I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
3
,
J
u
n
e
20
25
,
p
p
.
1
949
~
1
9
6
0
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/ijer
e.
v
14
i
3
.
2
9
3
8
3
1949
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
H
ig
her e
duca
tion
instructors
’
a
nd s
tudent
s
’
a
t
tit
ud
es towa
rd
dista
nce learning
Yo
us
ef
M
.
Aro
uri
1
,
Yo
us
ef
M
.
Als
ha
bo
u
l
2
,
Dia
la
A.
H
a
m
a
idi
3
,
Asi
a
Y.
Als
ha
bo
ul
4
1
D
e
p
a
r
t
me
n
t
o
f
C
u
r
r
i
c
u
l
u
m
a
n
d
I
n
st
r
u
c
t
i
o
n
,
S
c
h
o
o
l
o
f
Ed
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s
,
T
h
e
U
n
i
v
e
r
s
i
t
y
o
f
J
o
r
d
a
n
,
A
mm
a
n
,
J
o
r
d
a
n
2
D
e
p
a
r
t
me
n
t
o
f
E
d
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s
,
C
o
l
l
e
g
e
o
f
E
d
u
c
a
t
i
o
n
,
Q
a
t
a
r
U
n
i
v
e
r
si
t
y
,
D
o
h
a
,
Q
a
t
a
r
3
D
e
p
a
r
t
me
n
t
o
f
P
sy
c
h
o
l
o
g
i
c
a
l
S
c
i
e
n
c
e
s C
o
l
l
e
g
e
o
f
E
d
u
c
a
t
i
o
n
,
Q
a
t
a
r
U
n
i
v
e
r
s
i
t
y
,
D
o
h
a
,
Q
a
t
a
r
4
C
o
l
l
e
g
e
o
f
F
o
r
e
i
g
n
L
a
n
g
u
a
g
e
s,
T
h
e
U
n
i
v
e
r
si
t
y
o
f
Jo
r
d
a
n
,
A
mm
a
n
,
J
o
r
d
a
n
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
No
v
25
,
2
0
2
3
R
ev
is
ed
Oct
1
,
2024
Acc
ep
ted
Oct
30
,
2
0
2
4
Th
is
stu
d
y
a
ime
d
a
t
e
x
p
l
o
ri
n
g
t
h
e
a
tt
it
u
d
e
s
o
f
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
i
n
stru
c
to
rs
a
n
d
u
n
iv
e
rsit
y
stu
d
e
n
ts
re
g
a
rd
i
n
g
d
istan
t
lea
rn
in
g
d
u
rin
g
th
e
C
OV
ID
-
19
e
p
id
e
m
ic.
It
to
o
k
p
lac
e
a
t
a
h
ig
h
e
r
e
d
u
c
a
ti
o
n
i
n
stit
u
ti
o
n
o
f
Jo
r
d
a
n
.
Us
in
g
a
m
ix
e
d
m
e
th
o
d
a
p
p
ro
a
c
h
,
th
e
re
se
a
rc
h
e
rs
d
e
v
e
lo
p
e
d
a
two
-
p
a
rt
q
u
e
stio
n
n
a
ire
a
n
d
a
se
m
i
-
stru
c
tu
re
d
in
ter
v
i
e
w.
Th
e
q
u
e
stio
n
n
a
ire
wa
s
d
istri
b
u
ted
q
u
e
stio
n
n
a
ire
to
1
6
7
in
str
u
c
to
rs
a
n
d
3
4
9
stu
d
e
n
ts
fro
m
th
e
Un
i
v
e
rsity
o
f
Jo
rd
a
n
(UJ
).
Th
e
fi
n
d
in
g
s
sh
o
we
d
th
a
t
th
e
p
a
rti
c
ip
a
n
ts
h
a
v
e
a
m
o
d
e
ra
tely
fa
v
o
ra
b
le
a
tt
it
u
d
e
to
wa
rd
d
ist
a
n
t
lea
rn
in
g
.
Ad
d
i
ti
o
n
a
ll
y
,
th
e
fin
d
i
n
g
s
re
v
e
a
led
n
o
sta
ti
stica
ll
y
sig
n
ifi
c
a
n
t
d
iffere
n
c
e
s
(α
=
.
0
5
)
i
n
th
e
a
tt
it
u
d
e
s
o
f
UJ
in
stru
c
t
o
rs
a
n
d
stu
d
e
n
ts
to
wa
rd
d
istan
c
e
lea
rn
in
g
d
u
ri
n
g
t
h
e
COV
ID
-
1
9
p
a
n
d
e
m
ic
a
tt
ri
b
u
ted
to
t
h
e
stu
d
y
v
a
riab
les
.
F
u
rt
h
e
rm
o
re
,
th
e
i
n
terv
iew
s
re
v
e
a
led
se
v
e
ra
l
th
e
m
e
s
th
a
t
th
e
u
n
iv
e
rsit
y
i
n
stru
c
t
o
rs
a
n
d
stu
d
e
n
ts
id
e
n
ti
fie
d
a
s
in
fl
u
e
n
c
in
g
t
h
e
g
e
n
e
ra
l
e
ffe
c
ti
v
e
n
e
ss
o
f
th
e
ir
d
istan
c
e
lea
rn
in
g
e
x
p
e
rien
c
e
,
in
c
lu
d
in
g
a
c
c
e
ss
to
o
n
l
in
e
p
lat
fo
rm
s
a
n
d
p
r
o
fe
ss
io
n
a
l
train
i
n
g
,
o
ffe
ri
n
g
e
lec
tro
n
ic
e
q
u
i
p
m
e
n
t,
a
n
d
p
ro
tec
ti
n
g
t
h
e
i
n
teg
rit
y
o
f
e
x
a
m
s.
T
h
e
stu
d
y
re
c
o
m
m
e
n
d
s
th
a
t
h
ig
h
e
r
e
d
u
c
a
ti
o
n
i
n
stit
u
t
io
n
s
re
c
o
n
sid
e
r
t
h
e
c
o
n
c
e
p
t
o
f
d
istan
c
e
lea
rn
in
g
,
c
o
n
sid
e
ri
n
g
les
so
n
s
a
c
q
u
ired
fro
m
t
h
e
e
ra
o
f
c
o
m
p
u
lso
r
y
d
istan
c
e
lea
rn
in
g.
K
ey
w
o
r
d
s
:
Attitu
d
e
Dis
tan
ce
lear
n
in
g
Hig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
I
n
s
tr
u
cto
r
s
Stu
d
en
ts
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Yo
u
s
ef
M.
Ar
o
u
r
i
Dep
ar
tm
en
t o
f
C
u
r
r
icu
lu
m
a
n
d
I
n
s
tr
u
ctio
n
,
Sch
o
o
l
o
f
E
d
u
ca
tio
n
al
Scien
ce
s
,
T
h
e
Un
iv
er
s
it
y
o
f
J
o
r
d
an
Am
m
an
,
J
o
r
d
a
n
E
m
ail: y
.
ar
o
u
r
i@
ju
.
ed
u
.
jo
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
C
OVI
D
-
1
9
v
ir
u
s
p
a
n
d
em
ic,
ac
co
r
d
i
n
g
t
o
Mu
r
p
h
y
[
1
]
,
h
as
r
esu
lted
in
a
g
lo
b
al
clo
s
u
r
e
an
d
s
tr
ict
in
s
tr
u
ctio
n
s
to
r
estrict
s
o
cial
i
n
ter
ac
tio
n
am
o
n
g
p
eo
p
le
f
o
r
p
u
b
lic
s
af
ety
.
As
a
r
esu
lt,
s
ch
o
o
ls
an
d
u
n
iv
er
s
ities
clo
s
ed
th
eir
d
o
o
r
s
an
d
u
s
ed
m
an
y
d
if
f
er
en
t
s
tr
ateg
ies
to
k
ee
p
ed
u
ca
tio
n
g
o
in
g
.
Stu
d
en
t
s
an
d
in
s
tr
u
cto
r
s
at
v
ar
io
u
s
lear
n
in
g
in
s
titu
tio
n
s
lack
ed
ex
p
er
tis
e
d
ea
lin
g
with
co
n
tem
p
o
r
a
r
y
ed
u
ca
tio
n
al
s
ty
les,
wh
ich
n
ec
ess
itated
th
e
d
ep
lo
y
m
en
t
o
f
n
ew
teac
h
in
g
m
eth
o
d
s
,
co
n
tem
p
o
r
ar
y
tech
n
o
lo
g
ical
to
o
ls
,
an
d
m
o
d
er
n
ap
p
s
.
Fu
r
th
er
m
o
r
e
,
p
ar
ticip
atio
n
in
th
e
ed
u
ca
tio
n
al
v
ir
tu
al
e
n
v
ir
o
n
m
en
t
r
e
q
u
ir
es
q
u
alif
ied
tea
ch
er
s
an
d
s
tu
d
e
n
ts
wh
o
ar
e
p
r
o
f
icien
t
in
th
e
u
s
e
o
f
tech
n
o
lo
g
y
.
T
h
er
e
f
o
r
e,
teac
h
er
s
attem
p
ted
to
d
esig
n
an
d
c
o
n
s
tr
u
ct
in
ter
ac
tiv
e
ac
tiv
ities
th
at
en
co
u
r
a
g
e
s
tu
d
en
ts
to
lear
n
i
n
th
is
v
ir
t
u
al
e
n
v
ir
o
n
m
en
t
wh
ile
s
atis
f
y
in
g
t
h
eir
n
ee
d
s
.
Sev
er
al
s
tu
d
ies
[
2
]
–
[
6
]
d
em
o
n
s
tr
ated
th
e
r
elev
an
ce
o
f
attitu
d
es
i
n
p
r
o
v
id
i
n
g
a
co
n
s
tr
u
ctiv
e
l
ea
r
n
in
g
ex
p
e
r
ien
ce
.
Glaz
ier
an
d
B
ea
n
[
7
]
s
tate
th
at
th
e
ac
tio
n
s
o
f
in
s
tr
u
cto
r
s
m
ir
r
o
r
th
eir
k
n
o
wled
g
e
a
n
d
b
elief
s
.
I
t
is
n
o
s
ec
r
et
th
at
attitu
d
e
an
d
b
elief
s
cr
iti
ca
lly
s
h
ap
e
in
s
tr
u
cto
r
s
’
an
d
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es
an
d
d
ef
in
e
th
e
lev
el
o
f
s
u
cc
ess
f
u
l
lear
n
in
g
ex
p
er
ien
c
e
[
2
]
.
Hen
ce
,
to
h
elp
g
u
id
e
t
h
e
d
ir
ec
tio
n
o
f
e
d
u
ca
tio
n
,
it
i
s
cr
u
cial
to
in
q
u
ir
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
:
1
9
4
9
-
1
9
6
0
1950
in
s
tr
u
cto
r
s
’
an
d
s
tu
d
en
ts
'
attit
u
d
es
to
war
d
o
n
lin
e
lear
n
in
g
co
n
s
id
er
in
g
th
e
ep
i
d
em
ic.
Ac
co
r
d
in
g
to
s
ev
e
r
al
r
esear
ch
[
8
]
–
[
1
0
]
,
s
o
m
e
teac
h
er
s
ar
e
n
o
t
s
u
p
p
o
r
tiv
e
o
f
o
n
lin
e
lear
n
in
g
.
Ma
n
y
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
ar
e
co
n
ce
r
n
e
d
ab
o
u
t
th
e
tr
a
n
s
itio
n
in
teac
h
in
g
f
r
o
m
r
ea
l
to
v
i
r
tu
al
en
v
ir
o
n
m
en
ts
[
1
1
]
–
[
1
3
]
.
I
n
th
e
o
p
in
io
n
o
f
Z
h
en
g
et
a
l
.
[
1
4
]
,
in
s
tr
u
cto
r
s
ar
e
co
n
ce
r
n
ed
ab
o
u
t
th
e
ch
an
g
i
n
g
n
atu
r
e
o
f
th
e
tea
ch
in
g
a
n
d
lear
n
in
g
ex
p
er
ien
ce
,
th
e
lo
s
s
o
f
an
o
n
y
m
ity
,
ac
ce
s
s
ib
ilit
y
,
an
d
g
r
o
wi
n
g
wo
r
k
lo
ad
.
Oth
er
i
n
s
tr
u
cto
r
s
wo
u
ld
c
o
n
s
id
er
v
ir
tu
al
teac
h
in
g
th
e
k
ey
f
o
r
ed
u
ca
tio
n
d
ev
el
o
p
m
e
n
t
an
d
wo
u
ld
ca
ll
f
o
r
f
u
ll
im
m
er
s
io
n
in
th
is
p
io
n
ee
r
in
g
ex
p
er
ien
ce
[
1
5
]
,
[
1
6
]
.
T
h
is
is
ac
h
iev
ab
le
co
n
s
id
er
in
g
t
h
e
p
r
esen
t
tr
an
s
f
o
r
m
atio
n
in
h
i
g
h
er
ed
u
ca
tio
n
b
ec
au
s
e
o
f
th
e
C
OVI
D
-
1
9
ep
id
em
ic.
As
a
r
esu
lt,
to
im
p
r
o
v
e
d
is
tan
t
lear
n
in
g
in
th
e
p
o
s
t
-
p
an
d
em
ic
ag
e,
em
p
o
wer
in
g
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
a
n
d
s
tu
d
en
ts
s
h
o
u
ld
b
e
a
p
r
io
r
it
y
.
Usi
n
g
Mo
o
d
le
as
a
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
(
L
MS)
,
t
h
e
Un
iv
e
r
s
ity
o
f
J
o
r
d
a
n
(
UJ)
t
o
o
k
s
er
io
u
s
s
tep
s
to
en
s
u
r
e
th
e
lo
n
g
-
ter
m
v
iab
ilit
y
o
f
teac
h
i
n
g
an
d
l
ea
r
n
in
g
th
r
o
u
g
h
o
u
t
th
e
p
an
d
em
ic.
Mo
o
d
le
is
an
ed
u
ca
tio
n
al
p
latf
o
r
m
th
at
e
n
a
b
les
teac
h
er
s
to
c
o
n
s
tr
u
ct
p
er
s
o
n
alize
d
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
to
ass
is
t
s
tu
d
en
t
s
in
ac
h
iev
in
g
th
eir
lear
n
in
g
o
b
jectiv
es.
B
ec
au
s
e
U
J
b
eg
an
in
teg
r
atin
g
Mo
o
d
le
in
to
its
ed
u
ca
tio
n
al
p
r
o
ce
s
s
s
ev
er
al
y
ea
r
s
ag
o
,
to
s
o
m
e
ex
ten
t,
it
h
as
ass
i
s
ted
in
r
ed
u
cin
g
th
e
co
n
s
eq
u
e
n
ce
s
o
f
th
e
f
o
r
ce
d
tr
an
s
itio
n
t
o
d
is
tan
t le
ar
n
in
g
[
1
7
]
.
Desp
ite
th
e
d
etr
im
en
tal
co
n
s
eq
u
en
ce
s
o
f
C
OVI
D
-
1
9
o
n
th
e
ed
u
ca
tio
n
al
s
ec
to
r
,
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
s
h
o
u
ld
ad
a
p
t
to
th
e
s
e
d
r
asti
c
ch
an
g
es
an
d
en
d
ea
v
o
r
to
id
en
tif
y
th
e
b
est
way
s
to
im
p
r
o
v
e
lear
n
in
g
an
d
teac
h
in
g
in
n
ew
ci
r
cu
m
s
tan
ce
s
.
On
e
o
f
th
ese
s
tr
ateg
ies
is
to
co
n
d
u
ct
f
u
r
th
e
r
s
tu
d
ies
to
im
p
r
o
v
e
p
o
s
t
-
p
an
d
e
m
ic
lear
n
in
g
b
y
e
x
am
in
in
g
t
h
e
ex
p
e
r
ien
ce
s
o
f
b
o
th
in
s
tr
u
ct
o
r
s
an
d
s
tu
d
en
ts
th
r
o
u
g
h
o
u
t
th
e
p
an
d
em
ic.
As
a
r
esu
lt,
m
ain
o
b
jectiv
e
o
f
th
e
cu
r
r
en
t
s
tu
d
y
is
to
in
v
esti
g
ate
in
s
tr
u
cto
r
s
’
an
d
s
tu
d
en
ts
'
a
ttit
u
d
es
to
war
d
d
is
tan
ce
lear
n
in
g
at
th
e
UJ
f
o
llo
win
g
th
e
r
ap
id
f
o
r
c
ed
ch
an
g
e
ca
u
s
ed
b
y
th
e
co
r
o
n
av
ir
u
s
ep
id
e
m
ic.
T
h
e
r
esear
ch
er
s
ca
r
r
ie
d
o
u
t
q
u
esti
o
n
n
air
es
as
well
as
in
ter
v
iews
with
UJ
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
d
u
r
in
g
th
e
s
p
r
in
g
s
em
ester
o
f
2
0
2
1
.
T
h
e
liter
atu
r
e
r
e
v
iew
d
is
cu
s
s
es
o
n
ly
th
o
s
e
r
esear
ch
s
tu
d
ies
t
h
at
s
h
o
w
r
esu
lts
r
elate
d
to
p
a
r
ticip
an
ts
'
attitu
d
es
to
war
d
d
is
tan
ce
lear
n
in
g
.
