
S
u
p
p
o
r
t
g
r
o
u
p
s
h
av
e
b
ee
n
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et
u
p
to
allo
w
s
tu
d
en
ts
to
co
n
n
ec
t
with
th
eir
p
ee
r
s
,
d
is
cu
s
s
is
s
u
es,
an
d
s
h
ar
e
ex
p
er
ien
ce
s
.
T
h
ese
s
tr
ateg
ies
co
n
tr
ib
u
te
to
a
m
o
r
e
co
n
d
u
civ
e
an
d
s
u
p
p
o
r
t
iv
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en
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ir
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n
m
e
n
t
f
o
r
s
tu
d
e
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ts
th
at
p
r
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m
o
tes
th
eir
s
u
cc
ess
f
u
l le
ar
n
in
g
an
d
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t.
2
.
6
.
St
a
t
is
t
ica
l pro
ce
s
s
ing
Qu
an
titativ
e
d
ata
wer
e
co
llected
an
d
ca
lcu
lated
u
s
in
g
th
e
co
m
p
u
tatio
n
al
to
o
l
o
f
th
e
s
tatis
t
ical
p
ac
k
ag
e
f
o
r
th
e
s
o
cial
s
cien
ce
s
(
SPSS
)
v
er
s
io
n
2
5
p
r
o
g
r
am
.
T
o
co
m
p
a
r
e
t
h
e
av
e
r
ag
e
test
r
esu
lts
b
ef
o
r
e
an
d
af
ter
th
e
ex
p
e
r
im
en
t
i
n
ea
c
h
g
r
o
u
p
,
th
e
W
ald
test
was
ca
r
r
ied
o
u
t.
T
h
e
u
s
e
o
f
th
e
W
ald
test
to
co
m
p
a
r
e
av
er
ag
e
test
r
esu
lts
b
ef
o
r
e
an
d
af
ter
an
ex
p
er
im
en
t
h
as
its
ad
v
an
tag
es,
esp
ec
ially
wh
en
t
h
e
s
tu
d
y
is
b
in
ar
y
.
T
h
e
latter
im
p
lies
th
at
p
ar
ticip
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ts
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n
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d
iv
id
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i
n
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teg
o
r
ies
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o
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ical
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o
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ch
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es
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in
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r
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r
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e
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d
en
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ata.
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h
is
to
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l
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eter
m
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tically
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ig
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if
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ce
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etwe
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o
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ts
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tim
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h
e
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ar
iab
les
o
f
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co
m
m
u
n
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ala
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aly
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3
.
RE
SU
L
T
S AN
D
D
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ab
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2
p
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s
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b
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iv
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ass
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m
en
t
o
f
v
ar
iab
les
r
elate
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to
s
tu
d
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n
ts
'
co
m
m
u
n
icativ
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co
m
p
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ce
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th
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f
ir
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o
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th
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wh
o
d
id
n
o
t
u
n
d
e
r
g
o
A
-
tr
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c
o
n
tr
o
l
g
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p
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d
th
o
s
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o
d
id
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ex
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p
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d
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ted
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m
er
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e
in
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th
e
lev
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o
f
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u
b
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ass
es
s
m
en
t
b
y
s
tu
d
en
ts
o
f
a
s
p
ec
if
ic
v
ar
iab
le
b
ef
o
r
e
an
d
af
t
er
p
ar
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g
in
th
e
tr
ain
in
g
.
Fo
r
ex
a
m
p
le,
th
e
in
d
icato
r
“
I
f
in
d
it
co
n
v
en
ien
t to
u
s
e
m
o
b
ile
d
ev
ices
f
o
r
lear
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as
a
v
alu
e
o
f
4
.
5
b
ef
o
r
e
th
e
tr
ain
in
g
f
o
r
all
s
tu
d
en
ts
,
b
u
t
4
.
7
f
o
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t
h
o
s
e
wh
o
u
n
d
er
wen
t
th
e
t
r
ain
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m
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ac
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o
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th
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tr
ain
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g
o
n
th
is
asp
ec
t
o
f
co
m
m
u
n
ica
tiv
e
co
m
p
eten
ce
.
At
th
e
s
am
e
tim
e,
b
ef
o
r
e
th
e
i
n
tr
o
d
u
ctio
n
o
f
th
e
tr
ai
n
in
g
co
u
r
s
e,
th
e
r
esp
o
n
d
e
n
ts
f
elt
tire
d
an
d
u
n
s
atis
f
ied
(
T
ab
le
2
)
.
Af
ter
th
e
co
m
p
letio
n
o
f
th
e
ex
p
er
im
en
t,
th
e
g
r
o
u
p
th
at
to
o
k
a
co
u
r
s
e
o
f
s
o
cio
-
p
s
y
c
h
o
lo
g
ical
tr
ain
in
g
r
ep
o
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ted
a
n
in
cr
ea
s
ed
lev
el
o
f
s
o
cial
ad
ap
tatio
n
an
d
a
co
m
f
o
r
tab
le
atm
o
s
p
h
er
e
in
th
e
tea
m
co
m
p
ar
ed
t
o
th
e
g
r
o
u
p
th
at
d
id
n
o
t
p
ar
ticip
ate
in
th
e
s
ess
io
n
s
.
