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d digi
tal co
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ll
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n
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re
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it
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n
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s
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si
n
g
c
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ra
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lea
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in
g
stra
teg
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to
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k
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e
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ficie
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n
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tera
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ti
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sp
a
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s.
K
ey
w
o
r
d
s
:
C
o
o
p
er
ativ
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lear
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in
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Dig
ital c
o
m
p
eten
ce
Dig
ital liter
ac
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I
n
f
o
r
m
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an
d
co
m
m
u
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tech
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lo
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ar
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ca
tio
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Stra
teg
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T
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s
a
n
o
p
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c
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ss
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rticle
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d
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e
CC B
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li
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.
C
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s
p
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A
uth
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:
Fab
ian
Hu
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R
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Facu
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ca
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,
Un
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San
Ag
u
s
tín
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eq
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lin
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1
1
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Ar
eq
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Per
ú
E
m
ail: f
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ca
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o
@
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a.
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u
.
p
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1.
I
NT
RO
D
UCT
I
O
N
T
h
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is
o
latio
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ca
u
s
ed
b
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C
OVI
D
-
1
9
p
an
d
em
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h
ig
h
lig
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t
ed
is
s
u
es
in
th
e
ed
u
ca
tio
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f
ield
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s
u
ch
as
th
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lack
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ig
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k
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tu
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ld
wid
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g
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s
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d
asy
n
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h
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lear
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e
in
ter
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s
with
p
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s
an
d
teac
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s
[
1
]
.
T
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lear
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s
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s
tem
,
wh
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was
p
r
ev
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s
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[
2
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,
[
3
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.
T
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m
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t
co
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m
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ly
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s
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m
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s
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s
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ch
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Me
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4
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Ad
d
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ally
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co
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5
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Desp
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I
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N:
2252
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8
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Ma
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co
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d
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… (
V
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co
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[
5
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8
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I
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ter
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d
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u
lticu
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r
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lis
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[
7
]
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[
9
]
,
[
1
0
]
.
C
o
o
p
er
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n
en
ab
les
ac
tiv
e
s
tu
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en
t
p
ar
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in
p
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at
in
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les
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an
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g
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[
1
1
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.
T
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f
o
r
m
atio
n
b
etwe
en
g
r
o
u
p
s
,
s
tr
en
g
th
e
n
in
g
th
eir
lear
n
i
n
g
b
o
t
h
in
d
iv
id
u
ally
an
d
co
llectiv
ely
with
r
esp
o
n
s
ib
ilit
y
a
n
d
p
o
s
itiv
e
in
ter
d
ep
en
d
en
ce
[
1
2
]
.
T
h
i
s
lead
s
s
tu
d
en
ts
to
f
o
r
m
f
u
n
ctio
n
al
an
d
ef
f
icien
t
l
ea
r
n
in
g
team
s
th
at
s
u
p
p
o
r
t
ea
ch
o
th
er
.
W
h
en
co
m
b
in
ed
with
d
ig
ital
s
k
ills
,
th
is
f
ac
ilit
ates
th
e
s
ea
r
ch
f
o
r
r
ele
v
an
t
in
f
o
r
m
atio
n
o
n
th
e
we
b
,
s
u
b
s
eq
u
en
t
d
is
cu
s
s
io
n
in
c
o
o
p
e
r
ativ
e
wo
r
k
g
r
o
u
p
s
,
s
y
n
th
esis
,
an
d
p
r
esen
tatio
n
[
2
]
,
[
7
]
,
[
1
3
]
.
Pre
v
io
u
s
s
y
s
tem
atic
r
ev
iews
ex
p
lo
r
ed
co
o
p
er
ativ
e
lear
n
i
n
g
b
u
t
o
v
e
r
lo
o
k
e
d
th
e
f
ac
t
t
h
at
th
er
e
ar
e
f
ew
lo
n
g
-
ter
m
e
x
p
er
ie
n
tial
s
tu
d
ies;
m
o
s
t
s
tu
d
ies
ar
e
s
h
o
r
t,
an
d
th
e
m
eth
o
d
o
lo
g
y
u
s
ed
is
n
o
t
clea
r
ly
ex
p
lain
ed
[
1
4
]
,
[
1
5
]
.
Ho
wev
e
r
,
th
e
y
ag
r
ee
th
at
d
ig
ital
to
o
ls
h
av
e
th
e
p
o
ten
tial
to
d
ev
elo
p
co
llab
o
r
ativ
e
s
k
ills
.
Oth
er
s
tu
d
ies
r
ev
ea
l
a
p
o
s
itiv
e
an
d
m
o
d
er
ate
r
elatio
n
s
h
ip
b
etwe
en
d
ig
ital
co
m
p
eten
ce
an
d
c
o
o
p
er
ativ
e
lear
n
in
g
,
with
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
te
ac
h
in
g
ac
ti
v
ities
,
f
o
s
ter
in
g
a
g
r
ea
ter
attitu
d
e
an
d
p
r
ed
is
p
o
s
itio
n
to
wa
r
d
lea
r
n
in
g
in
s
tu
d
en
ts
[
1
6
]
.