Sev
er
al
r
esear
ch
es
[
1
8
]
–
[
2
0
]
r
ep
o
r
ted
th
at
b
o
th
o
f
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
t
s
f
ee
l
p
o
s
itiv
e
to
war
d
d
is
tan
ce
lear
n
in
g
b
ec
au
s
e
it
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
to
im
p
r
o
v
e
lea
r
n
in
g
a
n
d
teac
h
in
g
s
u
ch
as
g
iv
in
g
f
ac
u
lty
a
n
d
s
tu
d
en
ts
’
o
p
p
o
r
tu
n
ities
to
d
ev
elo
p
th
eir
tech
n
o
lo
g
y
,
r
esear
ch
s
k
ills
,
an
d
wo
r
k
i
n
g
u
n
d
er
p
r
ess
u
r
e.
Fu
r
th
er
,
Alam
[
2
1
]
r
ep
o
r
t
ed
t
h
at
s
tu
d
en
ts
v
alu
e
o
n
lin
e
class
es
b
ec
au
s
e
o
f
th
e
ea
s
y
ac
ce
s
s
to
s
tu
d
y
m
ater
ials
,
co
n
v
e
n
ien
t
o
n
-
tim
e
s
u
b
m
is
s
io
n
f
o
r
ac
a
d
e
m
ic
ass
ig
n
m
en
ts
,
an
d
au
to
m
a
tic
r
ea
ch
f
o
r
g
r
ad
es
an
d
r
esu
lts
ac
r
o
s
s
ed
u
ca
tio
n
al
p
latf
o
r
m
s
.
W
ith
th
e
s
am
e
s
en
s
e,
Ma
n
s
o
u
r
[
2
2
]
d
em
o
n
s
tr
ated
th
at
teac
h
er
s
h
av
e
p
o
s
itiv
e
attitu
d
es
to
war
d
d
is
tan
ce
lear
n
in
g
d
u
e
to
tem
p
o
r
a
l
an
d
s
p
atial
f
lex
ib
ilit
y
,
ef
f
ec
t
iv
e
co
m
m
u
n
icatio
n
b
etwe
en
s
tu
d
en
ts
a
n
d
teac
h
er
s
,
an
d
th
e
a
b
ilit
y
to
im
p
r
o
v
e
q
u
ality
o
f
teac
h
in
g
b
y
u
s
in
g
a
p
p
r
o
p
r
iate
teac
h
i
n
g
s
tr
ateg
ies
with
in
v
ir
tu
al
ed
u
c
atio
n
al
en
v
ir
o
n
m
en
ts
.
Acc
o
r
d
in
g
to
R
ey
es
-
C
h
u
a
et
a
l
.
[
2
3
]
,
d
is
tan
ce
lear
n
in
g
allo
ws
teac
h
er
s
an
d
s
tu
d
en
ts
to
o
b
tain
2
1
s
t
-
ce
n
tu
r
y
co
m
p
eten
cies
r
eq
u
ir
ed
to
f
lo
u
r
is
h
in
an
in
cr
ea
s
in
g
ly
d
ig
italizin
g
en
v
ir
o
n
m
e
n
t.
Desp
ite
th
e
p
o
s
itiv
e
attitu
d
es
to
war
d
d
is
tan
ce
lea
r
n
in
g
th
at
ea
r
lier
s
tu
d
ies
d
em
o
n
s
tr
ated
,
n
u
m
er
o
u
s
s
tu
d
ies
s
h
o
wed
a
d
ec
lin
e
in
t
h
is
s
tan
ce
.
Ma
n
y
g
r
a
d
u
ate
s
tu
d
en
ts
,
ac
co
r
d
i
n
g
to
A
d
n
an
a
n
d
An
war
[
2
4
]
,
h
av
e
m
is
g
iv
in
g
s
ab
o
u
t d
is
tan
ce
lear
n
in
g
b
ec
au
s
e
o
f
th
e
d
if
f
e
r
en
t p
r
o
b
lem
s
th
ey
co
n
f
r
o
n
t.
R
izu
n
an
d
Strz
elec
k
i
[
2
5
]
r
ep
o
r
ted
s
elf
-
ef
f
icac
y
,
ef
f
ec
ti
v
en
ess
,
an
d
p
r
o
d
u
ctiv
ity
as
i
n
d
icato
r
s
o
f
lo
wer
p
o
s
itiv
ity
i
n
s
tu
d
en
ts
'
attitu
d
es
to
war
d
s
d
is
tan
ce
lear
n
in
g
.
Acc
o
r
d
in
g
t
o
Ka
p
asia
et
a
l
.
[
2
6
]
,
s
t
u
d
e
n
ts
i
n
b
o
t
h
u
n
d
er
g
r
a
d
u
at
e
a
n
d
g
r
a
d
u
a
te
p
r
o
g
r
am
s
i
n
d
ic
at
ed
an
ad
v
e
r
s
e
at
tit
u
d
e
t
o
wa
r
d
o
n
li
n
e
le
ar
n
i
n
g
d
u
e
t
o
p
o
o
r
i
n
t
er
n
e
t
s
e
r
v
ic
es,
la
c
k
o
f
c
o
m
m
u
n
i
ca
t
io
n
a
m
o
n
g
co
l
le
ag
u
es
,
d
ev
el
o
p
e
d
c
ases
o
f
d
e
p
r
ess
i
o
n
a
n
d
an
x
i
et
y
.
W
it
h
t
h
e
s
a
m
e
s
e
n
s
e
,
Al
q
u
d
a
h
et
a
l
.
[
2
0
]
r
e
p
o
r
te
d
s
ev
er
al
r
e
as
o
n
s
b
e
h
i
n
d
s
t
u
d
e
n
t
s
an
d
i
n
s
t
r
u
ct
o
r
s
’
b
elie
f
th
at
d
i
s
tan
ce
le
ar
n
i
n
g
is
l
ess
o
r
g
a
n
i
z
ed
a
n
d
less
e
f
f
ici
e
n
t
th
a
n
f
ac
e
-
to
-
f
a
ce
le
ar
n
i
n
g
.
L
a
ck
o
f
te
c
h
n
ic
al
s
u
p
p
o
r
t
f
r
o
m
ed
u
c
ati
o
n
al
i
n
s
t
it
u
ti
o
n
s
,
p
o
o
r
t
ea
c
h
i
n
g
q
u
a
lit
y
a
n
d
tim
el
y
in
te
r
ac
ti
o
n
b
e
twe
en
s
t
u
d
e
n
ts
a
n
d
in
s
tr
u
ct
o
r
s
,
a
n
d
a
la
ck
o
f
t
h
e
n
e
ce
s
s
ar
y
ca
p
ab
ilit
ie
s
t
o
s
u
s
t
ai
n
le
ar
n
i
n
g
in
t
h
e
cl
ass
r
o
o
m
s
o
f
a
p
r
ac
tic
al
n
at
u
r
e
s
u
ch
as
m
e
d
ic
in
e
a
n
d
e
n
g
i
n
ee
r
i
n
g
ar
e
p
l
a
u
s
i
b
le
r
ea
s
o
n
s
.
T
h
e
e
x
t
e
n
t
l
i
te
r
a
t
u
r
e
al
s
o
r
e
p
o
r
t
s
a
m
i
x
e
d
at
t
i
t
u
d
e
t
o
w
a
r
d
d
i
s
ta
n
c
e
le
a
r
n
i
n
g
a
m
o
n
g
s
t
u
d
e
n
t
s
a
n
d
i
n
s
t
r
u
c
t
o
r
s
.
Ac
c
o
r
d
i
n
g
t
o
M
o
h
a
l
i
k
a
n
d
S
a
h
o
o
[
2
7
]
,
m
o
s
t
in
s
t
r
u
c
t
o
r
s
a
n
d
s
t
u
d
e
n
t
s
e
as
i
l
y
a
c
c
e
p
t
e
d
d
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
,
b
u
t
s
o
m
e
s
h
o
w
e
d
n
e
g
a
t
i
v
e
t
e
n
d
e
n
c
i
es
b
e
c
a
u
s
e
o
f
t
h
e
n
u
m
e
r
o
u
s
ch
allen
g
es
t
h
e
y
e
x
p
e
r
i
e
n
c
e
d
,
i
n
c
l
u
d
i
n
g
f
e
e
l
i
n
g
s
of
is
o
latio
n
,
i
n
c
r
e
a
s
ed
s
t
r
e
s
s
,
l
a
c
k
o
f
t
i
m
e
m
a
n
a
g
em
e
n
t
,
t
r
o
u
b
l
e
a
c
c
e
s
s
i
n
g
t
h
e
i
n
t
e
r
n
e
t
,
a
n
d
l
a
c
k
o
f
e
l
e
c
t
r
o
n
i
c
t
o
o
l
s
.
S
i
m
i
l
a
r
l
y
,
s
tu
d
en
ts
h
a
v
e
c
o
n
f
l
i
c
t
i
n
g
em
o
tio
n
s
a
b
o
u
t
d
is
t
a
n
t
l
e
a
r
n
i
n
g
[
2
5
]
;
ev
e
n
t
h
o
u
g
h
d
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
p
r
o
m
o
t
e
s
e
f
f
i
c
i
e
n
c
y
in
l
e
a
r
n
i
n
g
,
p
r
o
d
u
c
t
i
v
e
n
e
s
s
,
a
n
d
s
e
l
f
-
c
o
n
f
i
d
e
n
c
e
,
s
t
u
d
e
n
ts
p
r
ef
e
r
c
o
n
v
e
n
t
i
o
n
a
l
i
n
-
p
e
r
s
o
n
e
d
u
c
a
t
i
o
n
a
l
e
n
v
i
r
o
n
m
en
t
s
.
S
e
v
e
r
al
s
t
u
d
i
es
r
e
p
o
r
t
e
d
d
if
f
er
en
t
v
a
r
i
a
b
l
e
s
t
h
a
t
h
a
v
e
n
o
e
f
f
e
c
t
o
n
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
d
is
t
a
n
c
e
l
e
a
r
n
i
n
g
.
A
l
-
R
u
b
a
i
a
n
a
n
d
G
we
r
[
2
8
]
,
f
o
r
e
x
am
p
l
e
,
n
o
ted
t
h
a
t
t
h
e
r
e
ar
e
d
i
f
f
e
r
e
n
c
e
s
i
n
s
t
u
d
e
n
t
s
'
v
i
e
w
s
t
o
w
a
r
d
d
is
tan
ce
le
a
r
n
i
n
g
a
t
v
ar
io
u
s
a
c
a
d
e
m
i
c
l
e
v
e
ls
,
a
s
w
e
l
l
as
b
e
tw
e
e
n
m
al
e
a
n
d
f
e
m
a
l
e
a
tt
i
t
u
d
es
t
o
w
a
r
d
d
is
tan
ce
l
e
a
r
n
i
n
g
.
L
i
k
e
w
i
s
e
,
A
le
i
s
a
e
t
a
l
.
[
2
9
]
d
i
s
c
o
v
e
r
e
d
t
h
a
t
t
h
e
r
e
a
r
e
n
o
d
i
f
f
e
r
e
n
c
e
s
i
n
u
n
d
e
r
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s
'
r
esp
o
n
s
es
t
o
d
is
tan
ce
lear
n
i
n
g
b
a
s
e
d
on
g
e
n
d
e
r
,
ed
u
ca
tio
n
al
l
e
v
e
l
,
o
r
t
h
e
g
en
e
r
al
a
v
e
r
a
g
e
.
O
n
t
h
e
o
t
h
e
r
h
a
n
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
Hig
h
er e
d
u
ca
tio
n
in
s
tr
u
cto
r
s
’
a
n
d
s
tu
d
e
n
ts
’
a
ttit
u
d
es to
w
a
r
d
d
is
ta
n
ce
lea
r
n
in
g
(
Yo
u
s
ef
M.
A
r
o
u
r
i)
1951
Al
-
T
a
r
a
w
n
e
h
[
3
0
]
r
e
p
o
r
t
e
d
g
en
d
e
r
,
t
e
a
c
h
i
n
g
e
x
p
e
r
i
e
n
ce
,
a
n
d
a
c
a
d
e
m
i
c
q
u
a
li
f
i
c
at
i
o
n
as
v
a
r
i
ab
l
e
s
t
h
a
t
i
n
f
l
u
e
n
c
e
d
f
ac
u
lty
m
em
b
e
r
s
’
v
iews r
eg
ar
d
in
g
o
n
lin
e
lear
n
in
g
d
u
r
in
g
th
e
ep
id
em
ic
.
T
h
e
p
r
ec
ed
in
g
liter
atu
r
e
r
e
v
ea
led
s
ev
er
al
p
er
s
p
ec
tiv
es
o
n
d
is
tan
ce
lear
n
in
g
.
So
m
e
o
f
th
em
em
p
h
asized
th
e
f
av
o
r
ab
le
p
er
ce
p
tio
n
s
o
f
d
is
tan
ce
lear
n
i
n
g
.
Oth
er
s
tu
d
ies
p
o
in
ted
o
u
t
th
e
u
n
f
av
o
r
ab
le
p
er
ce
p
tio
n
s
o
f
d
is
tan
ce
lear
n
i
n
g
.
T
o
th
e
b
est
o
f
th
e
au
th
o
r
s
’
p
r
o
f
ess
io
n
al
k
n
o
wled
g
e,
t
h
is
is
a
p
r
elim
in
ar
y
s
tu
d
y
th
at
ex
am
in
es
th
e
attitu
d
es
o
f
f
ac
u
lty
m
e
m
b
er
s
a
n
d
s
tu
d
en
ts
ab
o
u
t
d
is
tan
t
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
ep
id
em
ic.
Ad
d
itio
n
ally
,
th
is
r
esear
ch
is
u
n
iq
u
e
in
th
at
it
em
p
lo
y
s
m
ix
ed
m
et
h
o
d
ap
p
r
o
ac
h
es
in
r
esp
o
n
d
in
g
to
th
e
r
esear
ch
q
u
e
s
tio
n
s
.
T
h
e
cu
r
r
en
t
s
tu
d
y
is
g
r
o
u
n
d
ed
in
is
b
ased
o
n
th
e
in
te
r
ac
tio
n
an
d
co
m
m
u
n
icatio
n
th
e
o
r
y
.
Acc
o
r
d
in
g
to
Ho
lm
b
e
r
g
[
31
]
,
e
f
f
ec
tiv
e
teac
h
in
g
i
n
d
is
tan
t
lear
n
in
g
s
itu
atio
n
s
is
h
ea
v
ily
in
f
lu
en
c
ed
b
y
in
d
iv
id
u
als'
attitu
d
es
to
war
d
co
llab
o
r
atio
n
,
b
elo
n
g
in
g
,
an
d
d
esire
to
en
g
ag
e
i
n
in
ter
ac
tiv
e
class
r
o
o
m
d
ialo
g
u
es.
I
n
co
n
s
id
er
atio
n
o
f
th
is
,
th
is
s
tu
d
y
ex
am
in
ed
attitu
d
es
am
o
n
g
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
an
d
lear
n
er
s
as
a
cr
u
cial
co
m
p
o
n
en
t
o
f
ef
f
ec
tiv
en
ess
.
Fu
r
th
er
,
Ho
lm
b
er
g
[
31
]
r
e
p
o
r
ted
th
at
m
ea
n
in
g
f
u
l
teac
h
in
g
is
wh
at
m
ak
es
lear
n
in
g
ea
s
ier
.
Dis
tan
ce
lear
n
in
g
,
ac
co
r
d
in
g
to
Ho
lm
b
e
r
g
[
31
]
,
is
a
ter
m
th
at
in
co
r
p
o
r
ates
lear
n
in
g
an
d
teac
h
in
g
ac
tiv
ities
in
th
e
p
s
y
ch
o
m
o
to
r
,
af
f
ec
tiv
e,
a
n
d
co
g
n
itiv
e
d
o
m
ain
s
o
f
th
e
in
d
iv
id
u
al
lear
n
er
an
d
a
n
ac
co
m
p
an
y
in
g
o
r
g
an
izatio
n
.
I
t
d
is
tin
g
u
is
h
es
its
elf
th
r
o
u
g
h
c
o
n
tin
u
o
u
s
co
m
m
u
n
icatio
n
an
d
th
e
ca
p
ac
ity
to
b
e
alwa
y
s
d
o
n
e
ev
e
r
y
wh
er
e
a
n
d
m
ak
in
g
it a
p
p
ea
lin
g
to
th
o
s
e
with
b
o
th
p
r
o
f
ess
io
n
al
an
d
s
o
c
ial
o
b
lig
atio
n
s
.
A
l
l
J
o
r
d
a
n
i
a
n
u
n
i
v
e
r
s
i
ti
e
s
,
i
n
cl
u
d
i
n
g
U
J
,
h
a
v
e
b
e
e
n
f
o
r
c
e
d
t
o
s
h
i
f
t
t
o
d
is
ta
n
c
e
l
ea
r
n
i
n
g
d
u
e
t
o
t
h
e
C
O
V
I
D
-
1
9
e
p
i
d
e
m
i
c
.
T
h
e
UJ
s
h
i
f
t
e
d
a
ll
c
o
u
r
s
e
s
i
n
v
a
r
i
o
u
s
f
a
c
u
l
t
i
es
a
n
d
s
p
e
c
i
al
t
ie
s
t
o
d
is
t
a
n
c
e
le
a
r
n
i
n
g
a
s
a
r
e
a
c
t
i
o
n
t
o
t
h
e
w
i
d
e
s
p
r
e
a
d
o
u
tb
r
e
a
k
.