T
h
e
p
ar
am
et
er
o
f
co
m
m
u
n
icatio
n
with
p
e
er
s
u
n
d
er
we
n
t
th
e
g
r
ea
test
ch
an
g
es
(
4
.
6
v
s
.
4
.
2
i
n
th
e
g
r
o
u
p
th
at
d
id
n
o
t
p
ar
tic
ip
ate
in
th
e
tr
ain
in
g
s
ess
io
n
s
)
.
I
n
b
o
th
g
r
o
u
p
s
,
th
e
s
tu
d
en
ts
h
ad
a
r
elativ
ely
n
eu
t
r
al
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d
e
to
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d
s
th
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lev
el
o
f
wo
r
k
a
b
ilit
y
,
wh
ich
r
em
ain
ed
u
n
ch
a
n
g
ed
(
4
.
5
)
,
an
d
atten
tiv
en
ess
d
u
r
in
g
t
h
e
less
o
n
(
4
.
3
)
.
A
-
m
eth
o
d
im
p
r
o
v
ed
th
e
em
o
tio
n
al
s
tate
o
f
th
e
co
n
t
r
o
l
g
r
o
u
p
s
tu
d
en
ts
.
B
o
th
g
r
o
u
p
s
r
ep
o
r
ted
th
at
th
ey
wo
u
l
d
r
ec
o
m
m
en
d
th
e
a
p
p
r
o
p
r
iate
tr
ain
i
n
g
m
eth
o
d
to
th
eir
class
m
ates.
T
ab
le
2
.
Su
b
jectiv
e
ass
ess
m
en
t o
f
th
e
v
a
r
iab
les o
f
c
o
m
m
u
n
icativ
e
co
m
p
eten
ce
b
y
1
s
t a
n
d
2
n
d
-
y
ea
r
s
tu
d
en
ts
V
a
r
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a
b
l
e
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o
f
c
o
mm
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n
i
c
a
t
i
v
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o
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p
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e
I
n
d
i
c
a
t
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s b
e
f
o
r
e
A
-
t
r
a
i
n
i
n
g
(
N
=
9
2
)
C
o
n
t
r
o
l
g
r
o
u
p
(
N
=
3
8
)
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
(
N
=
5
4
)
I
a
m c
o
mf
o
r
t
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b
l
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m
o
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c
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p
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r
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e
s
4
.
5
4
.
5
4
.
7
M
y
e
m
o
t
i
o
n
a
l
s
t
a
t
e
4
.
3
4
.
3
4
.
5
F
e
e
l
i
n
g
o
f
t
i
r
e
d
n
e
ss
4
.
3
4
.
2
4
.
4
A
b
i
l
i
t
y
t
o
w
o
r
k
4
.
5
4
.
5
4
.
5
C
o
mm
u
n
i
c
a
t
i
o
n
w
i
t
h
p
e
e
r
s
o
u
t
s
i
d
e
o
f
sch
o
o
l
4
.
2
4
.
2
4
.
6
A
t
t
e
n
t
i
v
e
n
e
ss
a
t
t
h
e
l
e
s
so
n
4
.
3
4
.
3
4
.
3
At
th
e
s
am
e
tim
e
,
n
o
n
e
o
f
th
e
p
ar
am
eter
s
ac
q
u
ir
ed
th
e
m
ax
i
m
u
m
v
alu
e
e
v
en
af
ter
th
e
in
tr
o
d
u
ctio
n
o
f
th
e
tr
ain
in
g
co
u
r
s
e.
T
h
e
v
ar
i
ab
le
“
c
o
m
m
u
n
icatio
n
with
p
ee
r
s
o
u
ts
id
e
o
f
s
ch
o
o
l
”
u
n
d
e
r
wen
t
th
e
g
r
ea
test
ch
an
g
es;
it
in
cr
ea
s
ed
b
y
0
.
3
p
o
in
ts
.
I
n
th
e
co
n
tex
t
o
f
alm
o
s
t
all
p
ar
am
eter
s
,
th
er
e
was
a
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
t
in
t
h
e
s
o
cial
s
en
tim
en
t
o
f
s
tu
d
en
ts
.
T
h
e
o
n
ly
in
d
icato
r
t
h
at
d
id
n
o
t
c
h
an
g
e
was
th
e
cr
iter
io
n
“
l
ev
el
o
f
ab
ilit
y
to
wo
r
k
”
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
th
e
c
r
iter
io
n
“
a
tten
tiv
en
ess
at
th
e
less
o
n
”
r
em
ain
ed
u
n
ch
an
g
ed
i
n
all
th
e
g
r
o
u
p
s
.
Giv
en
th
e
tar
g
et
s
eg
m
en
t
o
f
A
-
tr
ain
in
g
,
th
e
tr
e
n
d
to
wa
r
d
s
m
ain
tain
in
g
th
e
in
itial
lev
el
o
f
atten
tiv
en
ess
in
all
r
es
p
o
n
d
e
n
t g
r
o
u
p
s
was e
x
p
ec
ted
as th
is
f
ac
to
r
is
m
o
r
e
p
er
s
o
n
al
th
an
s
o
cial.