Pre
v
io
u
s
s
y
s
tem
atic
r
ev
iews
h
av
e
ex
p
lo
r
e
d
co
o
p
e
r
ativ
e
lear
n
in
g
an
d
t
h
e
im
p
ac
t
o
f
d
ig
ital
to
o
ls
o
n
th
e
d
ev
elo
p
m
en
t
o
f
co
llab
o
r
ativ
e
s
k
ills
,
h
ig
h
lig
h
tin
g
th
e
p
o
s
itiv
e
r
elatio
n
s
h
i
p
b
etwe
en
d
i
g
ital
co
m
p
eten
ce
a
n
d
teac
h
in
g
,
wh
i
ch
en
h
a
n
ce
s
s
tu
d
en
ts
'
willin
g
n
ess
to
lear
n
[
1
7
]
.
I
n
th
is
r
eg
a
r
d
,
it
is
em
p
h
asized
th
at
ed
u
ca
tio
n
s
h
o
u
ld
f
o
cu
s
o
n
d
ig
ital
liter
ac
y
f
o
r
c
o
n
te
n
t
cr
ea
tio
n
,
as
well
as
team
wo
r
k
th
at
en
ab
les
co
m
m
u
n
icatio
n
an
d
c
o
o
p
er
at
io
n
,
with
s
tu
d
en
ts
tak
in
g
an
ac
tiv
e
r
o
le
in
th
eir
o
wn
le
ar
n
in
g
ef
f
o
r
ts
[
3
]
.
An
aly
zin
g
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
a
n
d
th
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies,
with
an
em
p
h
asis
o
n
th
e
q
u
ality
co
n
tr
o
l
o
f
d
ig
ital
co
n
te
n
t
an
d
th
e
r
eg
io
n
al
p
ec
u
liar
ities
o
f
ed
u
ca
tio
n
al
s
y
s
tem
s
,
co
n
s
id
er
in
g
th
e
co
m
b
in
atio
n
o
f
tr
a
d
itio
n
al
an
d
d
i
g
ital
p
ed
ag
o
g
y
,
g
r
o
u
p
co
llab
o
r
atio
n
,
a
n
d
d
ig
ital
tr
u
s
t
[1
8
]
.
T
h
e
im
p
o
r
ta
n
ce
o
f
th
is
s
tu
d
y
l
ies
in
th
e
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
o
f
th
e
liter
atu
r
e
with
a
co
n
s
tr
u
ctiv
is
t
ap
p
r
o
ac
h
,
s
ee
k
in
g
to
p
r
o
m
o
t
e
co
o
p
e
r
ativ
e
lear
n
in
g
t
h
r
o
u
g
h
in
ter
ac
tiv
e
class
r
o
o
m
wo
r
k
,
u
s
in
g
I
C
T
as
a
cr
o
s
s
-
cu
ttin
g
co
m
p
eten
ce
wh
i
le
co
n
s
id
er
in
g
cu
ltu
r
al
d
i
v
er
s
ity
.
T
h
e
r
ef
o
r
e
,
it
p
r
esen
ts
p
r
o
p
o
s
als
an
d
s
tr
ateg
ies
u
s
ed
to
f
o
s
ter
co
o
p
er
ativ
e
lear
n
in
g
[
19
]
,
as
well
as
th
e
u
s
e
o
f
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
in
d
i
g
ital
en
v
ir
o
n
m
en
ts
th
at
co
n
tr
i
b
u
te
t
o
th
e
d
e
v
elo
p
m
en
t
o
f
s
tu
d
e
n
ts
'
s
o
f
t
an
d
h
ar
d
s
k
ills
[
7
]
.
I
t
also
g
u
id
es
th
e
u
s
e
o
f
s
u
cc
ess
f
u
l
m
eth
o
d
o
l
o
g
ies
in
v
ar
io
u
s
f
iel
d
s
o
f
h
u
m
a
n
k
n
o
wled
g
e,
s
er
v
in
g
as
a
g
u
i
d
e
f
o
r
teac
h
er
s
in
d
esig
n
in
g
ac
tiv
ities
b
o
th
i
n
s
id
e
an
d
o
u
ts
id
e
th
e
class
r
o
o
m
,
allo
win
g
s
tu
d
en
ts
to
ab
s
o
r
b
m
o
r
e
f
i
r
s
t
-
o
r
d
er
k
n
o
wled
g
e,
co
o
p
er
ativ
e
awa
r
en
ess
,
cr
itical
an
d
r
ef
lect
iv
e
th
in
k
in
g
,
an
d
s
er
v
in
g
as
a
b
asis
f
o
r
b
u
ild
i
n
g
s
k
ills
f
o
r
t
h
e
d
ev
elo
p
m
en
t
o
f
d
ig
ital
co
m
p
eten
cies
[2
0
]
,
[
2
1
]
,
in
ac
ce
s
s
in
g
in
f
o
r
m
atio
n
o
n
th
e
web
,
co
n
s
tr
u
ctin
g
th
eir
o
wn
k
n
o
wled
g
e,
a
n
d
ex
er
cisi
n
g
d
ig
ital
citizen
s
h
ip
,
s
o
lid
if
y
in
g
th
eir
tr
a
n
s
itio
n
to
war
d
s
tech
n
o
lo
g
ies
f
o
r
em
p
o
wer
m
en
t
an
d
p
ar
ticip
atio
n
(
T
E
P)
[
5
]
.