T
h
i
s
s
t
u
d
y
r
e
s
e
a
r
c
h
e
r
s
,
w
h
o
h
a
v
e
t
a
u
g
h
t
m
a
n
y
d
i
s
t
a
n
ce
-
l
e
a
r
n
i
n
g
c
o
u
r
s
es
,
n
o
t
i
c
e
d
t
h
a
t
u
n
i
v
e
r
s
i
t
y
i
n
s
t
r
u
c
to
r
s
a
n
d
s
t
u
d
e
n
ts
h
a
d
o
p
p
o
s
i
n
g
v
i
e
w
s
o
n
t
h
i
s
t
y
p
e
o
f
l
e
a
r
n
i
n
g
.
S
o
m
e
h
i
g
h
l
i
g
h
t
e
d
t
h
e
n
e
e
d
o
f
b
e
i
n
g
i
n
t
u
n
e
w
i
th
t
h
e
p
a
n
d
e
m
i
c
a
n
d
e
r
a'
s
r
e
q
u
i
r
e
m
e
n
t
s
,
b
el
i
e
v
i
n
g
t
h
at
t
h
is
k
i
n
d
o
f
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
s
t
y
l
e
wi
l
l
p
r
o
v
i
d
e
a
b
r
o
a
d
r
a
n
g
e
o
f
l
e
a
r
n
i
n
g
o
p
t
i
o
n
s
i
n
t
o
d
a
y
'
s
c
o
m
p
e
ti
t
i
v
e
w
o
r
l
d
.
Ot
h
e
r
s
d
o
n
o
t
b
e
l
i
e
v
e
i
n
d
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
b
ec
a
u
s
e
i
t
c
o
u
l
d
n
o
t
o
f
f
e
r
t
r
u
e
c
o
m
m
u
n
i
ca
t
i
o
n
;
l
e
a
r
n
i
n
g
i
n
a
t
r
a
d
i
ti
o
n
a
l
e
n
v
i
r
o
n
m
e
n
t
f
o
s
t
e
r
s
a
c
t
i
v
e
e
n
g
a
g
e
m
e
n
t
b
et
w
e
e
n
t
h
e
s
t
u
d
e
n
t
a
n
d
t
h
e
i
n
s
t
r
u
c
t
o
r
a
n
d
c
a
n
a
c
h
i
e
v
e
t
h
e
le
a
r
n
i
n
g
o
b
j
e
c
ti
v
e
s
.
T
h
er
e
h
av
e
b
ee
n
s
tu
d
ies
th
at
lo
o
k
at
in
s
tr
u
cto
r
s
’
an
d
s
tu
d
en
ts
’
attitu
d
es
r
eg
ar
d
in
g
d
is
tan
c
e
lear
n
in
g
[
1
8
]
–
[
2
0
]
,
[
3
2
]
–
[3
5
]
,
an
d
th
ei
r
r
esu
lts
u
n
co
v
e
r
ed
p
o
s
itiv
e
attitu
d
es
am
o
n
g
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
.
On
th
e
o
th
er
h
an
d
,
o
th
er
s
tu
d
ies
s
h
o
wed
n
eg
ativ
e
attitu
d
es
am
o
n
g
in
s
tr
u
cto
r
s
as
well
as
s
tu
d
en
ts
[
2
0
]
.
T
h
e
in
ten
t
o
f
th
is
r
esear
ch
was
to
d
elv
e
d
ee
p
er
in
to
UJ
f
ac
u
lty
m
em
b
er
s
'
an
d
s
tu
d
en
ts
'
a
ttit
u
d
es
to
war
d
d
is
tan
ce
lear
n
in
g
co
n
s
id
er
in
g
th
e
C
OVI
D
-
1
9
ep
id
em
ic.
T
h
e
f
in
d
in
g
s
o
f
th
is
in
v
esti
g
atio
n
m
ay
h
elp
to
clar
i
f
y
b
o
th
f
ac
u
lty
an
d
s
tu
d
en
ts
'
a
ttit
u
d
es,
as
well
a
s
ad
v
is
e
p
o
licy
m
ak
er
s
at
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
o
n
h
o
w
to
im
p
r
o
v
e
th
is
n
o
v
el
ex
p
er
ien
ce
.
Sp
ec
i
f
ically
,
th
is
r
esear
ch
an
s
wer
s
th
e
f
o
ll
o
win
g
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
attitu
d
es
o
f
UJ
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
to
wa
r
d
d
is
tan
ce
lear
n
in
g
d
u
r
in
g
t
h
e
C
OVI
D
-
19
p
an
d
em
ic?
ii)
Ar
e
th
er
e
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
(
α
=.
0
5
)
in
UJ
in
s
tr
u
cto
r
s
’
an
d
s
tu
d
e
n
ts
’
m
ea
n
r
esp
o
n
s
es
o
f
attitu
d
es
to
war
d
s
d
is
tan
ce
lea
r
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
d
u
e
to
ag
e,
g
en
d
e
r
,
s
u
b
ject/m
ajo
r
,
y
ea
r
o
f
ex
p
e
r
ien
ce
/y
ea
r
in
t
h
e
p
r
o
g
r
am
,
an
d
th
e
n
u
m
b
er
o
f
o
n
lin
e
co
u
r
s
es
b
ef
o
r
e
th
e
C
OVI
D
-
1
9
p
an
d
em
ic?
iii)
W
h
at
ar
e
th
e
o
th
er
f
ac
to
r
s
t
h
at
af
f
ec
t
th
e
attitu
d
es
o
f
U
J
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
to
war
d
d
is
tan
ce
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic?
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
d
eter
m
in
e
th
e
attitu
d
es
am
o
n
g
UJ
in
s
tr
u
cto
r
s
an
d
s
tu
d
e
n
ts
to
war
d
d
is
tan
ce
lear
n
in
g
d
u
r
i
n
g
t
h
e
C
OVI
D
-
1
9
ep
id
em
ic.
Fu
r
t
h
er
,
it
aim
ed
to
d
etec
t
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
av
er
a
g
e
r
esp
o
n
s
es
o
f
th
e
p
ar
ticip
an
ts
’
attitu
d
es
d
u
e
to
d
if
f
er
e
n
t
v
ar
iab
l
es.
Fu
r
th
er
m
o
r
e,
it
s
o
u
g
h
t to
id
e
n
tify
f
u
r
th
er
f
ac
to
r
s
th
at
m
ig
h
t in
f
lu
e
n
ce
th
e
atti
tu
d
es o
f
th
e
p
ar
ticip
an
ts
.
T
h
e
s
ig
n
if
ican
ce
o
f
th
is
s
tu
d
y
r
ests
in
its
d
is
cu
s
s
io
n
o
f
a
cu
r
r
en
t r
esear
ch
to
p
ic
c
o
n
ce
r
n
i
n
g
UJ f
ac
u
lty
m
em
b
er
s
’
an
d
s
tu
d
en
ts
'
attitu
d
es
to
war
d
d
is
tan
ce
lear
n
i
n
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
e
m
ic.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
wo
u
ld
h
elp
th
e
u
n
i
v
er
s
ity
ad
m
in
is
tr
atio
n
an
d
o
th
er
s
in
v
o
lv
ed
in
d
is
tan
ce
lear
n
i
n
g
d
esig
n
in
tak
i
n
g
p
r
ac
tical
s
tep
s
to
d
ev
elo
p
a
n
d
im
p
r
o
v
e
d
is
tan
ce
-
lear
n
in
g
ex
p
er
ien
ce
in
th
e
f
u
tu
r
e
to
m
ee
t
f
ac
u
lty
m
em
b
er
s
’
an
d
s
tu
d
e
n
ts
’
n
ee
d
s
an
d
e
x
p
e
ctatio
n
s
.
T
h
is
r
esear
c
h
wo
u
ld
in
f
o
r
m
u
n
iv
e
r
s
ity
f
ac
u
lty
m
e
m
b
er
s
an
d
s
tu
d
e
n
ts
o
n
th
eir
f
ee
lin
g
s
ab
o
u
t
d
is
tan
ce
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic,
allo
win
g
th
e
m
to
r
ef
lect
o
n
th
at
ex
p
er
ien
ce
an
d
estab
lis
h
a
p
o
s
itiv
e
attitu
d
e.
Fu
r
th
e
r
,
t
h
is
s
tu
d
y
is
im
p
o
r
tan
t
f
o
r
p
o
lic
y
m
a
k
er
s
to
id
en
tify
an
d
tr
ea
t
th
e
ca
u
s
es
b
eh
in
d
t
h
e
n
e
g
ativ
e
s
tan
ce
s
.
T
h
is
s
tu
d
y
s
h
o
u
ld
h
el
p
s
ch
o
lar
s
to
u
n
d
er
tak
e
ad
d
itio
n
al
r
esear
ch
an
d
s
tu
d
ies o
n
d
is
tan
ce
ed
u
ca
t
io
n
to
in
f
o
r
m
t
h
e
f
u
tu
r
e
o
f
o
n
li
n
e
lear
n
in
g
.
T
h
e
f
o
llo
win
g
a
r
e
th
e
k
e
y
d
e
f
in
itio
n
s
r
elate
d
to
th
e
s
tu
d
y
'
s
o
b
jectiv
es.
Attitu
d
es
ar
e
d
ef
i
n
ed
as
th
e
ten
d
en
cy
th
at
g
r
o
ws
i
n
b
e
h
a
v
io
r
a
n
d
g
iv
es
it
n
eg
ativ
e
o
r
p
o
s
itiv
e
cr
iter
ia
ac
c
o
r
d
in
g
to
its
r
ep
u
ls
io
n
o
r
attr
ac
tio
n
[3
6
]
.
Pro
ce
d
u
r
ally
,
th
e
attitu
d
es
o
f
UJ
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
r
eg
ar
d
in
g
d
is
tan
ce
lear
n
in
g
ar
e
d
ef
in
ed
as
th
e
am
o
u
n
t
o
f
em
o
tio
n
al
in
ten
s
ity
s
h
o
wn
b
y
th
e
s
tu
d
y
s
am
p
le
m
e
m
b
er
s
to
war
d
d
is
tan
ce
lear
n
in
g
b
y
r
ejec
tin
g
,
ac
ce
p
tin
g
,
o
r
h
e
s
itatin
g
to
u
s
e
it,
wh
ich
is
m
ea
s
u
r
ed
b
y
t
h
e
d
e
g
r
ee
to
w
h
ich
th
e
r
esp
o
n
d
en
t
o
b
tain
s
th
e
r
esear
ch
in
s
tr
u
m
e
n
t.
Dis
tan
ce
lear
n
in
g
r
e
f
er
s
to
lear
n
in
g
an
d
teac
h
in
g
ac
tiv
iti
es
in
th
e
c
o
g
n
itiv
e,
p
s
y
ch
o
m
o
t
o
r
,
an
d
em
o
tio
n
al
d
o
m
ain
s
th
at
ca
n
b
e
ac
co
m
p
lis
h
ed
at
an
y
tim
e
an
d
f
r
o
m
an
y
lo
ca
tio
n
[
2
]
.
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
4
9
-
1
9
6
0
1952
Pro
ce
d
u
r
ally
,
d
is
tan
ce
lear
n
i
n
g
is
lear
n
in
g
an
d
teac
h
in
g
ac
tiv
ities
p
r
ac
ticed
b
y
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
o
f
th
e
UJ to
ac
h
iev
e
lear
n
in
g
o
b
jecti
v
es in
v
ar
io
u
s
d
o
m
ain
s
an
y
wh
er
e
an
d
at
a
n
y
tim
e.
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
er
s
u
s
ed
th
e
m
i
x
ed
m
eth
o
d
ap
p
r
o
ac
h
to
e
x
p
lo
r
e
th
e
p
a
r
ticip
an
ts
’
attitu
d
es
r
eg
ar
d
in
g
d
is
tan
ce
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
ey
u
s
ed
two
m
ain
in
s
tr
u
m
en
ts
f
o
r
d
ata
co
llectio
n
:
th
e
q
u
esti
o
n
n
air
e
a
n
d
th
e
i
n
ter
v
ie
w.
T
h
e
m
ix
ed
m
eth
o
d
ap
p
r
o
ac
h
g
av
e
t
h
e
r
esear
ch
m
o
r
e
c
o
n
f
id
en
ce
in
its
r
esu
lts
[3
7
]
.
Fu
r
th
er
,
th
e
v
alu
e
o
f
m
ix
ed
m
eth
o
d
s
d
esig
n
lied
in
its
ab
ilit
y
to
o
f
f
er
a
m
o
r
e
c
o
m
p
let
e
u
n
d
er
s
tan
d
i
n
g
o
f
r
esear
ch
q
u
esti
o
n
s
b
y
in
teg
r
atin
g
q
u
alitativ
e
a
n
d
q
u
an
titativ
e
ap
p
r
o
ac
h
es,
lead
in
g
to
r
ich
e
r
in
s
ig
h
ts
an
d
m
o
r
e
r
o
b
u
s
t c
o
n
cl
u
s
io
n
s
[3
8
]
.
2
.
1
.
Study
po
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
s
tu
d
y
'
s
p
o
p
u
latio
n
in
clu
d
ed
all
UJ
in
s
tr
u
cto
r
s
an
d
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
th
r
o
u
g
h
o
u
t
th
e
2020
-
2
0
2
1
ac
ad
em
ic
y
ea
r
.
A
s
an
em
p
lo
y
ee
in
th
e
A
d
m
is
s
io
n
an
d
R
eg
is
tr
atio
n
Un
it
at
th
e
Un
iv
er
s
ity
o
f
J
o
r
d
an
,
d
u
r
i
n
g
a
p
e
r
s
o
n
al
in
te
r
v
iew,
th
at
b
ased
o
n
t
h
e
UJ
s
tatis
tic
s
,
th
e
o
v
e
r
all
n
u
m
b
er
o
f
in
s
tr
u
cto
r
s
at
UJ
was
(
1
,
5
7
8
)
,
a
n
d
th
e
to
tal
n
u
m
b
er
o
f
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
e
n
ts
at
UJ
was
(
3
9
,
9
9
1
)
.
T
h
e
s
am
p
le
o
f
t
h
e
s
tu
d
y
in
clu
d
ed
(
1
6
7
)
in
s
tr
u
cto
r
s
an
d
(
3
4
9
)
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
f
r
o
m
th
e
UJ;
all
o
f
th
e
m
v
o
lu
n
tar
ily
ac
ce
p
ted
to
p
ar
ticip
ate
an
d
r
esp
o
n
d
ed
to
t
h
e
o
n
lin
e
q
u
esti
o
n
n
air
es.
Af
ter
war
d
,
th
e
r
esear
ch
er
s
in
ter
v
ie
wed
1
0
in
s
tr
u
cto
r
s
an
d
2
0
s
tu
d
en
ts
,
r
an
d
o
m
ly
s
elec
ted
f
r
o
m
th
o
s
e
wh
o
v
o
lu
n
teer
ed
to
r
esp
o
n
d
t
o
th
e
o
n
lin
e
q
u
esti
o
n
n
air
es.
2
.
2
.
Resea
rc
h ins
t
rum
ent
a
t
i
o
n
2
.
2
.
1
.
Q
ues
t
io
nn
a
ires
Af
ter
r
ev
iewin
g
s
ev
er
al
p
r
e
v
io
u
s
liter
atu
r
e
s
[
1
8
]
,
[
3
9
]
,
[
40
]
,
th
e
r
esear
c
h
er
s
d
ev
e
lo
p
ed
two
q
u
esti
o
n
n
air
es;
t
h
e
f
ir
s
t
q
u
es
tio
n
n
air
e
ad
d
r
ess
ed
in
s
tr
u
cto
r
s
,
wh
ile
th
e
s
ec
o
n
d
q
u
esti
o
n
n
air
e
f
o
c
u
s
ed
o
n
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
A
g
r
o
u
p
o
f
ex
p
er
ts
in
c
u
r
r
icu
l
u
m
a
n
d
in
s
tr
u
cti
o
n
,
as
well
as
e
d
u
c
atio
n
al
tech
n
o
lo
g
y
,
ex
am
in
ed
b
o
th
q
u
esti
o
n
n
ai
r
es f
o
r
co
n
te
n
t v
alid
ity
; th
ey
wer
e
r
eq
u
ested
to
v
alid
ate
th
e
to
o
ls
in
ter
m
s
o
f
clar
ity
an
d
r
elev
an
ce
t
o
th
e
in
ten
d
e
d
g
o
als.
As
a
r
esu
lt,
th
e
r
esea
r
ch
er
s
alter
ed
th
e
item
s
o
f
th
e
two
in
s
tr
u
m
en
ts
,
r
esu
ltin
g
in
ea
ch
h
av
in
g
1
3
item
s
.
T
h
e
q
u
esti
o
n
n
air
e
was
p
ilo
ted
o
n
a
s
am
p
le
o
f
3
5
in
s
tr
u
cto
r
s
an
d
5
0
s
tu
d
en
ts
to
en
s
u
r
e
in
ter
n
al
c
o
n
s
is
ten
cy
.
Fo
r
b
o
th
q
u
esti
o
n
n
air
es,
th
e
Pear
s
o
n
c
o
ef
f
icien
t
s
h
o
wed
a
p
o
s
itiv
e
an
d
s
tatis
tically
s
ig
n
if
ican
t
co
r
r
elatio
n
o
f
(
.
0
1
)
.
T
h
e
esti
m
ated
C
r
o
n
b
ac
h
’
s
a
lp
h
a
c
o
ef
f
icie
n
ts
f
o
r
in
s
tr
u
cto
r
s
'
an
d
s
tu
d
e
n
ts
'
r
eliab
ilit
y
wer
e
(
.
8
5
)
an
d
(
.