T
ab
le
3
p
r
esen
ts
a
s
tatis
tica
l
an
aly
s
is
o
f
th
e
ass
ess
m
en
t
o
f
v
ar
i
o
u
s
asp
ec
ts
o
f
co
m
m
u
n
icativ
e
co
m
p
eten
ce
f
o
r
two
g
r
o
u
p
s
o
f
s
tu
d
en
ts
:
th
o
s
e
wh
o
u
n
d
er
w
en
t
tr
ain
in
g
A
an
d
th
o
s
e
wh
o
d
id
n
o
t.
Fo
r
ea
ch
asp
ec
t
o
f
co
m
m
u
n
icativ
e
co
m
p
eten
ce
,
th
e
tab
le
d
is
p
lay
s
th
e
m
in
im
u
m
(
MI
N)
an
d
m
ax
im
u
m
(
MA
X)
v
alu
es,
as
well
as
th
e
s
tan
d
ar
d
d
ev
ia
tio
n
(
SD)
f
o
r
ea
c
h
o
f
th
ese
g
r
o
u
p
s
.
Fro
m
T
ab
le
3
,
it
ca
n
b
e
co
n
clu
d
ed
th
at
tr
ain
in
g
A
h
as
a
p
o
s
itiv
e
im
p
a
ct
o
n
th
e
co
m
f
o
r
t
o
f
u
s
in
g
m
o
b
ile
d
ev
ices
f
o
r
lear
n
in
g
,
em
o
t
io
n
al
s
tate,
f
atig
u
e,
an
d
co
m
m
u
n
icatio
n
with
p
ee
r
s
o
u
ts
id
e
o
f
s
ch
o
o
l.
Ho
wev
er
,
th
is
tr
ain
in
g
d
id
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
tu
d
en
ts
'
ab
ilit
y
to
wo
r
k
an
d
at
ten
tio
n
.
T
ab
le
3
.
Statis
tical
an
aly
s
is
o
f
in
d
icato
r
s
V
a
r
i
a
b
l
e
s
o
f
c
o
mm
u
n
i
c
a
t
i
v
e
c
o
m
p
e
t
e
n
c
e
C
o
n
t
r
o
l
g
r
o
u
p
(
N
=
3
8
)
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
(
N
=
5
4
)
M
I
N
M
A
X
SD
M
I
N
M
A
X
SD
I
a
m c
o
mf
o
r
t
a
b
l
e
u
si
n
g
m
o
b
i
l
e
d
e
v
i
c
e
s fo
r
l
e
a
r
n
i
n
g
p
u
r
p
o
s
e
s
4
.
0
4
.
7
0
.
4
4
.
3
4
.
9
0
.
2
M
y
e
m
o
t
i
o
n
a
l
s
t
a
t
e
4
.
2
4
.
6
0
.
6
4
.
4
4
.
7
0
.
3
F
e
e
l
i
n
g
o
f
t
i
r
e
d
n
e
ss
4
.
1
4
.
5
0
.
5
4
.
4
4
.
7
0
.
3
A
b
i
l
i
t
y
t
o
w
o
r
k
4
.
4
4
.
7
0
.
4
4
.
5
4
.
8
03
C
o
mm
u
n
i
c
a
t
i
o
n
w
i
t
h
p
e
e
r
s
o
u
t
s
i
d
e
o
f
sch
o
o
l
4
.
1
4
.
5
0
.
6
4
.
5
4
.
8
0
.
4
A
t
t
e
n
t
i
v
e
n
e
ss
a
t
t
h
e
l
e
s
so
n
4
.
2
4
.
5
0
.
5
4
.
4
4
.
7
0
.
3
At
th
e
s
am
e
tim
e,
th
e
r
esp
o
n
d
en
ts
d
em
o
n
s
tr
ated
p
r
e
d
o
m
in
an
tly
p
o
s
itiv
e
r
ea
ctio
n
s
to
th
e
tr
ain
in
g
co
u
r
s
e.
T
h
u
s
,
ab
o
u
t
6
8
%
o
f
th
e
p
ar
ticip
an
ts
n
o
ted
th
at
th
e
m
ater
ials
r
ec
eiv
ed
d
u
r
in
g
th
e
d
ig
ital
in
ter
ac
tiv
e
s
ess
io
n
wer
e
u
s
ef
u
l.
Am
o
n
g
t
h
e
m
ain
in
n
o
v
atio
n
s
,
th
e
s
tu
d
e
n
ts
n
o
ted
th
e
s
tu
d
y
o
f
o
p
er
atin
g
s
y
s
tem
s
,
ty
p
es
o
f
web
r
eso
u
r
ce
s
,
an
d
th
e
s
p
ec
if
ics
o
f
th
eir
cr
ea
tio
n
a
n
d
u
s
e.
Als
o
,
ab
o
u
t
1
5
%
o
f
th
e
r
esp
o
n
d
en
ts
n
o
ted
th
eir
in
ter
est
in
in
f
o
r
m
atio
n
o
n
clo
u
d
tech
n
o
lo
g
ies,
t
o
o
ls
f
o
r
wo
r
k
in
g
with
s
o
cial
n
etwo
r
k
s
,
a
n
d
d
i
g
ital
etiq
u
ette.
A
lm
o
s
t
a
th
ir
d
o
f
all
p
ar
ticip
a
n
ts
in
th
e
ex
p
e
r
im
en
t
co
n
f
ir
m
ed
th
e
u
s
e
o
f
a
m
u
c
h
lar
g
e
r
n
u
m
b
er
o
f
lear
n
i
n
g
to
o
ls
in
th
e
p
r
o
ce
s
s
o
f
d
o
in
g
o
n
lin
e
h
o
m
ewo
r
k
co
m
p
ar
e
d
to
th
e
class
r
o
o
m
f
o
r
m
at.