E
d
u
ca
tio
n
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t.
As
a
tr
an
s
f
o
r
m
ativ
e
a
g
en
t,
it
s
h
o
u
ld
f
o
s
ter
awa
r
en
ess
,
s
o
cial,
an
d
en
v
ir
o
n
m
en
tal
co
n
s
cio
u
s
n
ess
am
o
n
g
s
tu
d
e
n
ts
[
2
]
,
[
2
2
]
,
lea
d
in
g
to
b
etter
s
o
cial
r
elatio
n
s
h
ip
s
th
at
p
r
o
m
o
te
co
o
p
er
atio
n
,
r
esp
ec
t,
r
esp
o
n
s
ib
il
ity
,
g
r
ea
ter
d
em
o
cr
ac
y
,
an
d
t
h
e
ac
h
iev
e
m
en
t
o
f
co
m
m
o
n
g
o
als
[2
3
]
–
[2
5
]
.
T
h
is
r
eq
u
ir
es
an
ef
f
ec
tiv
e,
ef
f
ic
ien
t,
an
d
en
h
a
n
ce
d
teac
h
in
g
ap
p
r
o
ac
h
,
s
u
ch
as
co
o
p
er
ativ
e
lear
n
in
g
,
wh
ich
d
ev
elo
p
s
k
n
o
wled
g
e,
awa
r
en
es
s
,
th
in
k
in
g
s
k
ills
,
an
d
attitu
d
e
s
to
war
d
s
lear
n
in
g
[2
6
]
–
[2
8
]
.
Pr
o
g
r
ess
in
g
f
r
o
m
o
n
e
lev
el
to
a
n
o
th
er
r
e
q
u
ir
es
d
ev
elo
p
in
g
c
o
m
p
eten
cies
th
at
en
ab
le
s
tu
d
en
ts
to
s
o
lv
e
p
r
o
b
lem
s
in
th
eir
en
v
ir
o
n
m
en
t,
b
eg
in
n
in
g
with
in
d
iv
id
u
alis
tic
lear
n
in
g
an
d
ad
v
an
cin
g
to
c
o
o
p
e
r
ativ
e
lear
n
in
g
,
wh
ic
h
en
co
u
r
ag
es tw
o
o
r
m
o
r
e
in
d
iv
id
u
als to
lear
n
to
g
eth
er
[
7
]
.
T
o
ac
h
iev
e
lear
n
in
g
o
b
jecti
v
es,
it
is
n
ec
ess
ar
y
to
d
ev
e
lo
p
in
ter
ac
tio
n
,
m
u
tu
al
ass
is
tan
ce
,
an
d
r
esp
o
n
s
ib
le
ex
ch
an
g
e
th
r
o
u
g
h
co
o
p
er
ativ
e
lear
n
in
g
,
with
th
e
g
o
al
o
f
cr
ea
tin
g
b
o
th
in
d
iv
i
d
u
alize
d
an
d
g
r
o
u
p
r
esp
o
n
s
ib
ilit
y
am
o
n
g
s
tu
d
en
t
s
.
C
o
o
p
er
ativ
e
lear
n
in
g
as
a
s
tr
ateg
y
r
eq
u
ir
es
ch
ar
ac
ter
is
tics
an
d
s
k
ills
th
at
f
ac
ilit
ate
th
e
f
o
r
m
atio
n
o
f
c
o
o
p
er
ativ
e
g
r
o
u
p
s
,
f
o
s
ter
in
g
tr
u
s
t
am
o
n
g
s
tu
d
en
ts
to
im
p
r
o
v
e
th
eir
in
d
iv
id
u
al
lear
n
in
g
ef
f
icien
cy
a
n
d
c
u
ltiv
a
te
a
s
en
s
e
o
f
co
o
p
er
atio
n
,
esta
b
lis
h
in
g
a
team
s
p
ir
it
in
ar
ea
s
s
u
ch
as
m
o
r
ale
a
n
d
p
r
o
s
o
cial
d
ev
elo
p
m
en
t.
T
h
er
e
f
o
r
e,
teac
h
e
r
s
,
as
f
ac
ilit
ato
r
s
,
p
lay
a
cr
u
cial
r
o
le
in
d
esig
n
in
g
ac
tiv
ities
b
o
th
in
s
id
e
an
d
o
u
ts
id
e
th
e
class
r
o
o
m
,
h
elp
in
g
to
in
ter
n
alize
k
n
o
wled
g
e
[
2
]
,
[
7
]
,
[
1
3
]
,
[
29
]
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
r
o
le
o
f
co
o
p
er
ativ
e
lear
n
i
n
g
in
d
ev
elo
p
in
g
d
i
g
ital
co
m
p
eten
ci
es
th
r
o
u
g
h
task
m
an
ag
em
en
t,
g
r
o
u
p
m
an
a
g
em
en
t,
an
d
co
n
f
lict
r
eso
lu
tio
n
[3
0
]
.