8
7
)
,
r
esp
ec
tiv
el
y
,
r
e
f
lectin
g
a
r
eliab
le
in
s
tr
u
m
en
t
a
n
d
ass
u
r
ed
s
tu
d
y
-
f
in
d
i
n
g
s
.
Ag
e,
g
e
n
d
er
,
s
ch
o
o
l
s
u
b
ject/m
ajo
r
,
ex
p
er
ie
n
ce
s
/y
ea
r
s
in
p
r
o
g
r
am
,
a
n
d
n
u
m
b
er
o
f
o
n
lin
e
o
r
h
y
b
r
id
class
es th
ey
tau
g
h
t/s
tu
d
ied
b
ef
o
r
e
th
e
p
an
d
e
m
ic
wer
e
all
ex
am
in
ed
b
y
th
e
q
u
esti
o
n
n
air
e.
2
.
2
.
2
.
T
he
inte
rv
iew
Fo
llo
win
g
th
e
q
u
an
titativ
e
d
a
ta,
to
g
ath
e
r
m
o
r
e
d
etailed
a
n
d
d
escr
ip
tiv
e
n
ar
r
ativ
es,
th
e
r
esear
ch
er
s
co
n
d
u
cte
d
a
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew.
T
h
e
r
esear
ch
er
s
d
e
v
elo
p
ed
,
co
n
d
u
cte
d
,
an
d
an
al
y
ze
d
th
e
in
ter
v
iews
u
s
in
g
Sp
r
ad
ley
'
s
class
ical
m
o
d
el
[4
1
]
.
At
th
e
b
e
g
in
n
in
g
o
f
ea
ch
in
ter
v
iew
th
e
r
esear
ch
er
s
a
s
k
ed
q
u
esti
o
n
s
th
at
h
ig
h
lig
h
ted
th
e
p
ar
ticip
an
t
b
a
ck
g
r
o
u
n
d
an
d
p
r
e
v
io
u
s
ex
p
er
i
en
ce
with
o
n
lin
e
lear
n
i
n
g
.
T
h
en
,
th
e
r
esear
ch
er
s
f
o
cu
s
ed
o
n
th
e
tar
g
eted
q
u
esti
o
n
s
.
Sp
ec
if
ically
,
in
th
e
f
ir
s
t
s
ec
tio
n
,
th
e
r
esear
ch
e
r
s
cr
ea
ted
a
s
et
o
f
q
u
esti
o
n
s
in
ad
v
a
n
ce
th
at
f
u
lf
il
th
e
s
tu
d
y
'
s
p
r
in
cip
al
o
b
jectiv
e.
T
h
e
in
ter
v
iew
p
r
e
p
ar
ed
q
u
esti
o
n
s
f
o
cu
s
ed
o
n
lear
n
in
g
f
r
o
m
th
e
p
ar
ticip
an
ts
ab
o
u
t
th
e
o
th
er
asp
ec
ts
th
at
wer
e
n
o
t
ad
d
r
ess
ed
in
th
e
q
u
esti
o
n
n
air
es
b
u
t
af
f
ec
ted
th
e
attitu
d
es
o
f
UJ
in
s
tr
u
cto
r
s
a
n
d
s
tu
d
en
ts
to
war
d
d
is
tan
t
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic.
I
n
th
e
s
ec
o
n
d
s
ec
tio
n
o
f
th
e
in
ter
v
iews,
th
e
r
esear
ch
er
s
ask
ed
u
n
p
lan
n
e
d
f
o
llo
w
-
u
p
q
u
esti
o
n
s
to
o
b
tain
f
u
r
th
e
r
in
f
o
r
m
atio
n
an
d
clar
if
icatio
n
s
b
ased
o
n
th
e
i
n
itial
r
esp
o
n
s
es.
E
ac
h
in
ter
v
iew
last
ed
3
0
m
in
u
tes.
All
in
ter
v
iews
wer
e
au
d
io
r
ec
o
r
d
e
d
an
d
s
u
b
s
eq
u
en
tly
v
er
b
atim
tr
a
n
s
cr
ib
ed
.
2.
3
.
Co
llect
ing
a
nd
a
na
ly
zing
da
t
a
T
h
e
d
ata
was
g
at
h
e
r
ed
an
d
a
n
a
ly
ze
d
i
n
tw
o
s
t
ep
s
.
Fi
r
s
t,
t
h
e
r
es
ea
r
c
h
e
r
s
c
r
e
ate
d
t
h
e
r
es
ea
r
c
h
in
s
t
r
u
m
en
ts
o
n
li
n
e
u
s
i
n
g
Mic
r
o
s
o
f
t
F
o
r
m
s
a
n
d
em
ail
ed
t
h
em
t
o
u
n
i
v
e
r
s
it
y
i
n
s
t
r
u
ct
o
r
s
an
d
s
t
u
d
e
n
ts
.
S
ec
o
n
d
,
t
h
e
r
es
ea
r
c
h
e
r
s
c
o
n
d
u
c
te
d
o
n
li
n
e
i
n
te
r
v
ie
ws
a
n
d
r
ec
o
r
d
e
d
th
e
co
n
v
e
r
s
a
ti
o
n
s
.
Ne
x
t
,
th
e
r
esea
r
c
h
er
s
u
s
e
d
th
e
s
tatis
t
ic
al
a
n
a
ly
s
is
p
r
o
g
r
a
m
(
SP
SS
)
t
o
p
r
o
c
ess
t
h
e
q
u
esti
o
n
n
ai
r
e
d
at
a
a
n
d
e
m
p
lo
y
e
d
Sp
r
a
d
le
y
’
s
‘
d
o
m
ai
n
an
al
y
s
is
’
[4
1
]
t
o
s
i
f
t
th
e
d
at
a
,
d
r
aw
o
u
t
p
at
te
r
n
s
,
a
n
d
u
n
c
o
v
e
r
e
m
e
r
g
e
n
t
to
p
i
cs
f
o
r
t
h
e
in
t
er
v
i
ews
.
F
o
r
t
h
e
q
u
a
n
tit
ati
v
e
d
at
a,
t
h
e
i
n
t
e
r
v
a
l
esti
m
a
ti
o
n
s
(
1
ـ
ــ
2
.
3
3
=l
o
w
,
2
.
3
3
<
ــ
ـ
3
.
6
7
=
m
e
d
i
u
m
,
an
d
3
.
6
7
<
ــ
ـ
5
=h
ig
h
)
w
er
e
d
et
e
r
m
i
n
ed
t
o
f
ac
i
lita
te
t
h
e
i
n
t
er
p
r
et
ati
o
n
o
f
t
h
e
r
es
u
l
ts
an
d
j
u
d
g
e
m
e
an
s
v
al
u
es
o
f
t
h
e
s
t
u
d
y
s
am
p
l
e
r
es
p
o
n
s
es
.
T
o
p
r
o
v
i
d
e
th
e
r
esu
lts
f
o
r
th
e
f
ir
s
t
an
d
s
ec
o
n
d
q
u
esti
o
n
s
,
q
u
an
titativ
e
d
ata
was
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tic
s
as
we
ll
as
f
iv
e
-
way
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
.
Ho
wev
er
,
b
ef
o
r
e
an
aly
zin
g
th
e
d
ata,
th
e
r
esear
ch
er
s
r
ev
e
r
s
ed
th
e
r
esp
o
n
s
e
o
f
t
h
e
n
eg
ativ
e
item
s
(
1
3
)
,
r
esu
ltin
g
in
t
h
e
id
e
n
tical
av
er
ag
es
f
o
r
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
Hig
h
er e
d
u
ca
tio
n
in
s
tr
u
cto
r
s
’
a
n
d
s
tu
d
e
n
ts
’
a
ttit
u
d
es to
w
a
r
d
d
is
ta
n
ce
lea
r
n
in
g
(
Yo
u
s
ef
M.
A
r
o
u
r
i)
1953
n
eg
ativ
e
an
d
p
o
s
itiv
e
item
s
.
T
h
e
r
esear
ch
er
s
em
p
lo
y
ed
th
e
m
atic
an
aly
s
is
[4
1
]
to
a
n
s
wer
th
e
th
ir
d
q
u
esti
o
n
,
wh
ich
co
n
s
is
ts
o
f
th
r
ee
s
tep
s
:
d
ata
f
am
iliar
izatio
n
,
th
em
e
s
ea
r
ch
,
an
d
th
em
e
d
ef
in
itio
n
an
d
lab
ellin
g
.
T
o
r
esp
o
n
d
to
th
e
q
u
esti
o
n
s
,
th
e
r
esear
ch
er
s
co
n
s
id
er
ed
t
h
e
g
r
o
win
g
th
em
es a
s
well
as th
e
q
u
an
titativ
e
r
esu
lts
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
F
irst
q
ues
t
io
n
T
h
e
f
ir
s
t
q
u
esti
o
n
is
:
wh
at
ar
e
th
e
attitu
d
es
o
f
UJ
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
to
war
d
d
is
tan
c
e
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic?
T
ab
le
1
s
h
o
ws th
e
d
escr
ip
t
iv
e
an
aly
s
is
u
s
ed
to
an
s
wer
th
e
q
u
esti
o
n
.
T
ab
le
1
s
h
o
ws
th
at
o
v
er
all,
th
e
r
ep
lie
s
o
f
th
e
UJ
in
s
tr
u
cto
r
s
(
M=
3
.
5
6
,
SD=.
6
3
6
)
a
n
d
s
tu
d
e
n
ts
(
M=
3
.
1
7
,
SD=.
8
2
8
)
wer
e
m
o
d
er
ate.
Fu
r
th
er
m
o
r
e,
th
e
ta
b
le
s
h
o
ws
th
at
th
e
m
e
an
s
r
elate
d
t
o
UJ
in
s
tr
u
cto
r
s
’
attitu
d
es
to
war
d
s
d
is
tan
ce
lear
n
in
g
r
a
n
g
ed
b
et
wee
n
(
4
.
1
3
-
2
.
8
0
)
;
item
1
3
“I
wo
u
ld
r
ath
er
r
ev
er
t
t
o
m
y
c
o
n
v
en
tio
n
al
m
o
d
e
o
f
teac
h
in
g
”
-
ca
m
e
i
n
th
e
f
ir
s
t
r
an
k
with
a
h
ig
h
p
o
s
itiv
e
attitu
d
e
(
M=
4
.
1
3
,
SD=.
9
2
6
)
.
Fu
r
t
h
er
,
item
7
“
I
n
s
tead
f
ac
e
-
to
-
f
ac
e
class
es,
I
wo
u
ld
ch
o
o
s
e
to
tak
e
class
es
o
n
lin
e”
ca
m
e
in
th
e
last
r
an
k
,
with
a
m
o
d
er
ate
attitu
d
e
(
M=
2
.
8
0
,
SD=1
.
3
8
)
.
T
h
at
is
,
UJ
in
s
tr
u
cto
r
s
f
av
o
r
tr
a
d
itio
n
al
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
.
I
n
th
e
s
am
e
v
ein
,
T
ab
le
1
r
ev
ea
ls
t
h
at
th
e
m
e
an
s
r
elate
d
t
o
s
tu
d
e
n
ts
’
attitu
d
es
to
war
d
s
d
is
tan
ce
lear
n
in
g
r
an
g
e
d
b
etwe
en
(
4
.
2
5
-
2
.
5
4
)
;
item
1
3
“I
wo
u
ld
r
ath
er
r
ev
e
r
t
to
m
y
c
o
n
v
e
n
tio
n
al
m
o
d
e
o
f
lear
n
in
g
”
ca
m
e
i
n
th
e
f
ir
s
t
r
an
k
with
a
h
ig
h
p
o
s
itiv
e
attitu
d
e
(
M=
4
.
2
5
,
SD=1
.
0
2
)
.
T
h
e
last
item
o
n
th
e
lis
t
was
item
7
“I
n
s
tead
f
ac
e
-
to
-
f
ac
e
class
es,
I
wo
u
ld
ch
o
o
s
e
to
tak
e
class
es
o
n
lin
e”
with
a
m
o
d
er
ate
attitu
d
e
(
M=
2
.
5
4
,
SD=1
.
3
7
)
.
T
h
i
s
d
ata
s
u
g
g
ests
th
at
b
o
th
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
p
r
e
f
er
tr
a
d
itio
n
al
te
ac
h
in
g
a
p
p
r
o
ac
h
es.
T
h
e
y
d
id
n
o
t
f
av
o
r
tak
i
n
g
th
e
co
u
r
s
es o
n
lin
e.
T
ab
le
1
.
Me
an
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
o
f
UJ in
s
tr
u
cto
r
s
’
an
d
s
tu
d
en
ts
’
attitu
d
es to
war
d
d
is
tan
ce
lear
n
in
g
N
o
.
I
t
e
m
I
n
st
r
u
c
t
o
r
S
t
u
d
e
n
t
M
e
a
n
SD
R
a
n
k
D
e
g
r
e
e
M
e
a
n
SD
R
a
n
k
D
e
g
r
e
e
1
I
a
m i
n
t
e
r
e
s
t
e
d
i
n
t
e
a
c
h
i
n
g
/
s
t
u
d
y
i
n
g
o
n
l
i
n
e
c
o
u
r
ses
3
.
6
0
1
.
0
0
8
M
e
d
i
u
m
3
.
1
7
1
.
2
4
6
M
e
d
i
u
m
2
I
b
e
l
i
e
v
e
t
h
a
t
d
i
st
a
n
t
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
e
n
h
a
n
c
e
s m
y
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s.
3
.
8
2
.
8
5
9
4
H
i
g
h
2
.
9
7
1
.
2
9
8
M
e
d
i
u
m
3
M
a
k
i
n
g
c
o
u
r
ses
a
v
a
i
l
a
b
l
e
o
n
t
h
e
i
n
t
e
r
n
e
t
i
m
p
r
o
v
e
s
t
h
e
e
f
f
i
c
i
e
n
c
y
o
f
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
.
3
.
2
3
1
.
1
8
10
M
e
d
i
u
m
2
.
6
6
1
.
3
4
12
M
e
d
i
u
m
4
I
f
a
c
c
e
ssi
b
l
e
,
I
a
i
m t
o
u
se
d
i
st
a
n
c
e
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
t
o
o
l
s
o
v
e
r
t
h
e
s
e
mes
t
e
r
.
3
.
7
1
.
9
4
6
7
H
i
g
h
3
.
2
5
1
.
2
4
5
M
e
d
i
u
m
5
I
h
a
v
e
c
o
n
f
i
d
e
n
c
e
i
n
d
i
s
t
a
n
c
e
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
.
3
.
8
0
.
9
0
7
5
H
i
g
h
3
.
1
0
1
.
3
1
7
M
e
d
i
u
m
6
D
i
st
a
n
c
e
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
se
t
t
i
n
g
s
n
e
c
e
ssi
t
a
t
e
so
p
h
i
st
i
c
a
t
e
d
t
e
c
h
n
i
c
a
l
k
n
o
w
l
e
d
g
e
o
f
c
o
m
p
u
t
e
r
u
s
e
.
4
.
0
1
.
8
4
3
2
H
i
g
h
3
.
9
0
1
.
0
0
2
H
i
g
h
7
I
n
st
e
a
d
f
a
c
e
-
to
-
f
a
c
e
c
l
a
ss
e
s,
I
w
o
u
l
d
c
h
o
o
se
t
o
t
a
k
e
c
l
a
ss
e
s
o
n
l
i
n
e
.
2
.
8
0
1
.
3
8
13
M
e
d
i
u
m
2
.
5
4
1
.
3
7
13
M
e
d
i
u
m
8
I
f
e
e
l
mo
r
e
c
o
mf
o
r
t
a
b
l
e
a
n
d
l
o
v
e
d
i
st
a
n
t
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
.
2
.
9
5
1
.
3
3
12
M
e
d
i
u
m
2
.
8
0
1
.
4
0
10
M
e
d
i
u
m
9
D
i
st
a
n
c
e
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
i
s
a
n
a
p
p
e
a
l
i
n
g
su
b
s
t
i
t
u
t
e
t
o
t
h
e
p
e
n
-
a
n
d
-
p
a
p
e
r
a
p
p
r
o
a
c
h
.
3
.
0
2
1
.
3
0
11
M
e
d
i
u
m
2
.
7
5
1
.
3
4
11
M
e
d
i
u
m
10
D
i
st
a
n
c
e
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
i
s
a
n
e
f
f
e
c
t
i
v
e
t
e
a
c
h
i
n
g
met
h
o
d
.
3
.
4
4
1
.
0
5
9
M
e
d
i
u
m
2
.
8
3
1
.
3
2
9
M
e
d
i
u
m
11
I
t
i
s c
r
i
t
i
c
a
l
t
o
m
o
d
i
f
y
c
o
u
r
se
a
ssi
g
n
m
e
n
t
s a
n
d
r
e
q
u
i
r
e
m
e
n
t
s
t
o
a
c
c
o
mm
o
d
a
t
e
st
u
d
e
n
t
s' p
o
t
e
n
t
i
a
l
l
y
u
n
e
q
u
a
l
a
c
c
e
ss
t
o
d
i
st
a
n
c
e
l
e
a
r
n
i
n
g
r
e
q
u
i
r
e
m
e
n
t
s.
3
.
8
0
.
8
6
1
5
H
i
g
h
3
.
7
6
1
.
0
2
3
H
i
g
h
12
I
b
e
l
i
e
v
e
t
h
a
t
f
a
c
e
-
to
-
f
a
c
e
t
e
a
c
h
i
n
g
st
r
a
t
e
g
i
e
s
d
i
f
f
e
r
f
r
o
m t
h
o
se
t
h
a
t
sh
o
u
l
d
b
e
u
s
e
d
i
n
d
i
s
t
a
n
t
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
.