At
th
e
s
am
e
tim
e,
th
ey
ar
e
g
o
in
g
to
a
p
p
ly
th
e
ac
q
u
ir
ed
s
k
ills
in
th
e
co
u
r
s
e
o
f
f
u
r
th
er
t
r
ain
in
g
.
On
th
e
o
th
er
h
a
n
d
,
t
h
e
v
ast
m
ajo
r
ity
o
f
A
-
tr
ain
in
g
p
a
r
ticip
an
ts
to
o
k
th
e
in
itiativ
e
to
r
ec
eiv
e
p
s
y
ch
o
lo
g
ical
h
el
p
f
r
o
m
a
s
p
ec
ialis
t
(
ab
o
u
t
8
6
%).
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
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d
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N:
2252
-
8
8
2
2
Th
e
in
flu
en
ce
o
f m
o
b
ile
co
mm
u
n
ica
tio
n
tec
h
n
o
lo
g
ies in
lo
n
g
-
term e
-
lea
r
n
in
g
(
E
len
a
S
u
s
im
en
ko
)
1911
Acc
o
r
d
in
g
to
p
s
y
c
h
o
lo
g
is
ts
,
th
e
m
o
s
t
co
m
m
o
n
is
s
u
es
wer
e
th
e
lack
o
f
c
o
m
m
u
n
icatio
n
i
n
d
is
tan
ce
lear
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n
g
an
d
an
in
c
r
ea
s
e
in
th
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o
v
e
r
all
lev
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f
d
ep
r
ess
io
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am
o
n
g
s
tu
d
en
ts
.
T
h
e
r
esp
o
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d
e
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a
d
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in
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5
7
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d
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ted
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ativ
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ates.
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o
n
g
th
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ec
o
m
m
en
d
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s
p
r
o
p
o
s
ed
b
y
th
e
p
s
y
ch
o
l
o
g
is
ts
,
th
e
f
o
llo
wi
n
g
o
n
es sh
o
u
ld
b
e
h
ig
h
lig
h
ted
:
-
T
o
co
n
d
u
ct
a
s
o
cio
m
etr
ic
s
tu
d
y
in
an
ac
a
d
em
ic
g
r
o
u
p
to
id
e
n
tify
o
u
ts
id
er
s
tu
d
en
ts
;
-
T
o
cr
ea
te
ad
d
itio
n
al
co
m
m
u
n
i
ca
tio
n
ch
an
n
els f
o
r
s
tu
d
e
n
ts
(
g
r
o
u
p
p
r
o
jects
an
d
co
llectiv
e
ta
s
k
s
)
;
-
T
o
in
tr
o
d
u
ce
a
n
u
m
b
er
o
f
ed
u
ca
tio
n
al
an
d
r
ec
r
ea
tio
n
al
ac
t
iv
ities
th
at
p
r
o
m
o
te
i
n
f
o
r
m
al
co
m
m
u
n
icatio
n
am
o
n
g
r
esp
o
n
d
e
n
ts
;
-
P
r
o
v
id
e
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
to
s
tu
d
en
ts
.
Activ
e
lear
n
in
g
is
an
ap
p
r
o
a
ch
to
ed
u
ca
tio
n
t
h
at
em
p
h
asizes
en
g
ag
in
g
s
tu
d
e
n
ts
in
th
ei
r
lear
n
in
g
p
r
o
ce
s
s
an
d
d
ee
p
en
i
n
g
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ater
i
al
th
r
o
u
g
h
ac
tiv
e
p
a
r
ticip
atio
n
,
in
ter
ac
tio
n
,
an
d
co
llab
o
r
atio
n
[
2
5
]
.
Activ
e
lear
n
in
g
is
,
b
ec
au
s
e,
d
u
r
in
g
th
e
less
o
n
,
s
tu
d
en
ts
ar
e
n
o
t
o
n
ly
p
ass
iv
e
lis
ten
er
s
;
th
ey
also
ac
tiv
ely
tak
e
n
o
tes
an
d
h
a
v
e
an
o
p
p
o
r
tu
n
ity
to
i
n
ter
r
u
p
t th
e
teac
h
er
t
o
ask
a
q
u
esti
o
n
n
o
t
at
th
e
e
n
d
o
f
th
e
less
o
n
,
b
u
t d
u
r
in
g
it.
T
h
is
k
ee
p
s
s
tu
d
en
ts
f
r
o
m
lo
s
in
g
tr
ac
k
o
f
in
f
o
r
m
atio
n
a
n
d
e
n
ab
les a
h
ig
h
lev
el
o
f
lear
n
in
g
an
d
k
n
o
wled
g
e
r
eten
tio
n
in
co
n
tr
ast
to
tr
ad
itio
n
al
class
r
o
o
m
less
o
n
s
.