T
h
is
r
eq
u
ir
es
alter
in
g
m
en
tal
s
tr
u
ctu
r
es
to
m
o
tiv
ate
lear
n
i
n
g
,
d
em
o
n
s
tr
atin
g
team
wo
r
k
s
k
ills
in
d
ata
co
llectio
n
,
ca
s
e
s
tu
d
ies,
d
is
cu
s
s
io
n
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
C
o
n
s
eq
u
en
tl
y
,
im
p
r
o
v
in
g
m
o
tiv
atio
n
en
h
a
n
ce
s
lear
n
in
g
o
u
tco
m
es
[
7
]
,
[
19
]
,
[
3
1
]
,
[
3
2
]
.
T
h
e
em
er
g
e
n
ce
o
f
d
ig
ital
tec
h
n
o
lo
g
ies
in
2
1
s
t
-
ce
n
tu
r
y
e
d
u
ca
tio
n
h
as
led
s
tu
d
en
ts
to
a
d
ju
s
t
th
eir
s
tu
d
y
h
ab
its
,
cr
ea
tin
g
e
x
p
er
i
en
ce
s
th
at
allo
w
th
em
to
u
t
ilize
d
ig
ital
r
eso
u
r
ce
s
to
th
e
ir
f
u
lles
t
co
g
n
itiv
e
ca
p
ac
ity
,
em
p
o
wer
in
g
th
e
m
w
ith
n
ew
s
k
ills
in
th
e
d
ig
ital
wo
r
ld
[3
3
]
,
[
3
4
]
.
C
o
n
s
eq
u
en
tl
y
,
ac
ad
em
ic
d
em
a
n
d
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
0
8
8
-
2
0
9
8
2090
h
av
e
r
esu
lted
in
less
to
ler
an
c
e
f
o
r
tr
ad
itio
n
al
teac
h
in
g
m
et
h
o
d
s
an
d
a
g
r
ea
te
r
em
p
h
asis
o
n
ac
tiv
e
lear
n
in
g
with
in
th
e
ed
u
ca
tio
n
al
s
y
s
tem
[
7
]
,
[
3
5
]
.
I
n
n
o
v
ativ
e
d
ig
ital
r
eso
u
r
ce
s
,
s
o
f
twar
e,
an
d
g
am
i
f
icatio
n
s
tr
ateg
ies,
am
o
n
g
o
th
er
I
C
T
,
f
ac
ilit
ate
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es
th
r
o
u
g
h
th
eir
d
id
ac
tic
u
s
e,
e
n
ab
lin
g
s
tu
d
e
n
ts
to
d
ev
elo
p
i
n
q
u
ir
y
s
k
ills
,
d
ata
an
aly
s
is
,
an
d
co
m
m
u
n
icatio
n
o
f
id
ea
s
[
5
]
,
[
29
]
,
[
3
6
]
.
T
h
er
ef
o
r
e,
a
s
h
if
t
is
n
ec
ess
ar
y
in
th
e
teac
h
er
'
s
r
o
le
co
n
ce
r
n
in
g
th
e
m
eth
o
d
o
l
o
g
y
an
d
e
v
alu
atio
n
s
y
s
tem
to
p
r
o
m
o
te
au
to
n
o
m
o
u
s
,
eth
ical,
cr
ea
tiv
e,
an
d
cr
itical
th
in
k
in
g
,
en
s
u
r
in
g
th
e
wo
r
k
is
ca
r
r
ied
o
u
t e
f
f
icien
tly
[
5
]
,
[
6
]
.
Stu
d
en
ts
h
av
e
b
ec
o
m
e
s
elf
-
ta
u
g
h
t
in
h
an
d
lin
g
tech
n
o
lo
g
ie
s
b
y
u
s
in
g
th
eir
s
m
ar
tp
h
o
n
es,
lap
to
p
s
,
co
m
p
u
ter
s
,
an
d
tab
lets
.
Ho
wev
er
,
ac
h
iev
in
g
d
ig
ital
co
m
p
eten
cies
with
s
elf
-
d
is
cip
lin
e
in
s
ea
r
ch
in
g
f
o
r
in
f
o
r
m
atio
n
,
c
o
m
m
u
n
icatio
n
,
p
lan
n
in
g
,
cr
ea
tio
n
,
a
n
d
o
r
g
an
i
za
tio
n
o
f
d
i
g
ital
lear
n
in
g
m
ec
h
an
is
m
s
r
em
ain
s
a
ch
allen
g
e
[
2
]
.
Ad
d
itio
n
ally
,
d
ig
ital
tech
n
o
lo
g
y
h
as
b
ee
n
r
ec
r
ea
ted
to
b
r
id
g
e
g
ap
s
in
in
ter
ac
tio
n
an
d
s
o
cializa
tio
n
.
T
h
er
ef
o
r
e,
th
e
r
o
le
o
f
th
e
teac
h
er
as
a
g
u
id
e
a
n
d
f
ac
ilit
ato
r
en
ab
les
s
tu
d
en
ts
to
f
o
cu
s
o
n
c
o
n
ten
t,
d
is
cu
s
s
io
n
,
f
ee
d
b
ac
k
,
an
d
co
r
r
ec
tio
n
,
im
p
r
o
v
in
g
team
p
er
f
o
r
m
an
ce
[
3
]
,
[
1
3
]
.