3
.
9
9
.
7
0
3
3
H
i
g
h
3
.
3
7
1
.
2
8
4
M
e
d
i
u
m
13
I
w
o
u
l
d
r
a
t
h
e
r
r
e
v
e
r
t
t
o
m
y
c
o
n
v
e
n
t
i
o
n
a
l
m
o
d
e
o
f
t
e
a
c
h
i
n
g
/
l
e
a
r
n
i
n
g
.
4
.
1
3
.
9
2
6
1
H
i
g
h
4
.
2
5
1
.
0
2
1
H
i
g
h
To
t
a
l
3
.
5
6
0
.
6
3
6
M
e
d
i
u
m
3
.
1
7
.
8
2
8
M
e
d
i
u
m
T
ab
le
1
d
em
o
n
s
tr
ated
th
at
all
item
s
wer
e
s
im
ilar
in
ter
m
s
o
f
th
e
d
eg
r
ee
o
f
attitu
d
e
r
an
g
in
g
b
etwe
en
h
ig
h
an
d
m
o
d
er
ate.
Ho
wev
e
r
,
th
e
item
s
th
at
ca
m
e
with
a
h
ig
h
d
eg
r
ee
f
o
r
in
s
tr
u
cto
r
s
an
d
a
m
ed
iu
m
d
eg
r
ee
f
o
r
s
tu
d
en
ts
wer
e:
2
“I
b
eliev
e
th
at
d
is
tan
t
teac
h
in
g
/lear
n
in
g
en
h
an
ce
s
m
y
teac
h
in
g
/lear
n
in
g
ex
p
er
ien
ce
s
”,
4
“I
f
ac
ce
s
s
ib
le,
I
aim
to
u
s
e
d
is
tan
ce
teac
h
in
g
/
lear
n
i
n
g
to
o
ls
o
v
e
r
th
e
s
em
ester
”,
5
“I
h
av
e
c
o
n
f
id
en
ce
in
d
is
tan
ce
teac
h
in
g
/
lear
n
in
g
”,
an
d
1
2
“I
b
eliev
e
th
at
f
ac
e
-
to
-
f
ac
e
tea
ch
in
g
s
tr
ateg
ies
d
if
f
er
f
r
o
m
t
h
o
s
e
th
at
s
h
o
u
ld
b
e
u
s
ed
in
d
is
tan
t
teac
h
in
g
/lear
n
i
n
g
”.
T
h
at
is
,
co
m
p
ar
ed
to
s
tu
d
en
ts
,
u
n
iv
er
s
ity
f
ac
u
lty
m
em
b
er
s
ar
e
m
o
r
e
o
p
en
to
u
n
d
er
tak
in
g
d
is
tan
ce
lear
n
in
g
ex
p
er
ien
ce
.
Qu
an
titativ
ely
,
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic,
b
o
th
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
ap
p
ea
r
to
h
a
v
e
a
p
o
s
itiv
e
attitu
d
e
(
m
ed
i
u
m
)
to
war
d
d
is
tan
ce
lear
n
in
g
,
co
n
f
ir
m
in
g
s
im
ilar
attitu
d
es a
n
d
b
elief
s
to
war
d
d
i
s
tan
ce
lear
n
in
g
as r
ep
o
r
ted
b
y
o
th
er
s
tu
d
ies
[
1
8
]
–
[
2
0
]
.
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
4
9
-
1
9
6
0
1954
T
h
is
f
in
d
in
g
ca
n
b
e
lin
k
ed
to
th
e
f
ac
t
t
h
at
u
n
iv
er
s
ity
in
s
tr
u
ct
o
r
s
an
d
s
tu
d
en
ts
alik
e
g
r
ea
tly
r
esp
ec
t
th
e
d
is
tan
ce
-
lear
n
in
g
f
o
r
m
at
t
h
at
allo
wed
th
em
to
c
o
n
tin
u
e
t
h
ei
r
wo
r
k
d
u
r
in
g
th
e
p
an
d
em
ic
.
I
f
wer
e
n
o
t
f
o
r
th
is
in
n
o
v
ativ
e
lear
n
in
g
,
th
e
f
lo
w
o
f
ed
u
ca
tio
n
wo
u
ld
h
av
e
s
u
f
f
e
r
ed
m
o
r
e.
Desp
ite
th
is
ap
p
r
ec
i
atio
n
,
th
is
lear
n
in
g
ex
p
er
ien
ce
was
n
ew
to
th
e
J
o
r
d
an
ian
u
n
iv
er
s
ities
an
d
r
eq
u
ir
ed
n
ew
s
k
ills
an
d
ex
p
er
ien
ce
s
th
at
b
o
th
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
s
h
o
u
l
d
p
o
s
s
ess
to
b
e
s
u
cc
ess
f
u
l
in
d
is
tan
ce
lear
n
in
g
.
Acc
o
r
d
in
g
to
b
o
th
u
n
iv
er
s
it
y
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
,
d
is
tan
ce
lear
n
in
g
n
ee
d
s
s
ig
n
if
ican
t
tech
n
ical
ex
p
er
tis
e
an
d
c
h
an
g
es
in
th
e
n
atu
r
e
o
f
co
u
r
s
e
d
eliv
er
y
an
d
co
u
r
s
e
ass
ig
n
m
en
ts
th
at
ac
co
u
n
t
f
o
r
s
tu
d
en
ts
'
u
n
eq
u
al
ac
ce
s
s
to
d
is
tan
ce
lear
n
in
g
s
u
p
p
lies
.
As
a
r
esu
lt,
b
o
t
h
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
an
d
s
t
u
d
en
ts
h
av
e
ex
p
r
ess
ed
a
s
tr
o
n
g
p
r
ef
er
e
n
ce
f
o
r
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
lear
n
i
n
g
wh
ile
p
e
r
ce
iv
in
g
d
is
tan
ce
lear
n
in
g
as
less
d
esira
b
le,
less
co
m
f
o
r
tab
le,
an
d
less
ef
f
icien
t.
Au
th
o
r
s
ass
u
m
e
th
at
th
e
d
if
f
icu
lties
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
e
n
co
u
n
ter
ed
l
o
wer
ed
th
eir
attitu
d
es
to
war
d
d
is
tan
ce
lear
n
in
g
.
Su
c
h
r
esu
lts
ar
e
co
n
s
is
ten
t w
ith
th
e
f
in
d
in
g
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies
[
2
0
]
,
[
2
5
]
,
[
2
6
]
.
Ad
d
itio
n
ally
,
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
ex
p
r
ess
ed
a
m
e
d
iu
m
l
ev
el
o
f
ag
r
ee
m
en
t
a
b
o
u
t
th
e
v
iab
ilit
y
o
f
ad
o
p
tin
g
a
n
d
u
s
in
g
d
is
tan
ce
lear
n
in
g
tech
n
iq
u
es th
r
o
u
g
h
o
u
t t
h
e
r
eg
u
lar
s
em
ester
f
o
llo
win
g
th
e
p
an
d
em
ic.
I
t is
wo
r
th
n
o
tin
g
th
at
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
d
is
ag
r
ee
o
n
wh
eth
er
th
ey
wan
t
to
u
s
e
e
-
lear
n
in
g
in
th
e
f
u
tu
r
e,
with
s
tu
d
e
n
ts
b
ein
g
u
n
ab
le
to
ag
r
e
e
with
in
s
tr
u
cto
r
s
o
n
th
is
m
atter
.
Stu
d
en
ts
p
er
ce
iv
e
th
at
d
is
tan
ce
lear
n
in
g
is
in
ef
f
icien
t,
s
o
th
ey
wer
e
less
en
t
h
u
s
iast
ic
ab
o
u
t
u
s
in
g
it.
W
h
ile
th
e
i
n
s
tr
u
cto
r
s
clea
r
ly
b
eliev
e
th
at
th
eir
d
is
tan
ce
lear
n
in
g
in
s
tr
u
ct
io
n
al
s
tr
ateg
ies
s
h
o
u
ld
d
if
f
e
r
,
ap
p
ar
en
tly
s
tu
d
en
ts
d
o
n
o
t
s
h
a
r
e
th
e
s
am
e
b
elief
.
I
t
is
p
o
s
s
ib
le
th
at
s
tu
d
en
ts
b
eli
ev
e
th
at
d
is
tan
ce
lear
n
in
g
s
h
o
u
ld
u
s
e
in
s
tr
u
ctio
n
al
tech
n
iq
u
e
s
lik
e
th
o
s
e
u
s
ed
in
r
eg
u
lar
class
r
o
o
m
s
.
T
h
is
d
if
f
e
r
en
ce
in
p
o
s
itio
n
s
r
ef
lects
in
s
tr
u
cto
r
s
'
s
tr
o
n
g
b
elief
th
at
d
is
tan
ce
lear
n
in
g
ca
n
im
p
r
o
v
e
t
h
e
lear
n
in
g
ex
p
er
ien
ce
,
wh
ile
s
tu
d
en
ts
p
o
s
it less
co
n
f
id
en
ce
.
T
h
e
q
u
alitativ
e
r
esu
lts
o
f
th
e
in
ter
v
iews
p
o
r
tr
ay
e
d
an
o
th
er
d
is
cr
ep
an
cy
b
etwe
en
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
’
attitu
d
es.
Stu
d
en
ts
b
ased
th
eir
attitu
d
es
o
n
th
e
s
t
y
le
o
f
lear
n
in
g
th
ey
p
r
ef
er
.
Mo
s
t
s
tu
d
en
ts
p
r
ef
er
f
ac
e
-
to
-
f
ac
e
lear
n
i
n
g
b
ec
au
s
e
it
i
s
ea
s
ier
to
co
m
m
u
n
icate
with
th
eir
in
s
tr
u
cto
r
s
;
it
a
llo
ws
th
em
an
ef
f
icien
t
co
n
tact
with
co
lleag
u
es
an
d
in
s
tr
u
cto
r
s
th
at
is
d
ee
m
ed
im
p
o
r
tan
t
f
o
r
th
eir
s
u
cc
ess
.
Stu
d
en
ts
b
eliev
e
f
ac
e
-
to
-
f
ac
e
lea
r
n
in
g
im
p
r
o
v
es f
o
cu
s
an
d
m
in
im
izes stre
s
s
.
F
o
r
ex
am
p
le,
o
n
e
s
tu
d
en
t e
x
p
lain
ed
:
“
F
a
ce
-
to
-
fa
ce
le
a
r
n
in
g
is
s
u
p
erio
r
to
d
is
ta
n
ce
lea
r
n
in
g
b
e
ca
u
s
e
it
p
r
o
vid
es
b
o
th
s
tu
d
e
n
ts
a
n
d
in
s
tr
u
cto
r
s
w
ith
a
n
in
tera
ctive
lea
r
n
in
g
ex
p
erien
ce
th
a
t is n
o
t a
va
ila
b
le
in
d
is
ta
n
ce
lea
r
n
in
g
.
”
Oth
er
s
tu
d
en
ts
ad
d
ed
:
“
I
mp
r
o
vin
g
kn
o
w
led
g
e
th
r
o
u
g
h
fa
ce
-
to
-
fa
ce
lea
r
n
in
g
is
co
n
s
id
era
b
ly
h
ig
h
er
th
a
n
d
is
ta
n
ce
lea
r
n
in
g
,
fa
ce
-
to
-
f
a
ce
in
tera
ctio
n
w
ith
in
s
tr
u
cto
r
s
i
s
in
co
mp
a
r
a
b
le
to
d
is
ta
n
ce
lea
r
n
in
g
,
a
n
d
lea
r
n
in
g
is
p
r
ed
ica
ted
o
n
b
ein
g
fa
ce
-
to
-
f
a
ce
,
a
n
d
it w
ill r
em
a
in
s
u
ch
.
”
Su
ch
attitu
d
es
m
ay
n
o
t
ag
r
ee
with
Alam
[
2
1
]
,
wh
ich
claim
th
at
o
n
lin
e
co
u
r
s
es
f
o
s
ter
b
etter
co
m
m
u
n
icatio
n
b
etwe
en
s
tu
d
en
ts
an
d
in
s
tr
u
ct
o
r
s
an
d
h
el
p
to
allev
iate
s
tu
d
e
n
ts
'
f
ea
r
s
.
Sti
ll,
f
ew
UJ
s
tu
d
en
t
s
p
r
ef
er
r
ed
d
is
tan
ce
lear
n
in
g
f
o
r
o
n
e
r
ea
s
o
n
: it
s
av
es th
em
th
e
h
ass
le
o
f
s
ch
o
o
l c
o
m
m
u
tin
g
.
Stu
d
en
ts
'
att
itu
d
es
ab
o
u
t
in
cr
ea
s
in
g
th
eir
s
tu
d
y
s
k
ills
wer
e
lik
ewise
d
iv
id
ed
;
wh
ile
m
o
s
t
s
tu
d
en
ts
claim
ed
th
at
d
is
tan
ce
lear
n
in
g
d
id
n
o
t
en
h
a
n
ce
th
eir
s
tu
d
y
s
k
ills
,
o
th
er
s
d
is
ag
r
ee
d
.
Stu
d
en
ts
'
v
iews
o
f
co
m
m
u
n
icatio
n
a
n
d
d
is
tan
t
e
n
g
ag
em
e
n
t,
s
elf
-
r
elian
ce
,
a
n
d
ac
ce
s
s
to
k
n
o
wled
g
e
f
r
o
m
d
i
f
f
er
en
t
s
o
u
r
ce
s
,
f
o
r
ex
am
p
le,
wer
e
m
o
r
e
p
o
s
itiv
e.
On
e
s
tu
d
en
t
s
aid
,
“
d
is
ta
n
ce
le
a
r
n
in
g
in
crea
s
es
co
mmu
n
ica
ti
o
n
a
b
ilit
ies
via
th
e
in
tern
et
.
”
Sev
er
al
r
esear
ch
es
[
1
8
]
–
[
2
0
]
s
u
p
p
o
r
t
th
ese
f
in
d
in
g
s
claim
in
g
t
h
at
d
is
tan
ce
lear
n
in
g
allo
ws
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
I
C
T
s
k
ills
,
r
e
s
ea
r
ch
ab
ilit
ies,
an
d
ab
ilit
y
to
wo
r
k
u
n
d
er
p
r
ess
u
r
e.
Acc
o
r
d
in
g
to
UJ in
s
tr
u
cto
r
s
,
f
ac
e
-
to
-
f
ac
e
lea
r
n
in
g
is
s
u
p
e
r
io
r
to
d
is
tan
ce
lear
n
in
g
f
o
r
a
v
ar
iety
o
f
r
ea
s
o
n
s
,
in
clu
d
in
g
th
e
ea
s
e
o
f
co
m
m
u
n
icatio
n
,
ac
tiv
e
in
ter
ac
tio
n
,
an
d
th
e
o
p
p
o
r
tu
n
ity
to
co
n
tr
o
l
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
On
e
in
s
tr
u
cto
r
ex
p
lain
e
d
:
“
F
a
ce
-
to
-
fa
ce
is
mu
ch
b
etter d
u
e
to
th
e
la
ck
o
f a
tr
u
e
s
o
ci
a
l
i
n
tera
ctio
n
;
mere
p
a
r
ticip
a
tio
n
in
t
h
e
co
n
ve
r
s
a
tio
n
d
o
es
n
o
t
d
ev
elo
p
emo
tio
n
a
l
s
o
cia
l
a
s
p
ec
ts
,
a
n
d
th
e
la
ck
o
f
a
b
ilit
y
to
co
n
t
r
o
l
th
e
ev
a
lu
a
tio
n
p
r
o
ce
s
s
;
th
ere
a
r
e
s
tu
d
en
ts
w
h
o
s
e
mo
r
a
ls
p
r
ev
en
t
th
em
fr
o
m
ch
e
a
tin
g
,
w
h
ile
o
th
ers
ch
ea
t a
n
d
r
ec
eive
a
h
ig
h
er ra
tin
g
.
”
Oth
er
s
tu
d
ies
d
o
n
o
t
s
u
p
p
o
r
t
th
ese
f
in
d
in
g
s
.
Fo
r
ex
am
p
le,
ac
co
r
d
in
g
to
Ma
n
s
o
u
r
[
2
2
]
,
th
e
ef
f
ec
tiv
en
ess
o
f
s
tu
d
en
t
-
in
s
tr
u
cto
r
co
n
tact,
th
e
ad
ap
tab
le
n
at
u
r
e
o
f
th
e
teac
h
in
g
a
n
d
lear
n
i
n
g
p
r
o
ce
s
s
,
an
d
th
e
g
r
ea
ter
ef
f
ec
tiv
en
ess
o
f
teac
h
i
n
g
an
d
lear
n
i
n
g
h
av
e
le
d
u
n
i
v
er
s
ity
in
s
tr
u
cto
r
s
to
h
av
e
an
o
p
tim
is
tic
m
in
d
s
et
to
war
d
d
is
tan
ce
lear
n
in
g
.
R
ey
es
-
C
h
u
a
et
a
l
.
[
2
3
]
a
r
g
u
e
th
at
in
s
tr
u
cto
r
s
a
n
d
s
tu
d
e
n
ts
m
ay
b
u
ild
2
1
s
t
-
ce
n
t
u
r
y
lear
n
in
g
s
k
ills
th
r
o
u
g
h
d
is
tan
ce
lear
n
in
g
to
co
m
p
ete
p
r
o
f
ess
io
n
ally
in
a
c
o
n
s
tan
tly
ch
a
n
g
in
g
en
v
ir
o
n
m
en
t.