I
n
th
is
p
a
p
er
,
u
n
lik
e
th
e
class
r
o
o
m
f
o
r
m
at,
in
d
is
tan
ce
lear
n
in
g
,
a
ctiv
e
s
tu
d
en
ts
u
s
e
m
o
r
e
o
p
p
o
r
tu
n
ities
(
m
ain
ly
d
ig
ital
o
n
es)
to
m
ak
e
d
ec
is
io
n
s
r
elate
d
to
th
e
lear
n
in
g
p
r
o
ce
s
s
.
At
th
e
s
am
e
t
im
e,
it
h
as
b
ee
n
f
o
u
n
d
th
at
th
ey
g
o
b
ey
o
n
d
th
e
p
r
o
ce
s
s
o
f
ty
p
ical
ac
q
u
is
itio
n
o
f
in
f
o
r
m
atio
n
a
n
d
r
elate
to
m
o
r
e
c
o
m
p
lex
d
a
ta
p
r
o
ce
s
s
in
g
m
eth
o
d
s
:
an
aly
s
is
,
s
y
n
th
esis
,
an
d
ev
alu
atio
n
o
f
m
e
n
tal
task
s
.
I
n
s
tead
o
f
m
em
o
r
izin
g
an
d
r
ep
ea
tin
g
th
e
in
f
o
r
m
atio
n
,
th
e
r
esp
o
n
d
en
ts
wer
e
in
v
o
lv
ed
in
d
ev
elo
p
i
n
g
th
eir
c
o
m
m
u
n
icatio
n
s
k
ills
,
d
is
cu
s
s
i
n
g
wh
at
th
ey
lear
n
e
d
in
th
e
co
n
tex
t
o
f
a
p
ar
ticu
lar
s
u
b
ject
u
s
in
g
v
ar
io
u
s
r
o
le
-
p
lay
in
g
f
o
r
m
s
d
u
r
in
g
d
is
cu
s
s
io
n
s
.
T
r
ad
itio
n
al
ed
u
ca
tio
n
h
as
b
ee
n
r
ep
lace
d
b
y
o
n
lin
e
p
latf
o
r
m
s
th
at
o
f
f
er
a
wid
e
r
a
n
g
e
o
f
p
r
o
g
r
am
s
an
d
ap
p
licatio
n
s
f
o
r
d
is
tan
ce
co
m
m
u
n
icatio
n
.
As
a
r
u
le,
with
a
m
ass
iv
e
tr
an
s
itio
n
to
o
n
lin
e
lear
n
in
g
,
teac
h
e
r
s
d
o
n
o
t
f
u
lly
u
s
e
n
ew
t
o
o
ls
to
co
m
p
en
s
ate
f
o
r
th
e
lack
o
f
in
-
p
er
s
o
n
in
ter
ac
tio
n
in
th
e
class
r
o
o
m
[
1
5
]
.
T
h
is
m
ay
r
esu
lt
in
s
tu
d
en
ts
'
p
o
o
r
o
r
u
n
d
er
d
ev
elo
p
e
d
p
u
b
lic
s
p
ea
k
i
n
g
s
k
ills
an
d
s
o
m
e
r
e
d
u
ctio
n
in
t
h
eir
v
o
ca
b
u
lar
y
d
u
e
to
th
e
s
p
ec
if
ic
lim
itatio
n
s
in
h
e
r
en
t
in
o
n
lin
e
co
m
m
u
n
icatio
n
[
1
9
]
.
T
h
u
s
,
th
e
s
tu
d
e
n
ts
wh
o
l
ac
k
an
o
p
p
o
r
tu
n
ity
to
im
p
r
o
v
e
t
h
eir
r
ea
d
in
g
an
d
p
u
b
lic
s
p
ea
k
in
g
s
k
ills
m
ay
ex
p
er
ien
ce
a
d
ec
r
ea
s
e
in
v
o
c
ab
u
lar
y
[
2
1
]
,
[
2
6
]
.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
o
f
Kan
g
et
a
l
.
[
2
7
]
,
ch
ild
r
e
n
'
s
o
n
lin
e
lear
n
i
n
g
p
r
o
g
r
ess
h
as
b
ee
n
r
ed
u
ce
d
b
y
m
o
r
e
th
an
h
alf
co
m
p
ar
ed
to
th
ei
r
en
tr
y
-
lev
el.
T
h
e
c
u
r
r
en
t
s
tu
d
y
p
r
o
v
ed
th
at
tr
ain
in
g
A
h
as
a
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
co
m
f
o
r
t
o
f
u
s
in
g
m
o
b
ile
d
ev
ic
es
f
o
r
lear
n
in
g
,
e
m
o
tio
n
al
s
tate,
f
atig
u
e
,
a
n
d
co
m
m
u
n
icatio
n
with
p
ee
r
s
o
u
ts
id
e
o
f
s
ch
o
o
l.
Ho
we
v
er
,
t
h
is
tr
ai
n
in
g
d
id
n
o
t
s
ig
n
if
ican
tly
i
n
f
lu
en
ce
s
tu
d
e
n
ts
'
ab
ilit
y
to
wo
r
k
a
n
d
atte
n
tio
n
.
Dam
o
p
o
lii
et
a
l
.
[
3
]
c
o
n
d
u
cted
a
s
tu
d
y
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
o
n
lin
e
ed
u
ca
tio
n
.