T
h
e
an
aly
s
is
allo
ws
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
s
co
p
e
o
f
s
tu
d
ies
co
n
d
u
cted
in
ed
u
ca
tio
n
al
co
n
tex
ts
wo
r
ld
wid
e,
co
v
er
i
n
g
s
tu
d
ies
in
co
u
n
tr
ies
ac
r
o
s
s
th
e
Am
er
icas
(
C
an
ad
a,
Me
x
ico
,
Do
m
in
ican
R
ep
u
b
lic,
an
d
C
h
ile)
,
E
u
r
o
p
e
(
Sp
ain
,
Swed
en
,
Mu
r
cia,
B
o
s
n
ia
a
n
d
Her
z
eg
o
v
in
a,
Gr
ee
ce
,
C
y
p
r
u
s
,
an
d
T
u
r
k
ey
)
,
an
d
Asi
a
(
C
h
in
a,
Un
ited
Ar
ab
E
m
ir
ates,
Ho
n
g
Ko
n
g
,
I
n
d
o
n
esia,
Ma
lay
s
ia,
an
d
T
aiwa
n
)
.
T
h
is
b
r
o
a
d
s
co
p
e
allo
ws
f
o
r
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
co
o
p
er
ativ
e
lear
n
in
g
m
an
a
g
em
en
t
in
p
o
wer
f
u
l
r
e
g
io
n
s
lik
e
E
u
r
o
p
e
an
d
Asi
a,
with
s
tu
d
ies
th
at
en
h
a
n
ce
s
tu
d
en
ts
’
lear
n
in
g
ca
p
ac
ity
[3
7
]
a
n
d
o
p
tim
ize
th
eir
i
n
ter
est,
p
er
f
o
r
m
an
ce
,
an
d
s
en
s
e
o
f
co
o
p
er
atio
n
[
29
]
.
T
h
is
u
n
d
er
s
tan
d
in
g
will
lead
to
m
o
r
e
in
-
d
ep
th
s
tu
d
ies
o
n
co
o
p
er
ativ
e
le
ar
n
in
g
s
tr
ateg
ies
in
alig
n
m
en
t
with
th
e
d
ev
elo
p
m
en
t
o
f
d
ig
ital
co
m
p
eten
cies
p
r
esen
ted
f
r
o
m
an
ed
u
ca
tio
n
al,
cr
itical,
an
d
s
o
cial
an
aly
s
is
p
er
s
p
ec
tiv
e.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
co
n
s
id
er
s
th
e
ex
i
s
ten
ce
o
f
ef
f
icien
t
m
an
a
g
em
en
t
o
f
co
o
p
er
ativ
e
lear
n
i
n
g
t
h
at
en
ab
les
s
tu
d
en
ts
to
d
ev
elo
p
th
eir
d
ig
i
tal
co
m
p
eten
cies
in
a
g
lo
b
ali
ze
d
wo
r
ld
with
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
p
ar
ticu
lar
ly
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
wh
o
wer
e
t
h
e
m
o
s
t
af
f
ec
ted
d
u
r
in
g
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic,
as
th
ey
wer
e
u
n
ab
le
to
m
ee
t th
eir
e
d
u
ca
tio
n
al
g
o
als s
atis
f
ac
to
r
ily
d
u
e
to
m
u
ltip
le
d
ef
icien
cies.
T
o
ad
d
r
ess
th
is
,
a
s
y
s
tem
at
ic
liter
atu
r
e
r
ev
iew
(
SLR)
was
c
o
n
d
u
cte
d
b
y
co
n
s
u
ltin
g
th
e
W
eb
o
f
Scien
ce
(
W
o
S)
an
d
E
R
I
C
d
atab
ase
s
[3
8
]
.
Fo
r
th
e
SLR,
a
q
u
alitativ
e
ap
p
r
o
ac
h
was
s
tr
u
ctu
r
ed
,
in
v
o
lv
in
g
d
ata
co
llectio
n
an
d
an
a
ly
s
is
to
r
ef
in
e
th
e
r
esear
ch
q
u
esti
o
n
s
[
39
]
.
T
h
e
liter
atu
r
e
r
ev
iew
was
u
tili
ze
d
as
a
f
u
n
d
am
en
tal
s
tag
e
in
ev
er
y
r
esear
ch
p
r
o
ject
to
o
b
tain
r
elev
an
t in
f
o
r
m
atio
n
in
th
e
f
ield
o
f
s
tu
d
y
[4
0
]
.
T
h
e
r
es
ea
r
ch
em
p
lo
y
ed
th
e
p
r
ef
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
SMA
)
m
eth
o
d
o
lo
g
y
,
u
s
in
g
s
y
s
tem
atic
an
d
ex
p
licit
m
eth
o
d
s
to
id
en
tify
,
s
elec
t,
an
d
cr
itically
ev
alu
ate
r
elev
an
t
s
tu
d
ies,
in
o
r
d
er
to
co
llect
an
d
an
aly
ze
d
a
ta
f
r
o
m
th
e
s
tu
d
ies
in
clu
d
ed
in
th
e
r
ev
iew.
2
.
1
.
P
r
o
ce
du
re
2
.
1
.
1
.