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
Hig
h
er e
d
u
ca
tio
n
in
s
tr
u
cto
r
s
’
a
n
d
s
tu
d
e
n
ts
’
a
ttit
u
d
es to
w
a
r
d
d
is
ta
n
ce
lea
r
n
in
g
(
Yo
u
s
ef
M.
A
r
o
u
r
i)
1955
I
n
ter
m
s
o
f
th
e
n
atu
r
e
o
f
th
e
co
u
r
s
es,
th
er
e
was
an
attitu
d
in
al
co
n
s
en
s
u
s
am
o
n
g
i
n
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
o
n
th
e
s
u
cc
ess
o
f
d
is
tan
t
lear
n
in
g
.
Ma
n
y
h
a
n
d
s
-
o
n
s
k
ills
ca
n
n
o
t
b
e
g
ain
e
d
s
o
lely
b
y
th
e
o
r
y
;
s
tu
d
e
n
ts
n
ee
d
to
ex
p
e
r
ien
ce
with
th
ei
r
h
an
d
s
,
m
ak
e
m
is
tak
es
an
d
lear
n
f
r
o
m
t
h
em
,
ac
c
o
r
d
in
g
t
o
o
n
e
E
n
g
in
ee
r
in
g
F
ac
u
lty
m
em
b
er
.
T
h
is
is
im
p
o
s
s
ib
le
in
d
is
tan
ce
lear
n
in
g
.
On
e
s
tu
d
en
t stated
:
“
Gen
u
in
e
-
w
o
r
ld
ex
p
erien
ce
s
n
ee
d
to
b
e
in
a
n
a
ctu
a
l
en
vir
o
n
men
t
w
ith
in
s
tr
u
cto
r
s
u
tili
z
in
g
r
ea
l
to
o
ls
in
la
b
s
a
n
d
w
o
r
ksh
o
p
s
.
”
T
h
ese
f
in
d
in
g
s
ec
h
o
th
o
s
e
o
f
Alq
u
d
ah
et
a
l
.
[
2
0
]
s
tatin
g
th
at
th
e
p
r
ac
tical
n
atu
r
e
o
f
p
a
r
ticu
lar
co
u
r
s
es
an
d
s
p
ec
ializatio
n
s
,
s
u
ch
as
m
e
d
ic
al
an
d
en
g
i
n
ee
r
in
g
,
im
p
o
s
e
ce
r
tain
f
u
n
d
am
e
n
tals
to
m
aster
ess
en
tial
s
k
ills
an
d
s
u
b
ject
k
n
o
wled
g
e
.
3
.
2
.
Seco
nd
q
ues
t
io
n
T
h
e
s
ec
o
n
d
q
u
esti
o
n
is
:
ar
e
t
h
er
e
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
(
α
=
.
0
5
)
in
UJ
in
s
tr
u
cto
r
s
’
an
d
s
tu
d
en
ts
’
m
ea
n
r
esp
o
n
s
es
o
f
a
ttit
u
d
es
to
war
d
s
d
is
tan
ce
lear
n
in
g
d
u
r
i
n
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
d
u
e
to
ag
e,
g
en
d
er
,
s
u
b
ject/m
ajo
r
,
y
ea
r
o
f
ex
p
e
r
ien
ce
/y
ea
r
in
th
e
p
r
o
g
r
a
m
,
an
d
th
e
n
u
m
b
er
o
f
o
n
lin
e
co
u
r
s
es
b
ef
o
r
e
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic?
T
o
r
es
p
o
n
d
to
th
is
q
u
esti
o
n
,
th
e
r
esear
ch
er
s
ca
lcu
lated
m
ea
n
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
,
as
s
h
o
wn
in
T
ab
le
2.
T
a
b
l
e
2
p
o
in
t
ed
o
u
t
a
p
p
a
r
e
n
t
d
i
f
f
e
r
en
c
e
s
b
e
t
we
e
n
m
e
a
n
s
co
n
s
i
d
e
r
in
g
th
e
s
t
u
d
y
v
a
r
i
ab
l
e
s
.
T
o
d
e
t
e
r
m
i
n
e
t
h
e
s
t
a
t
i
s
t
i
c
a
l
s
ig
n
i
f
i
c
a
n
c
e
o
f
th
e
s
e
d
i
f
f
e
r
en
c
e
s
,
a
f
iv
e
-
w
ay
A
N
O
V
A
t
e
s
t
w
a
s
c
a
l
c
u
l
a
t
ed
,
a
s
s
h
o
w
n
in
T
a
b
l
e
3.
T
a
b
l
e
3
s
h
o
w
s
t
h
a
t
t
h
er
e
ar
e
n
o
s
t
a
t
i
s
t
i
c
a
l
l
y
s
i
g
n
i
f
i
c
an
t
d
i
f
f
er
en
c
e
s
i
n
U
J
i
n
s
t
r
u
c
to
r
s
’
m
e
a
n
r
e
s
p
o
n
s
e
s
o
f
a
t
t
i
t
u
d
e
s
d
u
e
t
o
t
h
e
f
o
l
l
o
w
in
g
v
a
r
i
ab
l
e
s
:
ag
e
(
F
=
.
3
1
8
)
,
g
e
n
d
e
r
(
F
=.
1
1
2
)
,
s
u
b
j
e
c
t
(
F
=3
.
4
1
4
)
,
y
e
a
r
o
f
ex
p
er
i
en
c
e
(
F
=
.
0
0
0
)
,
a
n
d
t
h
e
n
u
m
b
e
r
o
f
o
n
l
in
e
co
u
r
s
e
s
b
ef
o
r
e
th
e
C
O
V
I
D
-
1
9
ep
i
d
e
m
i
c
(
F
=2
.
8
0
7
)
.
F
u
r
t
h
er
,
t
h
e
t
ab
le
s
h
o
w
s
t
h
a
t
t
h
e
r
e
a
r
e
n
o
s
t
a
t
i
s
t
i
c
a
l
ly
s
i
g
n
if
i
c
an
t
d
i
f
f
e
r
e
n
c
e
s
i
n
U
J
s
t
u
d
en
t
s
’
m
e
an
r
e
s
p
o
n
s
e
s
o
f
a
t
t
i
t
u
d
e
s
t
o
wa
r
d
s
d
i
s
t
a
n
ce
l
e
ar
n
in
g
d
u
r
in
g
t
h
e
C
O
V
I
D
-
1
9
p
an
d
em
i
c
d
u
e
t
o
t
h
e
v
ar
i
a
b
le
s
:
ag
e
(
F
=
.
5
0
3
)
,
g
e
n
d
e
r
(
F
=1
.
3
0
7
)
,
m
a
j
o
r
(
F
=
.
0
5
7
)
,
y
e
a
r
in
t
h
e
p
r
o
g
r
am
(
F
=1
.
4
6
3
)
,
an
d
th
e
n
u
m
b
e
r
o
f
o
n
l
in
e
c
o
u
r
s
e
s
b
ef
o
r
e
t
h
e
C
O
V
I
D
-
1
9
e
p
id
e
m
ic
(
F
=.
4
4
0
)
.
T
h
a
t
i
s
,
a
t
t
i
tu
d
e
s
to
w
a
r
d
d
i
s
t
a
n
t
l
e
ar
n
in
g
we
r
e
u
n
af
f
e
c
te
d
b
y
v
ar
i
a
b
le
s
in
c
l
u
d
i
n
g
g
e
n
d
er
,
y
e
ar
s
o
f
ex
p
er
i
en
c
e
,
an
d
t
h
e
n
u
m
b
er
o
f
co
u
r
s
e
s
t
a
k
e
n
p
r
i
o
r
to
t
h
e
C
O
V
I
D
-
1
9
e
p
id
e
m
ic
.
T
ab
le
2
.
Me
an
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
o
f
r
esp
o
n
s
es o
f
UJ in
s
tr
u
cto
r
s
an
d
s
tu
d
e
n
ts
V
a
r
i
a
b
l
e
I
n
st
r
u
c
t
o
r
S
t
u
d
e
n
t
Le
v
e
l
M
e
a
n
SD
Le
v
e
l
M
e
a
n
SD
A
g
e
Le
ss
t
h
a
n
5
0
3
.
6
4
7
.
6
7
7
4
9
Le
ss
t
h
a
n
2
0
3
.
1
2
8
.
8
4
8
5
4
5
0
a
n
d
a
b
o
v
e
3
.
5
1
5
.
6
1
2
4
3
2
0
a
n
d
a
b
o
v
e
3
.
2
3
6
.
8
0
4
2
6
G
e
n
d
e
r
M
a
l
e
3
.
4
9
4
.
6
4
5
4
8
M
a
l
e
3
.
6
3
8
.
7
7
3
1
8
F
e
mal
e
3
.
6
3
0
.
6
2
3
0
8
F
e
mal
e
3
.
0
3
8
.
7
9
4
2
0
S
u
b
j
e
c
t
s
/
m
a
j
o
r
H
u
ma
n
i
t
i
e
s
3
.
4
8
8
.
6
4
9
5
7
H
u
ma
n
i
t
i
e
s
3
.
0
9
3
.
7
6
5
5
5
S
c
i
e
n
c
e
s
3
.
6
7
1
.
6
0
3
9
7
S
c
i
e
n
c
e
s
3
.
2
8
3
.
8
8
9
8
1
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
/
y
e
a
r
i
n
t
h
e
p
r
o
g
r
a
m
1
5
a
n
d
l
e
ss
3
.
6
3
6
.
6
3
3
1
0
Le
ss
t
h
a
n
3
3
.
1
1
9
.
8
2
1
6
7
M
o
r
e
t
h
a
n
1
5
3
.
4
1
7
.
6
2
3
2
8
3
a
n
d
m
o
r
e
3
.
2
3
2
.
8
3
2
8
0
N
u
mb
e
r
o
f
o
n
l
i
n
e
o
r
b
l
e
n
d
e
d
c
l
a
sses
b
e
f
o
r
e
C
O
V
I
D
-
19
N
o
n
e
3
.
4
9
1
.
5
7
7
3
6
N
o
n
e
3
.
1
9
8
.
8
9
2
3
9
1
-
2
3
.
7
1
3
.
6
1
7
5
3
1
-
2
3
.
3
6
5
.
7
7
1
9
4
3
a
n
d
a
b
o
v
e
3
.
2
9
2
.
7
3
2
6
8
3
a
n
d
m
o
r
e
2
.
9
9
4
.
7
7
1
9
3
T
ab
le
3
.
Fiv
e
-
w
ay
ANOV
A
a
ttrib
u
ted
to
th
e
s
tu
d
y
v
ar
iab
les
I
n
st
r
u
c
t
o
r
s
S
t
u
d
e
n
t
s
S
o
u
r
c
e
Ty
p
e
I
I
I
su
m o
f
sq
u
a
r
es
df
M
e
a
n
s
q
u
a
r
e
F
S
i
g
.
Ty
p
e
I
I
I
su
m o
f
sq
u
a
r
es
df
M
e
a
n
s
q
u
a
r
e
F
S
i
g
.
A
g
e
.
1
2
4
1
.
1
2
4
.
3
1
8
.
5
7
4
.
2
9
8
1
.
2
9
8
.
5
0
3
.
4
7
9
G
e
n
d
e
r
.
0
4
4
1
.
0
4
4
.
1
1
2
.
7
3
8
.
7
7
6
1
.
7
7
6
1
.
3
0
7
.
2
5
4
S
u
b
j
e
c
t
s
/
m
a
j
o
r
1
.
3
3
6
1
1
.
3
3
6
3
.
4
1
4
.
0
6
7
.
0
3
4
1
.
0
3
4
.
0
5
7
.
8
1
2
Y
e
a
r
o
f
e
x
p
e
r
i
e
n
c
e
/
y
e
a
r
i
n
t
h
e
p
r
o
g
r
a
m
.
0
0
0
1
.
0
0
0
.
0
0
0
.
9
8
5
.
8
6
8
1
.
8
6
8
1
.
4
6
3
.
2
2
7
N
u
mb
e
r
o
f
o
n
l
i
n
e
c
o
u
r
ses
b
e
f
o
r
e
t
h
e
C
O
V
I
D
-
19
e
p
i
d
e
m
i
c
2
.
1
9
7
2
1
.
0
9
9
2
.
8
0
7
.
0
6
4
.
5
2
2
2
.
2
6
1
.
4
4
0
.
6
4
4
*
S
t
a
t
i
s
t
i
c
a
l
l
y
s
i
g
n
i
f
i
c
a
n
t
a
t
t
h
e
(
α=
.
0
5
)
T
h
e
f
in
d
in
g
s
o
f
th
e
s
ec
o
n
d
q
u
esti
o
n
r
ev
ea
led
n
o
s
tatis
tical
ly
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
U
J
s
tu
d
en
ts
’
m
ea
n
r
esp
o
n
s
es
o
f
attitu
d
es
to
war
d
s
d
is
tan
ce
lear
n
in
g
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
d
u
e
to
ag
e,
g
e
n
d
er
,
s
u
b
ject
/
m
ajo
r
,
ex
p
er
ien
ce
/
y
ea
r
in
p
r
o
g
r
am
an
d
n
u
m
b
er
o
f
o
n
lin
e
co
u
r
s
es
b
ef
o
r
e
th
e
C
OVI
D
-
1
9
p
an
d
e
m
ic.
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
4
9
-
1
9
6
0
1956
T
h
is
r
esu
lt
ag
r
ee
s
wi
th
th
e
f
in
d
in
g
s
o
f
s
ev
er
al
r
esear
ch
es
[
2
8
]
,
[
2
9
]
wh
ich
r
ep
o
r
ted
v
ar
io
u
s
v
ar
iab
les
as
h
av
in
g
n
o
e
f
f
ec
t
o
n
attitu
d
e
s
to
war
d
d
is
tan
ce
lear
n
i
n
g
,
s
u
ch
as
s
tu
d
en
ts
’
ac
ad
em
ic
lev
els
an
d
g
e
n
d
er
.
Ho
wev
er
,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
d
is
ag
r
ee
with
Al
-
T
ar
a
wn
eh
[
3
0
]
w
h
o
f
o
u
n
d
t
h
at
i
n
s
tr
u
cto
r
s
’
attitu
d
es
to
war
d
d
is
tan
ce
lear
n
in
g
co
u
ld
b
e
af
f
ec
ted
b
y
f
ac
to
r
s
lik
e
g
en
d
er
an
d
teac
h
in
g
ex
p
e
r
ien
ce
.
T
h
i
s
r
e
s
u
l
t
ca
n
b
e
at
tr
ib
u
t
e
d
to
th
e
f
a
ct
th
at
th
e
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
t
s
wer
e
f
o
l
l
o
win
g
th
e
f
ac
e
-
to
-
f
ac
e
le
ar
n
in
g
p
a
tt
er
n
in
th
e
u
n
iv
e
r
s
i
ty
.
T
h
u
s
,
ag
e,
g
en
d
er
,
s
u
b
je
ct
/
s
p
e
cia
l
ty
,
ex
p
er
i
en
ce
/y
ea
r
in
th
e
p
r
o
g
r
am
,
an
d
th
e
n
u
m
b
e
r
o
f
o
n
lin
e
co
u
r
s
es
d
if
f
er
ed
p
r
io
r
t
o
th
e
C
O
VI
D
-
1
9
p
an
d
em
ic,
d
i
d
n
o
t
in
f
lu
en
ce
th
e
at
ti
tu
d
e
s
o
f
in
s
t
r
u
c
to
r
s
an
d
s
t
u
d
en
t
s
to
war
d
d
i
s
t
an
ce
lea
r
n
i
n
g
.
Al
th
o
u
g
h
a
f
e
w
in
s
t
r
u
c
to
r
s
an
d
s
tu
d
e
n
t
s
h
ad
ex
p
er
ien
ce
w
ith
b
len
d
ed
le
ar
n
in
g
p
r
io
r
to
th
e
C
O
VI
D
-
1
9
p
an
d
em
ic
,
a
n
d
a
f
ew
i
n
s
tr
u
ct
o
r
s
an
d
s
tu
d
en
t
s
h
ad
p
er
s
o
n
a
l
ex
p
er
ie
n
ce
wi
th
d
i
s
t
an
ce
l
ea
r
n
in
g
,
th
e
s
e
ex
p
er
ien
ce
s
wer
e
in
ef
f
e
ct
iv
e
b
e
ca
u
s
e
m
o
s
t
in
s
t
r
u
c
to
r
s
an
d
s
t
u
d
en
t
s
b
eg
an
wi
th
a
s
im
i
lar
ex
p
e
r
i
en
c
e
i
n
d
is
tan
ce
er
u
d
i
ti
o
n
ap
p
l
ic
at
io
n
.
T
h
i
s
i
n
d
ic
at
es
th
at
b
o
t
h
u
n
iv
er
s
ity
in
s
t
r
u
c
to
r
s
an
d
s
t
u
d
en
t
s
ex
p
er
ien
ce
d
th
e
s
am
e
ex
tr
ao
r
d
i
n
ar
y
e
m
er
g
en
cy
s
it
u
at
io
n
s
d
u
r
i
n
g
th
e
C
OVI
D
-
1
9
e
p
id
em
i
c,
w
h
i
ch
f
o
r
ce
d
t
h
e
u
n
i
v
er
s
ity
to
clo
s
e
i
ts
g
at
es
.