T
h
eir
f
i
n
d
in
g
s
in
d
icate
th
at
its
ef
f
ec
tiv
en
ess
d
ep
en
d
s
o
n
th
e
q
u
ality
o
f
th
e
c
o
u
r
s
e
co
n
ten
t
an
d
q
u
alif
icatio
n
s
o
f
te
ac
h
er
s
,
as
well
as
in
ter
ac
tio
n
b
etwe
en
teac
h
e
r
s
an
d
th
eir
s
tu
d
en
ts
[
2
8
]
.
I
n
cu
r
r
e
n
t
s
tu
d
y
,
th
e
r
esp
o
n
d
en
ts
d
em
o
n
s
tr
ated
p
r
ed
o
m
i
n
an
tly
p
o
s
itiv
e
r
ea
ctio
n
s
to
th
e
tr
ain
in
g
c
o
u
r
s
e.
T
h
u
s
,
ab
o
u
t
6
8
%
o
f
th
e
p
a
r
ticip
an
ts
n
o
ted
th
at
th
e
m
ater
ials
r
ec
eiv
ed
d
u
r
in
g
t
h
e
d
ig
ital
in
ter
ac
tiv
e
s
ess
io
n
wer
e
u
s
ef
u
l.
T
h
is
p
r
o
v
es
th
e
ef
f
e
ctiv
e
im
p
ac
t
o
f
th
e
co
u
r
s
e
o
n
s
tu
d
en
t le
ar
n
i
n
g
.
B
ased
o
n
th
e
r
esu
lts
,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
d
u
e
t
o
th
e
c
o
n
s
id
er
ab
le
im
p
ac
t
o
f
p
e
d
ag
o
g
y
,
teac
h
in
g
s
ty
le,
an
d
its
ef
f
ec
tiv
en
ess
o
n
th
e
s
tu
d
en
ts
'
p
er
ce
p
tio
n
o
f
o
n
l
in
e
class
e
s
,
it b
ec
o
m
es im
p
er
ativ
e
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
en
s
u
r
e
t
h
e
av
a
ilab
ilit
y
o
f
well
-
tr
ain
ed
teac
h
in
g
s
taf
f
.
I
n
a
d
d
itio
n
,
as
th
er
e
is
n
o
s
ig
n
if
ica
n
t
ef
f
ec
t
o
f
in
s
titu
tio
n
ty
p
e,
g
en
d
er
,
an
d
a
g
e
g
r
o
u
p
s
o
n
teac
h
er
s
k
ills
,
r
esp
o
n
s
iv
en
ess
,
an
d
teac
h
i
n
g
ef
f
ec
tiv
en
ess
,
s
tu
d
en
ts
in
th
ese
d
em
o
g
r
ap
h
ics
h
ad
a
s
im
ilar
lear
n
in
g
ex
p
er
ie
n
ce
in
a
v
ir
tu
al
lear
n
in
g
en
v
ir
o
n
m
en
t
[
2
9
]
.
I
n
th
is
s
tu
d
y
,
th
e
au
t
h
o
r
s
co
r
r
o
b
o
r
ate
th
e
co
n
clu
s
io
n
s
o
f
p
r
e
v
io
u
s
r
esear
ch
.
I
n
d
ee
d
,
s
tu
d
en
ts
wh
o
u
n
d
er
wen
t
A
-
t
r
ain
in
g
a
n
d
u
tili
ze
d
d
ig
ital
te
ch
n
o
lo
g
ies
in
t
h
eir
lear
n
in
g
d
em
o
n
s
tr
ated
b
etter
o
u
tco
m
es
in
th
e
m
ea
s
u
r
ed
in
d
icato
r
s
.
Fo
r
in
s
tan
ce
,
th
e
in
d
icato
r
o
f
r
esp
o
n
d
en
ts
'
em
o
tio
n
al
s
tate
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
(
f
r
o
m
4
.
2
to
4
.
4
)
in
t
h
e
g
r
o
u
p
th
at
u
n
d
e
r
wen
t A
-
tr
a
in
in
g
.
T
h
e
f
o
u
n
d
atio
n
o
f
th
e
r
esear
ch
b
y
C
ze
ch
s
cien
tis
ts
was
a
s
u
r
v
ey
o
f
r
esp
o
n
d
en
ts
d
ed
ic
ated
to
th
e
s
tu
d
y
o
f
f
o
r
eig
n
lan
g
u
a
g
es
u
s
in
g
a
p
er
s
o
n
alize
d
s
m
ar
tp
h
o
n
e
ap
p
licatio
n
[
2
2
]
.
T
h
e
r
esu
lts
in
d
icate
th
at
lear
n
in
g
a
f
o
r
ei
g
n
lan
g
u
ag
e,
p
ar
ticu
lar
ly
s
tu
d
y
in
g
an
d
r
ev
iewin
g
E
n
g
lis
h
v
o
ca
b
u
la
r
y
a
n
d
p
h
r
ases
th
r
o
u
g
h
s
m
ar
tp
h
o
n
es,
is
ef
f
ec
tiv
e
in
im
p
r
o
v
i
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
'
p
er
f
o
r
m
a
n
ce
.
Mo
s
t
p
ar
ticip
a
n
ts
wer
e
s
ati
s
f
ied
with
its
u
s
ag
e,
wh
ile
s
o
m
e
s
t
u
d
en
ts
d
id
n
o
t
s
h
ar
e
th
is
s
en
tim
en
t.