Sy
s
t
em
a
t
ic
pro
ce
du
re
T
h
e
r
esear
ch
p
r
o
ce
s
s
f
o
llo
we
d
a
s
y
s
tem
atic
r
ev
iew
m
eth
o
d
o
lo
g
y
b
ased
o
n
estab
lis
h
ed
ac
ad
em
ic
s
tan
d
ar
d
s
.
I
n
itially
,
th
e
to
p
ic
was
d
ef
in
ed
th
r
o
u
g
h
a
s
ea
r
ch
u
s
in
g
th
esau
r
i
an
d
ed
u
ca
tio
n
al
d
escr
ip
to
r
s
,
en
s
u
r
in
g
r
elev
an
ce
t
o
th
e
f
ield
.
Sin
ce
n
o
p
r
i
o
r
s
y
s
tem
atic
r
ev
iews
wer
e
f
o
u
n
d
,
th
e
d
atab
ases
wer
e
s
elec
ted
b
ased
o
n
th
eir
h
ig
h
im
p
ac
t,
r
e
s
ea
r
ch
q
u
ality
,
th
em
atic
r
ele
v
an
ce
,
co
v
er
ag
e,
an
d
ac
ce
s
s
ib
ilit
y
.
T
h
e
p
r
o
ce
d
u
r
e
was c
ar
r
ied
o
u
t in
t
h
r
ee
s
tag
es
:
-
Stag
e
1
:
th
e
to
p
ic
to
b
e
in
v
esti
g
ated
an
d
its
s
ea
r
ch
in
t
h
esau
r
i
an
d
d
escr
ip
to
r
s
wer
e
estab
lis
h
ed
,
th
e
r
esear
ch
q
u
esti
o
n
s
wer
e
p
o
s
ed
,
an
d
th
e
s
ea
r
ch
p
r
o
to
co
l in
W
o
S a
n
d
E
R
I
C
d
atab
ases
was e
s
tab
lis
h
ed
.
-
Stag
e
2
:
T
ab
le
1
p
r
esen
ts
th
e
r
etr
iev
al
o
f
d
o
cu
m
en
ts
u
s
in
g
s
ea
r
ch
eq
u
atio
n
s
,
s
elec
tin
g
ar
ticles
b
y
r
ea
d
in
g
th
e
titl
e,
ab
s
tr
ac
t,
an
d
k
ey
wo
r
d
s
,
in
clu
d
i
n
g
q
u
an
titativ
e
an
d
q
u
alitativ
e
s
tu
d
ies,
e
x
p
er
im
en
tal
a
n
d
q
u
asi
-
ex
p
er
im
e
n
tal
s
tu
d
ies r
elate
d
to
co
o
p
er
ativ
e
lear
n
in
g
a
n
d
d
ig
ital c
o
m
p
eten
cies.
-
Stag
e
3
:
T
ab
le
2
s
h
o
ws
th
e
in
f
o
r
m
atio
n
f
o
u
n
d
,
an
aly
ze
d
,
an
d
o
r
g
an
ized
i
n
a
s
tr
u
ctu
r
ed
m
a
n
n
er
to
id
en
tify
th
e
k
ey
elem
e
n
ts
o
f
th
e
s
cien
ti
f
ic
r
esear
ch
b
ased
o
n
th
e
i
n
clu
s
io
n
an
d
ex
cl
u
s
io
n
cr
iter
ia.
T
h
e
in
f
o
r
m
atio
n
r
etr
iev
al
s
eq
u
en
ce
was
co
n
d
u
cted
u
s
in
g
th
e
PR
I
SM
A
m
eth
o
d
o
lo
g
y
.
Fig
u
r
e
1
p
r
esen
ts
a
f
lo
wch
ar
t
illu
s
tr
atin
g
th
e
p
r
o
ce
s
s
f
r
o
m
th
e
in
itial
id
en
tific
atio
n
o
f
d
o
cu
m
e
n
ts
to
th
e
f
in
al
r
ev
iew
o
f
th
e
s
am
p
le
o
f
a
r
ticles
th
at
co
m
p
r
is
e
th
e
s
y
s
tem
atic
r
ev
ie
w
s
tu
d
y
.
Ultim
ately
,
2
9
ar
tic
les
f
r
o
m
W
o
S
an
d
1
0
ar
ticles
f
r
o
m
E
R
I
C
wer
e
s
e
lecte
d
,
all
d
ir
ec
tly
r
elate
d
to
t
h
e
s
tu
d
y
to
p
ic.
Su
b
s
eq
u
en
tly
,
th
e
co
n
ten
t
o
f
th
ese
ar
ticles wa
s
th
o
r
o
u
g
h
ly
an
aly
z
ed
to
ad
d
r
ess
th
e
r
esear
ch
q
u
e
s
tio
n
s
p
o
s
ed
.
-
R
Q1
:
W
h
at
i
s
th
e
d
is
p
er
s
io
n
o
f
s
cien
tific
liter
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6
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
0
8
8
-
2
0
9
8
2092
s
k
ills
,
d
ig
ital
s
ec
u
r
ity
,
an
d
id
en
tity
.