B
o
th
in
s
tr
u
cto
r
s
an
d
s
t
u
d
en
t
s
b
en
ef
i
ted
f
r
o
m
g
o
in
g
th
r
o
u
g
h
th
e
d
i
s
t
an
ce
l
ea
r
n
in
g
ex
p
er
ien
ce
w
i
th
o
u
t
an
y
p
r
ep
ar
a
tio
n
f
o
r
th
e
n
e
w
e
m
er
g
en
cy
lea
r
n
in
g
s
ty
le.
A
s
a
r
e
s
u
l
t,
t
h
er
e
i
s
n
o
ef
f
ec
t
o
f
an
y
v
ar
i
ab
le
o
n
th
e
a
tt
it
u
d
e
s
to
w
ar
d
th
is
n
e
w
le
ar
n
i
n
g
p
at
ter
n
.
3
.
3
.
T
hird
q
ues
t
io
n
T
h
e
th
ir
d
q
u
esti
o
n
is
:
wh
at
ar
e
th
e
o
th
er
f
ac
to
r
s
th
at
af
f
ec
t
th
e
attitu
d
es
o
f
UJ
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
to
war
d
d
is
tan
ce
lear
n
in
g
d
u
r
i
n
g
th
e
C
OVI
D
-
1
9
p
an
d
em
ic?
T
o
d
etec
t
wh
eth
er
t
h
e
p
r
ev
io
u
s
f
ac
to
r
s
ar
e
n
o
t
en
o
u
g
h
to
a
f
f
ec
t
th
e
at
titu
d
es
o
f
UJ
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
,
th
e
r
eg
r
ess
io
n
an
aly
s
i
s
was
ca
lcu
lated
a
s
s
h
o
wn
in
T
ab
le
4
.
T
a
b
le
4
s
h
o
ws
th
at
th
e
r
esu
lts
o
f
th
e
r
eg
r
ess
io
n
an
aly
s
is
(
R
2
)
f
o
r
th
e
attitu
d
es
o
f
UJ
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
to
war
d
s
d
is
tan
ce
lear
n
in
g
ac
co
r
d
in
g
to
th
e
f
iv
e
v
a
r
iab
les
(
ag
e,
g
en
d
er
,
s
u
b
ject
/
m
ajo
r
,
y
ea
r
s
o
f
ex
p
e
r
ien
ce
/
in
p
r
o
g
r
a
m
,
n
u
m
b
er
s
o
f
o
n
lin
e
co
u
r
s
es
b
ef
o
r
e
e
p
id
em
ic)
ar
e
.
0
6
0
(
6
%)
an
d
.
1
3
(
1
3
%)
r
esp
ec
tiv
ely
.
T
h
at
is
,
th
e
s
tu
d
y
v
ar
iab
les
ca
n
o
n
l
y
p
r
ed
ic
t
6%
an
d
1
3
%
o
f
UJ
in
s
tr
u
c
to
r
s
’
an
d
s
tu
d
en
ts
’
attitu
d
es,
r
esp
ec
tiv
ely
,
to
war
d
d
is
tan
ce
lear
n
in
g
.
B
ased
o
n
th
is
f
in
d
in
g
,
th
e
r
esear
ch
e
r
s
co
n
d
u
cted
in
ter
v
iews
to
f
in
d
m
o
r
e
f
ac
to
r
s
th
at
m
ig
h
t
h
av
e
a
m
o
r
e
s
ig
n
if
ican
t
im
p
ac
t
o
n
i
n
s
tr
u
cto
r
s
'
an
d
s
tu
d
e
n
ts
'
atti
tu
d
es
ab
o
u
t
d
is
tan
t le
ar
n
in
g
.
T
ab
le
4
.
R
eg
r
ess
io
n
test
f
o
r
U
J
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
V
a
r
i
a
b
l
e
M
o
d
e
l
R
R
s
q
u
a
r
e
A
d
j
u
st
e
d
R
s
q
u
a
r
e
S
t
d
.
Er
r
o
r
o
f
t
h
e
e
st
i
ma
t
e
I
n
st
r
u
c
t
o
r
s
1
.
2
4
5
a
.
0
6
0
.
0
3
1
.
6
2
6
5
S
t
u
d
e
n
t
s
1
.
3
6
2
a
.
1
3
1
.
1
1
9
.
7
7
7
6
3
I
t
is
wo
r
th
n
o
tin
g
th
at
th
is
q
u
esti
o
n
ch
an
g
e
d
o
v
er
tim
e
b
e
ca
u
s
e
o
f
th
e
em
er
g
in
g
th
em
e
s
f
r
o
m
th
e
in
ter
v
iews.
Fu
n
d
am
e
n
tally
,
th
r
o
u
g
h
th
e
in
ter
v
iews
th
e
in
s
tr
u
cto
r
s
id
en
tifie
d
n
u
m
er
o
u
s
f
a
cto
r
s
th
at
in
f
lu
e
n
ce
d
th
e
o
v
e
r
all
s
u
cc
ess
o
f
th
eir
d
is
tan
ce
lear
n
in
g
ex
p
e
r
ien
ce
,
wh
ich
in
f
l
u
en
ce
d
th
eir
attitu
d
es
to
war
d
d
is
tan
ce
lear
n
in
g
.
Acc
ess
to
o
n
lin
e
p
latf
o
r
m
s
,
in
ter
n
et
co
n
n
ec
tiv
ity
,
elec
tr
o
n
ic
d
ev
ice
ac
ce
s
s
,
an
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
f
o
r
in
s
tan
ce
,
all
h
ad
a
s
ig
n
if
ican
t im
p
ac
t o
n
wh
eth
e
r
UJ in
s
tr
u
cto
r
s
h
ad
p
o
s
itiv
e
o
r
n
eg
ativ
e
attitu
d
es.
Fu
r
th
er
,
m
ain
tai
n
in
g
c
o
m
m
u
n
icatio
n
with
s
tu
d
en
ts
,
u
s
in
g
d
is
tan
ce
lear
n
in
g
-
ap
p
r
o
p
r
iate
t
ea
ch
in
g
s
tr
ateg
ies,
o
f
f
er
in
g
elec
tr
o
n
ic
eq
u
ip
m
en
t,
s
ec
u
r
in
g
in
ter
n
et
s
er
v
ices a
n
d
ap
p
licatio
n
s
,
tr
ain
in
g
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
o
n
m
o
b
ile
a
p
p
s
,
a
n
d
p
r
o
tectin
g
t
h
e
tr
u
s
two
r
th
i
n
ess
o
f
ex
am
s
ar
e
am
o
n
g
th
e
f
ac
to
r
s
m
en
tio
n
ed
b
y
s
tu
d
en
ts
as
in
f
lu
en
cin
g
th
e
s
u
cc
ess
o
r
f
ailu
r
e
o
f
t
h
eir
d
is
tan
ce
lear
n
in
g
ex
p
e
r
ien
ce
.
Sp
ec
if
ically
,
wh
en
ask
ed
w
h
at
ad
d
itio
n
al
f
ac
to
r
s
o
f
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
wo
u
ld
a
f
f
ec
t
u
n
iv
er
s
ity
in
s
tr
u
ct
o
r
s
’
an
d
s
tu
d
en
ts
'
attitu
d
es
o
f
d
is
tan
ce
lear
n
in
g
,
th
e
in
s
tr
u
ct
o
r
s
m
en
tio
n
ed
s
ev
er
al
f
ac
to
r
s
.
Acc
ess
ib
ilit
y
to
o
n
lin
e
s
o
u
r
ce
s
,
co
n
n
ec
tiv
ity
to
th
e
in
ter
n
et,
a
v
ailab
ilit
y
o
f
te
ch
n
o
lo
g
ical
eq
u
ip
m
e
n
t,
an
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
f
o
r
in
s
t
an
ce
,
all
h
ad
a
b
ig
im
p
ac
t o
n
wh
et
h
er
u
n
iv
er
s
ity
i
n
s
tr
u
cto
r
s
h
ad
a
f
av
o
r
ab
le
o
r
n
eg
ativ
e
attitu
d
e.
On
e
o
f
th
e
i
n
s
tr
u
cto
r
s
s
aid
:
“
T
h
e
p
o
ten
tia
l
fo
r
d
is
ta
n
ce
lea
r
n
in
g
,
g
ive
n
th
a
t
i
n
s
tr
u
cto
r
s
a
r
e
b
etter
a
w
a
r
e
o
f
h
o
w
to
co
p
e
w
ith
d
is
ta
n
ce
lea
r
n
in
g
,
a
r
e
w
ell
-
t
r
a
in
ed
o
n
h
o
w
to
u
s
e
elec
tr
o
n
ic
ex
a
ms,
a
n
d
a
r
e
n
o
t
u
n
d
er
time
limita
tio
n
s
.
”
Oth
er
in
s
tr
u
cto
r
s
m
en
tio
n
ed
f
ac
to
r
s
th
at
m
ay
in
f
lu
en
ce
s
tu
d
en
t
co
m
m
u
n
icatio
n
an
d
p
a
r
ticip
atio
n
d
u
r
in
g
d
is
tan
ce
lear
n
in
g
,
s
u
c
h
as
p
r
o
v
i
d
in
g
c
o
n
s
is
ten
t
q
u
izze
s
,
p
lan
n
in
g
c
o
n
s
tr
u
ctiv
e
ac
tiv
ities
b
ased
o
n
s
tu
d
en
ts
'
n
ee
d
s
,
an
d
em
p
lo
y
in
g
m
o
d
e
r
n
teac
h
in
g
s
tr
ateg
ie
s
th
at
ar
e
co
m
p
atib
le
with
th
e
n
atu
r
e
o
f
d
is
tan
ce
lear
n
in
g
.
An
o
th
er
i
n
s
tr
u
cto
r
s
t
ated
:
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
Hig
h
er e
d
u
ca
tio
n
in
s
tr
u
cto
r
s
’
a
n
d
s
tu
d
e
n
ts
’
a
ttit
u
d
es to
w
a
r
d
d
is
ta
n
ce
lea
r
n
in
g
(
Yo
u
s
ef
M.
A
r
o
u
r
i)
1957
“
On
e
o
f
th
e
mo
s
t
imp
o
r
ta
n
t
r
ea
s
o
n
s
w
h
y
s
tu
d
en
ts
a
r
e
a
l
w
a
ys
p
r
esen
t
a
n
d
in
tera
ctive
is
th
e
va
r
iety
o
f
ev
a
lu
a
tio
n
meth
o
d
s
a
va
ila
b
le
;
fo
r
ex
a
mp
le,
co
n
d
u
ctin
g
s
h
o
r
t
p
erio
d
ic
ex
a
ms,
in
crea
s
in
g
th
e
n
u
mb
er
o
f
d
u
ti
es
th
a
t
r
eq
u
ir
e
a
tten
tio
n
in
le
ctu
r
es,
a
n
d
i
n
crea
s
in
g
th
e
n
u
mb
er
o
f
o
r
a
l q
u
esti
o
n
s
fo
r
s
tu
d
en
ts
in
ea
ch
lectu
r
e
.
”
I
n
ad
d
itio
n
,
in
s
tr
u
cto
r
s
ca
n
co
n
v
ey
th
eir
co
u
r
s
e
in
f
o
r
m
atio
n
m
o
r
e
d
y
n
am
ically
b
y
d
iv
er
s
if
y
in
g
th
eir
teac
h
in
g
s
ty
les an
d
in
co
r
p
o
r
atin
g
tec
h
n
o
lo
g
y
.
Stu
d
en
ts
,
o
n
th
e
o
th
e
r
h
an
d
,
i
d
en
tifie
d
s
ev
er
al
f
ac
to
r
s
th
at
ca
n
in
s
p
ir
e
th
e
attitu
d
es
o
f
th
eir
d
is
tan
ce
lear
n
in
g
ex
p
er
ien
ce
,
in
cl
u
d
in
g
k
ee
p
in
g
in
to
u
c
h
with
s
tu
d
en
ts
,
em
p
lo
y
in
g
ef
f
ec
tiv
e
te
ac
h
in
g
tech
n
i
q
u
es,
p
r
o
v
id
i
n
g
elec
tr
o
n
ic
eq
u
ip
m
e
n
t,
s
af
eg
u
ar
d
in
g
in
ter
n
et
s
er
v
ices
an
d
ap
p
licatio
n
s
,
an
d
g
u
id
in
g
b
o
th
s
tu
d
e
n
ts
an
d
in
s
tr
u
cto
r
s
in
h
o
w
to
tak
e
ad
v
an
tag
e
o
f
o
n
lin
e
r
eso
u
r
ce
s
.
On
e
s
tu
d
en
t
s
tated
th
at
a
lack
o
f
u
n
iv
er
s
ity
p
r
ep
ar
atio
n
,
in
s
tr
u
cto
r
s
’
in
co
m
p
atib
le
d
ig
ital
ab
ilit
ies,
an
d
lack
o
f
co
n
n
ec
tio
n
an
d
atten
ti
v
en
ess
d
u
r
in
g
o
n
lin
e
s
ess
io
n
s
all
h
ar
m
ed
th
e
q
u
ality
o
f
th
eir
d
is
tan
t
lear
n
i
n
g
ex
p
er
ien
ce
,
n
eg
ativ
ely
a
f
f
ec
ted
r
atin
g
th
eir
ex
p
er
ien
ce
.
O
n
e
s
tu
d
en
t r
e
m
ar
k
ed
:
“
I
d
o
n
’
t
b
eliev
e
my
u
n
ivers
i
ty
’
s
d
is
ta
n
t
lea
r
n
in
g
p
r
o
g
r
a
m
h
a
s
b
ee
n
effec
tive
s
in
ce
p
r
esen
t
ed
u
ca
tio
n
a
l
s
ystems
s
til
l
n
ee
d
to
b
e
ex
p
a
n
d
ed
to
fit
th
e
ex
p
a
n
d
in
g
d
ema
n
d
s
o
f
b
o
th
s
tu
d
e
n
ts
a
n
d
in
s
tr
u
cto
r
s
.
”
An
o
th
er
s
tu
d
en
t
co
m
m
e
n
ted
:
“
My
ex
p
erien
ce
w
ith
d
is
ta
n
t
lea
r
n
in
g
a
t
my
in
s
titu
tio
n
h
a
s
b
ee
n
a
d
is
a
s
ter
b
ec
a
u
s
e
I
f
ee
l
th
e
u
n
ivers
ity
w
a
s
n
o
t a
p
p
r
o
p
r
ia
tely
p
r
ep
a
r
ed
fo
r
th
e
mo
ve
.
”
Acc
o
r
d
in
g
t
o
o
n
e
o
f
th
e
s
tu
d
en
ts
,
th
e
r
ea
s
o
n
s
b
eh
i
n
d
th
e
f
ailu
r
e
in
th
is
n
ew
ex
p
er
ien
ce
m
ay
lie
in
“
th
e
a
b
s
en
ce
o
f
h
a
n
d
s
-
o
n
ex
p
erien
ce
,
la
ck
o
f
co
n
tr
o
l
o
ve
r
ch
ea
tin
g
d
u
r
in
g
o
n
lin
e
ex
a
min
a
tio
n
s
,
s
tr
e
s
s
,
a
n
d
th
e
d
iffi
cu
lty
to
fo
cu
s
o
n
h
o
me
.
”
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
Kap
asia
et
a
l
.
[
2
6
]
wh
o
f
o
u
n
d
t
h
at
s
ad
n
ess
,
an
x
iety
,
in
s
u
f
f
icien
t
i
n
ter
n
et
ac
ce
s
s
,
an
d
an
u
n
p
leasan
t
s
tu
d
y
en
v
ir
o
n
m
en
t
at
h
o
m
e
all
co
n
tr
ib
u
ted
to
u
n
d
er
g
r
ad
u
ate
an
d
g
r
ad
u
ate
s
tu
d
en
ts
’
n
eg
ativ
e
attitu
d
es a
b
o
u
t d
is
tan
ce
lear
n
in
g
.
4.
CO
NCLU
SI
O
N
T
h
e
p
u
r
p
o
s
e
o
f
t
h
i
s
s
tu
d
y
wa
s
t
o
i
n
v
e
s
t
i
g
a
te
h
o
w
u
n
iv
e
r
s
i
t
y
p
r
o
f
e
s
s
o
r
s
a
n
d
s
t
u
d
en
t
s
p
e
r
c
e
iv
ed
t
h
e
i
r
o
n
l
in
e
l
e
a
r
n
i
n
g
ex
p
er
i
e
n
c
e
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
an
d
e
m
i
c
in
o
n
e
o
f
t
h
e
h
i
g
h
e
r
ed
u
c
a
t
i
o
n
i
n
s
t
i
tu
t
i
o
n
s
i
n
J
o
r
d
a
n
.
Q
u
an
t
i
t
a
t
iv
e
d
a
ta
r
e
v
e
a
le
d
th
a
t
b
o
t
h
in
s
t
r
u
c
t
o
r
s
a
n
d
s
t
u
d
e
n
t
s
h
a
v
e
a
g
o
o
d
a
t
t
i
t
u
d
e
(
m
ed
i
u
m
)
t
o
w
a
r
d
d
i
s
t
an
c
e
l
e
ar
n
in
g
.
H
o
w
e
v
e
r
,
t
h
e
q
u
a
l
i
t
a
t
i
v
e
f
i
n
d
i
n
g
s
o
f
t
h
e
i
n
t
er
v
i
e
w
s
r
e
v
ea
l
e
d
th
a
t
m
o
s
t
u
n
iv
e
r
s
i
ty
s
t
u
d
e
n
t
s
p
r
e
f
er
f
a
c
e
-
to
-
f
ac
e
le
a
r
n
in
g
.