T
h
e
f
i
n
d
in
g
s
o
f
o
u
r
s
tu
d
y
d
em
o
n
s
tr
ate
th
at
r
esp
o
n
d
en
ts
p
r
e
d
o
m
in
a
n
tly
ex
h
ib
ited
a
p
o
s
itiv
e
r
ea
cti
o
n
to
th
e
ed
u
ca
tio
n
al
co
u
r
s
e.
Sp
ec
if
ically
,
ap
p
r
o
x
im
ately
6
8
%
o
f
p
ar
tici
p
an
ts
n
o
ted
th
at
th
e
m
ater
ial
s
o
b
tain
ed
d
u
r
in
g
t
h
e
d
ig
ital
in
ter
ac
tiv
e
s
ess
io
n
wer
e
b
en
ef
icial.
T
h
e
cu
r
r
e
n
t
r
esear
ch
h
ig
h
lig
h
ts
th
at
th
e
ap
p
licatio
n
s
u
s
ed
f
o
r
o
n
lin
e
class
es
s
h
o
u
ld
m
ak
e
lear
n
in
g
m
o
r
e
co
n
v
en
ien
t
as
m
o
s
t
p
eo
p
le
wh
o
u
s
e
th
em
f
ac
e
p
r
o
b
lem
s
.
I
t
wo
u
ld
b
e
h
elp
f
u
l
if
th
ey
also
p
r
o
v
id
ed
m
o
b
ile
s
o
lu
tio
n
s
as
p
r
o
b
lem
s
ar
is
e.
Fro
m
th
e
p
o
in
t
o
f
v
iew
o
f
s
tu
d
e
n
ts
,
teac
h
er
s
s
h
o
u
ld
g
iv
e
m
o
r
e
h
a
n
d
s
-
o
n
ass
ig
n
m
en
ts
to
k
ee
p
th
eir
in
t
er
est.
Stu
d
en
ts
f
ee
l
s
h
y
o
r
u
n
co
m
f
o
r
ta
b
le
wh
en
ask
in
g
q
u
e
s
tio
n
s
in
th
e
o
n
lin
e
en
v
ir
o
n
m
en
t
s
o
teac
h
er
s
s
h
o
u
ld
d
ev
elo
p
a
way
t
o
en
co
u
r
ag
e
th
eir
p
ar
ticip
atio
n
.
Fo
r
e
x
am
p
le,
in
s
titu
tio
n
s
s
h
o
u
ld
co
n
tr
o
l th
e
s
cr
ee
n
tim
e
o
f
o
n
lin
e
less
o
n
s
as lo
n
g
er
cla
s
s
es n
eg
ativ
ely
im
p
ac
t v
is
io
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
9
0
4
-
1
9
1
5
1912
On
th
e
o
th
e
r
h
an
d
,
th
e
t
r
an
s
f
o
r
m
at
io
n
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
s
h
o
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ld
b
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ca
r
r
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ed
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t
b
a
s
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p
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th
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o
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a
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ch
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ld
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ar
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a
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it
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ely
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t
er
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et
te
ch
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o
lo
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e
s
[
3
0
]
,
[
3
1
]
.
T
h
er
e
f
o
r
e,
ac
c
o
r
d
in
g
to
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2
0
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1
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t
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f
o
r
f
lex
ib
l
e
wo
r
k
in
g
h
o
u
r
s
wi
th
t
h
e
o
p
p
o
r
tu
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i
ty
to
u
s
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ad
v
an
c
ed
in
f
o
r
m
a
tio
n
te
ch
n
o
lo
g
ie
s
.
At
th
e
s
am
e
t
im
e
,
th
e
g
r
o
s
s
v
o
lu
m
e
o
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in
v
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s
tm
en
t
s
in
th
e
d
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i
ta
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an
s
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o
r
m
a
tio
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o
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s
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s
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d
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e
ir
p
er
s
o
n
n
e
l
in
2
0
2
1
ex
ce
ed
s
6
5
9
b
i
l
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S
d
o
l
lar
s
wo
r
ld
wi
d
e.
An
a
ly
s
t
s
p
r
ed
i
ct
r
ap
id
g
r
o
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th
in
th
e
ca
p
a
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o
f
th
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I
T
s
er
v
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s
m
ar
k
e
t.
4
.
CO
NCLU
SI
O
N
T
h
e
s
u
r
v
ey
co
n
d
u
ct
ed
b
ef
o
r
e
an
d
af
ter
th
e
A
-
tr
a
in
in
g
co
u
r
s
e
d
e
v
o
t
ed
to
th
e
co
m
m
u
n
ic
at
iv
e
an
d
d
ig
i
ta
l
in
ter
ac
ti
o
n
s
o
f
s
tu
d
en
t
s
d
em
o
n
s
tr
at
e
s
a
s
ig
n
if
i
ca
n
t
d
if
f
er
en
ce
in
th
e
id
en
ti
f
i
ca
tio
n
o
f
d
is
ta
n
ce
le
ar
n
in
g
am
o
n
g
s
tu
d
e
n
t
s
o
f
I
.
M
.
Se
ch
en
o
v
F
ir
s
t
Mo
s
co
w
St
at
e
Me
d
ica
l
Un
iv
e
r
s
i
ty
an
d
P
la
to
v
S
o
u
th
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R
u
s
s
i
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S
ta
te
Po
l
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ch
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ic
Un
iv
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s
i
ty
(
N
PI
)
.