An
ad
d
itio
n
al
1
8
%
o
f
th
e
s
tu
d
ies
wer
e
co
n
d
u
cted
in
I
n
d
o
n
esia,
T
u
r
k
ey
,
an
d
C
h
ile,
f
o
cu
s
in
g
o
n
d
ig
ita
l
lear
n
in
g
,
n
e
g
o
tiatio
n
ac
tiv
ities
,
an
d
co
o
p
e
r
ativ
e
g
r
o
u
p
wo
r
k
.
T
h
e
r
e
m
ain
in
g
3
4
%
o
f
t
h
e
s
tu
d
ies
wer
e
ca
r
r
i
ed
o
u
t
i
n
in
d
e
p
en
d
en
t
co
u
n
tr
i
es,
in
clu
d
in
g
Mu
r
cia,
Ma
lay
s
i
a,
Me
x
ico
,
Gr
ee
c
e,
Ho
n
g
K
o
n
g
,
C
an
ad
a,
T
aiwa
n
,
Swed
en
,
th
e
Un
ited
A
r
ab
E
m
ir
ates,
th
e
Do
m
in
ica
n
R
ep
u
b
lic,
B
o
s
n
ia
an
d
Her
ze
g
o
v
in
a,
C
y
p
r
u
s
,
an
d
Me
x
ico
,
ce
n
ter
in
g
o
n
d
ig
ita
l
co
m
p
eten
cies
s
u
ch
as
in
f
o
r
m
atio
n
r
etr
ie
v
al,
in
ter
ac
tio
n
in
d
i
g
ital e
n
v
ir
o
n
m
en
ts
,
d
ig
ital c
o
n
ten
t,
a
n
d
c
o
o
p
er
ativ
e
lear
n
in
g
s
k
ills
.
Fig
u
r
e
3
r
ein
f
o
r
c
es
th
e
k
ey
wo
r
d
s
u
s
ed
in
th
e
s
ea
r
ch
,
with
a
u
th
o
r
s
[
2
]
,
[
6
]
,
[
8
]
,
[
2
2
]
,
[
2
5
]
–
[2
7
]
,
[
3
3
]
,
[3
5
]
,
[4
1
]
–
[4
3
]
u
s
in
g
th
e
ter
m
“
co
o
p
er
ativ
e
lear
n
in
g
”
m
o
s
t
f
r
eq
u
en
tly
.
Oth
er
a
u
th
o
r
s
[
5
]
,
[
3
6
]
f
r
eq
u
en
tly
u
s
e
th
e
ter
m
“
I
C
T
”
,
wh
ile
th
e
ter
m
“
d
ig
ital
”
is
m
o
s
t
cited
b
y
a
u
th
o
r
s
[2
0
]
,
[
2
1
]
,
[
3
2
]
,
[
4
4
]
,
al
o
n
g
with
o
t
h
er
ter
m
s
d
ir
ec
tly
r
elate
d
to
t
h
e
s
tu
d
y
o
f
co
o
p
er
ativ
e
lea
r
n
in
g
an
d
t
h
e
d
ev
elo
p
m
en
t
o
f
d
i
g
ital c
o
m
p
ete
n
cies.
Fig
u
r
e
2
.
C
o
u
n
tr
y
wh
e
r
e
th
e
s
tu
d
ies o
n
co
o
p
er
ativ
e
lear
n
in
g
an
d
d
ig
ital c
o
m
p
eten
ce
s
wer
e
ca
r
r
ied
o
u
t
Fig
u
r
e
3
.
Key
w
o
r
d
clo
u
d
3
.
2
.
P
ro
ce
s
s
es
o
f
co
o
pera
t
iv
e
lea
rning
m
a
na
g
em
ent
a
nd
t
heir
re
la
t
io
ns
hip
wit
h
t
he
de
v
elo
pm
ent
o
f
dig
it
a
l c
o
m
pet
encies
T
ab
le
3
illu
s
tr
ates
th
at
co
o
p
e
r
ativ
e
lear
n
in
g
ca
n
b
e
m
an
ag
ed
in
th
e
class
r
o
o
m
f
r
o
m
t
h
r
ee
asp
ec
ts
:
i)
e
i
g
h
t
d
o
c
u
m
e
n
t
s
h
i
g
h
l
i
g
h
t
e
d
m
a
n
a
g
e
m
e
n
t
i
n
t
a
s
k
c
o
m
p
l
e
t
i
o
n
,
e
m
p
h
a
s
i
z
i
n
g
t
h
e
c
r
e
a
t
i
o
n
o
f
n
e
c
e
s
s
a
r
y
c
o
n
d
i
t
i
o
n
s
t
o
i
m
p
r
o
v
e
t
h
e
e
f
f
e
c
t
i
v
e
n
e
s
s
a
n
d
e
f
f
i
c
i
e
n
c
y
o
f
b
o
t
h
i
n
d
i
v
i
d
u
a
l
a
n
d
c
o
l
l
e
c
t
i
v
e
l
e
a
r
n
i
n
g
;
ii)
2
1
d
o
c
u
m
en
ts
em
p
h
asized
th
e
asp
ec
t
o
f
co
o
p
er
atio
n
m
an
a
g
em
en
t
in
team
s
,
estab
lis
h
in
g
team
s
p
ir
it
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
co
o
p
er
ativ
e
s
k
ills
,
ass
u
m
in
g
c
o
m
m
itm
en
t
to
th
e
team
wh
ile
co
n
s
id
er
in
g
tim
e
m
a
n
ag
em
e
n
t,
s
elf
-
ass
ess
m
en
t
,
an
d
f
ee
d
b
ac
k
;
an
d
iii)
s
ix
d
o
cu
m
en
ts
u
n
d
er
s
co
r
e
d
m
an
ag
e
m
en
t
in
p
r
o
b
lem
-
s
o
lv
i
n
g
an
d
co
n
f
lict
r
eso
lu
tio
n
,
p
r
o
m
o
tin
g
s
k
ills
f
o
r
co
g
n
itiv
e
d
ec
en
ter
in
g
,
n
eg
o
tiatio
n
,
d
ec
i
s
io
n
-
m
ak
in
g
,
an
d
s
h
ar
ed
lead
e
r
s
h
ip
,
en
a
b
lin
g
th
e
co
n
s
tr
u
ctiv
e
r
eso
lu
tio
n
o
f
c
o
n
f
licts
th
at
m
ay
ar
is
e
d
u
r
in
g
th
e
teac
h
in
g
-
lear
n
i
n
g
p
r
o
ce
s
s
.