C
o
n
s
e
q
u
e
n
t
ly
,
t
h
e
J
o
r
d
a
n
i
an
h
i
g
h
er
ed
u
c
a
t
i
o
n
s
y
s
t
e
m
s
n
e
e
d
m
o
r
e
e
f
f
o
r
t
s
i
n
p
r
ep
a
r
a
t
io
n
to
b
e
r
e
a
d
y
f
o
r
t
h
e
s
h
if
t
t
o
d
i
s
t
a
n
ce
l
e
a
r
n
in
g
.
T
h
e
q
u
e
s
t
i
o
n
n
a
i
r
e
f
i
n
d
in
g
s
s
u
g
g
e
s
t
e
d
t
h
a
t
b
o
th
i
n
s
t
r
u
c
t
o
r
s
an
d
s
t
u
d
e
n
t
s
h
av
e
g
en
e
r
a
l
l
y
p
o
s
i
t
i
v
e
a
t
t
i
tu
d
e
s
t
o
w
ar
d
o
n
l
in
e
lea
r
n
in
g
e
x
p
er
i
e
n
ce
,
h
o
w
ev
e
r
p
ar
t
i
c
i
p
a
n
t
s
’
i
n
t
er
v
ie
w
s
r
e
v
e
a
l
e
d
m
o
r
e
n
eg
a
t
i
v
e
a
t
t
i
t
u
d
e
s
.
S
p
e
c
if
i
c
a
l
ly
,
th
e
i
n
te
r
v
i
e
w
s
in
d
ic
a
t
e
d
a
l
a
c
k
o
f
p
r
ep
a
r
a
t
i
o
n
f
o
r
o
n
l
i
n
e
l
e
ar
n
in
g
,
d
ef
i
c
i
t
s
in
d
i
g
i
t
a
l
an
d
te
c
h
n
o
lo
g
i
ca
l
c
ap
a
b
i
l
i
t
i
e
s
,
r
ed
u
ce
d
c
o
m
m
u
n
ic
a
t
i
o
n
b
e
t
w
ee
n
s
t
u
d
e
n
t
s
a
n
d
t
h
e
i
r
i
n
s
tr
u
c
to
r
s
;
al
l
a
r
e
k
ey
c
au
s
e
s
b
e
h
in
d
p
a
r
t
i
c
i
p
a
n
t
s
’
n
eg
a
t
i
v
e
a
t
t
i
t
u
d
e
s
.
T
h
e
m
a
j
o
r
e
n
c
o
u
n
te
r
e
d
o
b
s
t
a
c
le
s
i
n
c
l
u
d
ed
t
h
e
a
d
m
in
i
s
t
r
a
t
i
v
e
,
a
c
ad
e
m
ic
,
an
d
l
o
g
i
s
t
i
ca
l
f
l
a
w
s
.
D
e
t
e
c
t
i
n
g
th
e
s
e
o
b
s
t
a
c
l
e
s
c
an
h
e
l
p
p
o
l
i
cy
m
ak
e
r
s
a
n
d
s
t
a
k
e
h
o
l
d
e
r
s
id
en
t
i
f
y
th
e
g
ap
s
a
n
d
f
in
d
ad
e
q
u
a
t
e
s
o
l
u
t
i
o
n
s
.
T
h
i
s
c
an
h
el
p
to
i
m
p
r
o
v
e
t
h
e
e
x
p
e
r
ie
n
c
e
o
f
o
n
l
in
e
l
e
ar
n
in
g
a
t
J
o
r
d
an
i
a
n
h
i
g
h
e
r
e
d
u
c
a
t
io
n
i
n
s
t
i
t
u
t
i
o
n
s
.
T
h
e
s
tu
d
y
a
d
v
is
es
th
at
co
n
v
e
n
tio
n
al
HE
I
s
r
ec
o
n
s
id
er
th
e
n
o
tio
n
o
f
d
is
tan
ce
lear
n
in
g
,
c
o
n
s
id
er
in
g
less
o
n
s
lear
n
ed
d
u
r
in
g
th
e
er
a
o
f
f
o
r
ce
d
d
is
tan
ce
lear
n
in
g
.
T
h
is
s
tu
d
y
also
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
r
esp
o
n
d
in
g
ca
r
e
f
u
lly
t
o
th
e
in
s
tr
u
cto
r
/s
tu
d
en
t
attitu
d
es
to
f
ac
ilit
ate
th
e
tr
a
n
s
itio
n
in
g
to
n
ew
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
.
As
o
n
lin
e
teac
h
in
g
co
n
tin
u
es
to
tr
an
s
f
o
r
m
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
will
h
av
e
to
r
eth
in
k
wh
at
it
m
ea
n
s
to
p
ar
ticip
ate,
lear
n
,
an
d
g
r
o
w
in
a
d
ig
itally
n
etwo
r
k
ed
wo
r
ld
,
b
u
ild
in
g
n
ew
av
en
u
es to
k
n
o
wled
g
e
an
d
ex
p
l
o
r
atio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
r
ec
eiv
ed
n
o
f
in
a
n
cial
s
u
p
p
o
r
t
f
o
r
th
e
r
esear
ch
,
au
th
o
r
s
h
ip
,
an
d
/o
r
p
u
b
licatio
n
o
f
th
is
ar
ticle.
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
4
9
-
1
9
6
0
1958
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Yo
u
s
ef
M.
Ar
o
u
r
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Yo
u
s
ef
M.
Als
h
ab
o
u
l
✓
✓
✓
✓
✓
✓
✓
✓
✓
Diala
A.
Ham
aid
i
✓
✓
✓
✓
✓
✓
✓
✓
Asi
a
Y.
Als
h
ab
o
u
l
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
d
ec
lar
ed
n
o
p
o
te
n
tial c
o
n
f
licts
o
f
in
ter
est with
r
esp
ec
t to
th
e
r
esear
ch
,
au
th
o
r
s
h
ip
,
an
d
/
o
r
p
u
b
licatio
n
o
f
th
is
ar
ticle.
I
NF
O
RM
E
D
CO
NS
E
N
T
T
h
e
r
esear
ch
er
s
en
s
u
r
ed
in
f
o
r
m
ed
co
n
s
en
t
b
y
clea
r
ly
ex
p
lain
in
g
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
e,
d
ata
u
s
ag
e,
with
d
r
awa
l
r
ig
h
ts
,
an
d
p
o
ten
ti
al
r
is
k
s
o
r
b
en
ef
its
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
with
n
o
n
eg
ativ
e
co
n
s
eq
u
en
ce
s
f
o
r
n
o
n
-
p
ar
ticip
atio
n
.
T
o
p
r
o
t
ec
t
p
r
iv
ac
y
,
all
d
ata
wer
e
an
o
n
y
m
ized
,
an
d
p
ar
ticip
an
ts
w
er
e
in
f
o
r
m
ed
ab
o
u
t
s
to
r
ag
e
an
d
r
eten
tio
n
.
T
h
e
s
u
r
v
ey
m
in
im
ized
b
ias
th
r
o
u
g
h
a
n
o
n
y
m
it
y
an
d
a
r
ep
r
esen
tativ
e
s
am
p
le.
An
ex
p
e
r
t
r
ev
iew
en
h
an
ce
d
its
v
alid
ity
a
n
d
r
eliab
ilit
y
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
ts
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
[
YM
A]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
P
.
A
.
M
u
r
p
h
y
,
“
C
O
V
I
D
-
1
9
a
n
d
e
merg
e
n
c
y
e
Le
a
r
n
i
n
g
:
c
o
n
s
e
q
u
e
n
c
e
s
o
f
t
h
e
sec
u
r
i
t
i
z
a
t
i
o
n
o
f
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
f
o
r
p
o
s
t
-
p
a
n
d
e
mi
c
p
e
d
a
g
o
g
y
,
”
C
o
n
t
e
m
p
o
r
a
ry
S
e
c
u
r
i
t
y
P
o
l
i
c
y
,
v
o
l
.
4
1
,
n
o
.
3
,
p
p
.
4
9
2
–
5
0
5
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
5
2
3
2
6
0
.
2
0
2
0
.
1
7
6
1
7
4
9
.
[
2
]
O
.
K
.
T
.
K
i
l
a
g
,
J.
A
.
D
e
j
i
n
o
,
R
.
C
.
A
l
me
n
d
r
a
s,
M
.
T
.
A
r
c
i
l
l
o
,
D
.
P
.
M
a
n
s
u
e
t
o
,
a
n
d
C
.
F
.
K
.
A
b
e
n
d
a
n
,
“
E
n
h
a
n
c
i
n
g
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
i
n
m
u
l
t
i
me
d
i
a
-
m
e
d
i
a
t
e
d
c
o
n
st
r
u
c
t
i
v
i
s
t
l
e
a
r
n
i
n
g
:
e
x
p
l
o
r
i
n
g
st
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
s,”
E
u
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
I
n
n
o
v
a
t
i
o
n
i
n
N
o
n
f
o
rm
a
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
,
n
o
.
6
,
p
p
.
5
1
–
5
9
,
2
0
2
3
.
[
3
]
K
.
R
e
i
d
-
M
a
r
t
i
n
e
z
a
n
d
L.
D
.
G
r
o
o
ms
,
“
C
o
n
s
t
r
u
c
t
i
v
i
sm
i
n
2
1
st
c
e
n
t
u
r
y
o
n
l
i
n
e
l
e
a
r
n
i
n
g
,
”
i
n
H
a
n
d
b
o
o
k
o
f
Re
s
e
a
rc
h
o
n
Mo
d
e
rn
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
i
e
s
,
A
p
p
l
i
c
a
t
i
o
n
s
,
a
n
d
M
a
n
a
g
e
m
e
n
t
,
M
.
K
h
o
sr
o
w
-
P
o
u
r
D
.
B
.
A
.
,
Ed
.
,
H
e
r
s
h
e
y
,
P
A
:
I
G
I
G
l
o
b
a
l
,
2
0
2
1
,
p
p
.
7
3
0
–
743
,
d
o
i
:
1
0
.
4
0
1
8
/
9
7
8
-
1
-
7
9
9
8
-
3
4
7
6
-
2
.
c
h
0
4
5
.
[
4
]
S
.
D
u
t
t
a
,
M
.
H
e
,
a
n
d
D
.
C
.
W
.
Tsa
n
g
,
“
P
r
o
b
l
e
m
-
b
a
se
d
l
e
a
r
n
i
n
g
a
s
a
n
a
ss
e
ssm
e
n
t
:
e
n
h
a
n
c
i
n
g
st
u
d
e
n
t
s’
c
o
n
n
e
c
t
i
v
e
l
e
a
r
n
i
n
g
a
n
d
c
o
n
st
r
u
c
t
i
v
e
l
e
a
r
n
i
n
g
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
a
n
d
Re
v
i
e
w
s
,
v
o
l
.
1
0
,
n
o
.
6
,
p
p
.
8
3
–
9
2
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
4
9
5
/
j
e
r
r
_
v
1
0
i
6
.
2
2
.
1
2
4
.
[
5
]
Y
.
G
a
m
b
o
,
“
S
o
c
i
a
l
c
o
n
s
t
r
u
c
t
i
v
i
st
l
e
a
r
n
i
n
g
p
r
i
n
c
i
p
l
e
s
f
o
r
d
e
s
i
g
n
i
n
g
o
n
l
i
n
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
,
”
i
n
T
e
c
h
n
o
l
o
g
y
-
E
n
h
a
n
c
e
d
L
e
a
r
n
i
n
g
E
n
v
i
ro
n
m
e
n
t
s i
n
Ed
u
c
a
t
i
o
n
,
2
0
2
3
,
p
p
.
2
3
1
–
2
5
0
.
[
6
]
O
.
A
.
A
l
i
sma
i
e
l
,
J.
C
i
f
u
e
n
t
e
s
-
F
a
u
r
a
,
a
n
d
W
.
M
.
A
l
-
R
a
h
m
i
,
“
O
n
l
i
n
e
l
e
a
r
n
i
n
g
,
m
o
b
i
l
e
l
e
a
r
n
i
n
g
,
a
n
d
s
o
c
i
a
l
m
e
d
i
a
t
e
c
h
n
o
l
o
g
i
e
s:
a
n
e
mp
i
r
i
c
a
l
st
u
d
y
o
n
c
o
n
st
r
u
c
t
i
v
i
s
m
t
h
e
o
r
y
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
mi
c
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
4
,
n
o
.
1
8
,
p
.
1
1
1
3
4
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
4
1
8
1
1
1
3
4
.
[
7
]
J.
G
l
a
z
i
e
r
a
n
d
A
.
B
e
a
n
,
“
Th
e
p
r
o
mi
s
e
o
f
e
x
p
e
r
i
e
n
t
i
a
l
e
d
u
c
a
t
i
o
n
i
n
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
:
t
r
a
n
sf
o
r
m
i
n
g
t
e
a
c
h
e
r
b
e
l
i
e
f
s
a
n
d
p
r
a
c
t
i
c
e
s
,
”
T
e
a
c
h
i
n
g
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
0
,
n
o
.
3
,
p
p
.
2
6
1
–
2
7
7
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
7
6
2
1
0
.
2
0
1
8
.
1
4
6
2
3
1
2
.
[
8
]
R
a
sm
i
t
a
d
i
l
a
e
t
a
l
.
,
“
T
h
e
p
e
r
c
e
p
t
i
o
n
s
o
f
p
r
i
m
a
r
y
sc
h
o
o
l
t
e
a
c
h
e
r
s
o
f
o
n
l
i
n
e
l
e
a
r
n
i
n
g
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
p
e
r
i
o
d
:
a
c
a
s
e
st
u
d
y
i
n
I
n
d
o
n
e
s
i
a
,
”
J
o
u
r
n
a
l
o
f
Et
h
n
i
c
a
n
d
C
u
l
t
u
ra
l
S
t
u
d
i
e
s
,
v
o
l
.
7
,
n
o
.
2
,
p
p
.
9
0
–
1
0
9
,
2
0
2
0
,
d
o
i
:
1
0
.
2
9
3
3
3
/
e
j
e
c
s
/
3
8
8
.
[
9
]
R
.
W
o
n
g
,
“
W
h
e
n
n
o
o
n
e
c
a
n
g
o
t
o
sch
o
o
l
:
d
o
e
s
o
n
l
i
n
e
l
e
a
r
n
i
n
g
me
e
t
s
t
u
d
e
n
t
s’
b
a
s
i
c
l
e
a
r
n
i
n
g
n
e
e
d
s
?
”
I
n
t
e
r
a
c
t
i
v
e
L
e
a
r
n
i
n
g
En
v
i
r
o
n
m
e
n
t
s
,
v
o
l
.
3
1
,
n
o
.
1
,
p
p
.
4
3
4
–
4
5
0
,
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
9
4
8
2
0
.
2
0
2
0
.
1
7
8
9
6
7
2
.
[
1
0
]
A
.
S
.
S
u
b
e
k
t
i
,
“
C
O
V
I
D
-
19
-
t
r
i
g
g
e
r
e
d
o
n
l
i
n
e
l
e
a
r
n
i
n
g
i
m
p
l
e
me
n
t
a
t
i
o
n
:
p
r
e
-
s
e
r
v
i
c
e
En
g
l
i
s
h
t
e
a
c
h
e
r
s’
b
e
l
i
e
f
s,”
Me
t
a
t
h
e
s
i
s:
J
o
u
rn
a
l
o
f
En
g
l
i
s
h
L
a
n
g
u
a
g
e
,
L
i
t
e
r
a
t
u
r
e
,
a
n
d
T
e
a
c
h
i
n
g
,
v
o
l
.
4
,
n
o
.
3
,
p
p
.
2
3
2
–
2
4
8
,
2
0
2
1
,
d
o
i
:
1
0
.
3
1
0
0
2
/
met
a
t
h
e
s
i
s.
v
4
i
3
.
2
5
9
1
.
[
1
1
]
K
.
D
a
i
,
J
.
G
a
r
c
i
a
,
a
n
d
K
.
O
l
a
v
e
-
E
n
c
i
n
a
,
“
I
n
-
b
e
t
w
e
e
n
w
o
r
l
d
s
:
C
h
i
l
e
a
n
u
n
i
v
e
r
s
i
t
y
l
e
c
t
u
r
e
r
s’
e
x
p
e
r
i
e
n
c
e
s
o
f
t
e
a
c
h
i
n
g
t
r
a
n
s
i
t
i
o
n
b
e
t
w
e
e
n
f
a
c
e
-
to
-
f
a
c
e
a
n
d
v
i
r
t
u
a
l
r
e
a
l
i
t
y
c
o
n
t
e
x
t
s
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
,
”
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
Re
s
e
a
rc
h
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
7
1
,
n
o
.
4
,
p
p
.
1
8
5
1
–
1
8
6
7
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
4
2
3
-
0
2
3
-
1
0
2
1
7
-
0.
[
1
2
]
C
.
B
a
l
l
,
K
.
T.
H
u
a
n
g
,
a
n
d
J
.
F
r
a
n
c
i
s,
“
V
i
r
t
u
a
l
r
e
a
l
i
t
y
a
d
o
p
t
i
o
n
d
u
r
i
n
g
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
:
a
u
s
e
s
a
n
d
g
r
a
t
i
f
i
c
a
t
i
o
n
s
p
e
r
s
p
e
c
t
i
v
e
,
”
T
e
l
e
m
a
t
i
c
s
a
n
d
I
n
f
o
rm
a
t
i
c
s
,
v
o
l
.
6
5
,
p
.
1
0
1
7
2
8
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
e
l
e
.
2
0
2
1
.
1
0
1
7
2
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.