T
h
u
s
,
f
o
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ex
a
m
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e,
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ic
ato
r
o
f
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e
em
o
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io
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a
l
s
t
ate
o
f
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e
s
p
o
n
d
en
ts
s
i
g
n
if
ic
an
t
ly
im
p
r
o
v
ed
(
f
r
o
m
4
.
2
to
4
.
4
)
in
th
e
g
r
o
u
p
th
at
t
o
o
k
A
-
tr
a
in
in
g
.
At
th
e
s
am
e
t
i
m
e,
th
e
cr
i
ter
io
n
o
f
co
m
m
u
n
ic
at
io
n
w
it
h
p
ee
r
s
u
n
d
er
w
en
t
th
e
g
r
ea
te
s
t
ch
an
g
e
s
(
4
.
6
v
s
.
4
.
2
in
th
e
g
r
o
u
p
w
ith
o
u
t
tr
ain
in
g
)
,
wh
ic
h
in
d
i
ca
te
s
an
i
m
p
r
o
v
em
en
t
i
n
th
e
co
m
m
u
n
i
ca
tiv
e
co
m
p
o
n
en
t
am
o
n
g
th
e
r
e
s
p
o
n
d
en
ts
.
I
n
co
r
p
o
r
at
in
g
a
d
i
s
cu
s
s
io
n
o
f
th
e
li
m
i
ta
tio
n
s
o
f
th
i
s
s
tu
d
y
i
s
im
p
er
a
t
iv
e.
T
h
e
r
e
s
e
ar
c
h
er
s
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ex
p
l
ic
it
/o
p
t
i
m
i
s
t
ic
a
s
s
u
m
p
t
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ly
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lly
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ata
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tio
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s
m
ig
h
t
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m
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th
e
o
u
t
co
m
e
s
o
f
th
e
s
t
u
d
y
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h
is
s
tu
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o
ld
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s
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n
if
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ce
with
in
th
e
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ap
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m
m
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s
k
ills
.
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it
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co
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h
e
ef
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co
n
d
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s
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h
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b
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ain
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tu
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h
e
f
in
d
in
g
s
also
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ig
h
lig
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t
th
e
im
p
o
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tan
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liter
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h
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ci
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attitu
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d
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p
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t
h
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r
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p
r
ac
tical
im
p
licatio
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f
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th
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f
ield
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lear
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s
tu
d
y
d
em
o
n
s
tr
ates
th
e
im
p
lem
en
tatio
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f
ef
f
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tiv
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s
tr
ateg
ies
th
at
im
p
r
o
v
e
th
e
p
r
o
ce
s
s
o
f
d
is
tan
ce
lear
n
in
g
an
d
en
h
an
ce
th
e
q
u
ality
o
f
ed
u
ca
tio
n
.
T
h
e
r
esear
ch
f
in
d
in
g
s
ca
n
b
e
u
tili
ze
d
to
d
ev
el
o
p
m
o
r
e
ef
f
ec
tiv
e
an
d
ad
a
p
tiv
e
p
e
d
ag
o
g
ical
p
r
o
g
r
am
s
f
o
r
d
is
tan
ce
le
ar
n
in
g
.
E
d
u
ca
t
o
r
s
ca
n
u
s
e
th
e
d
ata
to
d
eter
m
in
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th
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m
o
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t e
f
f
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tiv
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et
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o
d
s
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d
teac
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in
g
s
tr
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th
e
o
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l
in
e
en
v
ir
o
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m
en
t.
Ad
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ti
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a
lly
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r
e
s
e
ar
ch
r
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l
t
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c
ato
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n
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g
h
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w
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p
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co
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m
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w
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m
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t
p
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n
d
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o
n
m
en
t.
Po
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p
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at
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p
p
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th
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q
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s
s
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b
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ca
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d
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lo
g
y
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th
e
e
d
u
ca
t
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a
l
p
r
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ce
s
s
.
T
h
i
s
wo
u
ld
al
l
o
w
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u
ca
to
r
s
t
o
b
e
m
o
r
e
p
r
ep
ar
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f
o
r
th
e
ch
al
len
g
es
a
s
s
o
ci
at
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w
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d
is
tan
ce
l
ea
r
n
in
g
.
T
h
e
r
e
s
ea
r
ch
r
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s
u
lt
s
ca
n
s
er
v
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v
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t
m
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th
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r
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t
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c
tu
r
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f
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d
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s
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ce
le
ar
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in
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.
Po
l
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m
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r
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c
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s
ef
f
o
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s
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T
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f
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.
ACK
NO
WL
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DG
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Als
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h
m
an
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Kaz
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Fed
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Un
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Stra
teg
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Pro
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am
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F
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Au
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s
tate
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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2252
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8
8
2
2
Th
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in
flu
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f m
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b
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tec
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lo
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-
term e
-
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(
E
len
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S
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s
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ko
)
1913
AUTHO
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CO
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B
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Na
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C
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RE
F
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NC
E
S
[
1
]
Y
.
Zh
a
o
a
n
d
J.
W
a
t
t
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r
st
o
n
,
“
S
t
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”
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T
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Ri
sky
B
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c
a
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Po
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.
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.
Ti
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.
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.
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[
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