3
8
.
5
%
10%
7
.
7
%
5%
5%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
2
.
6
%
0
.
0
%
5
.
0
%
1
0
.
0
%
1
5
.
0
%
2
0
.
0
%
2
5
.
0
%
3
0
.
0
%
3
5
.
0
%
4
0
.
0
%
4
5
.
0
%
B
i
bli
og
r
ap
hic
dis
pe
r
si
on
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
Ma
n
a
g
in
g
co
o
p
era
tive
lea
r
n
in
g
a
n
d
d
ig
it
a
l
co
mp
eten
ce
s
in
s
ec
o
n
d
a
r
y
… (
V
ir
g
in
ia
A
.
S
a
m
a
n
e
-
C
u
tip
a
)
2093
T
ab
le
3.
C
o
o
p
er
ativ
e
lear
n
in
g
m
an
ag
em
en
t
p
r
o
ce
s
s
es
A
r
t
i
c
l
e
s
Q
u
a
n
t
i
t
y
P
r
o
c
e
ss
[
2
]
,
[
6
]
,
[
7
]
,
[
1
3
]
,
[
2
0
]
,
[
2
4
]
,
[
29
]
,
[
4
5
]
8
Ta
sk
ma
n
a
g
e
m
e
n
t
[
3
]
,
[
5
]
,
[
8
]
,
[
1
0
]
,
[
1
3
]
,
[
19
]
,
[
2
1
]
,
[
2
3
]
,
[
2
5
]
,
[
2
7
]
,
[
2
8
]
,
[
3
1
]
–
[3
7
]
,
[
4
6
]
–
[
4
8
]
21
Te
a
m
c
o
o
p
e
r
a
t
i
o
n
m
a
n
a
g
e
m
e
n
t
[
9
]
,
[
1
3
]
,
[
2
0
]
,
[
2
2
]
,
[
4
4
]
,
[
49
]
6
C
o
n
f
l
i
c
t
r
e
s
o
l
u
t
i
o
n
m
a
n
a
g
e
me
n
t
3
.
3
.
Str
a
t
eg
ies us
ed
f
o
r
t
a
s
k
m
a
n
a
g
em
ent
T
ab
le
4
p
r
esen
ts
th
e
m
o
s
t
co
m
m
o
n
ly
u
s
ed
s
tr
ateg
ies
ac
co
r
d
in
g
to
th
e
liter
atu
r
e
an
aly
s
is
:
f
o
r
m
in
g
h
eter
o
g
en
e
o
u
s
g
r
o
u
p
s
(
6
a
r
ticles),
f
o
s
ter
in
g
p
o
s
itiv
e
in
ter
d
e
p
en
d
en
ce
,
em
p
h
asizin
g
th
e
n
e
ed
an
d
tr
u
s
t
am
o
n
g
s
tu
d
en
ts
(
5
ar
ticles),
s
ettin
g
team
g
o
als
an
d
o
b
jectiv
es
f
o
r
th
e
co
m
m
o
n
g
o
o
d
(
3
ar
ticles),
d
ev
elo
p
in
g
in
d
iv
id
u
al
r
esp
o
n
s
ib
ilit
y
to
c
o
n
tr
ib
u
te
to
th
e
team
,
ac
h
iev
in
g
a
lev
el
o
f
s
elf
-
awa
r
en
ess
f
o
r
ea
ch
m
em
b
er
(
9
ar
ticles),
r
ec
ip
r
o
city
,
wh
i
ch
v
alu
es
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
m
em
b
er
s
(
3
ar
ticles),
an
d
p
r
o
m
o
tin
g
f
ac
e
-
to
-
f
ac
e
in
te
r
ac
tio
n
,
wh
e
r
e
s
tu
d
en
ts
s
h
ar
e
an
d
h
el
p
ea
ch
o
th
er
in
r
ea
l
-
tim
e
(
7
ar
ticles).
T
ask
m
an
ag
em
e
n
t
r
eq
u
ir
es
h
eter
o
g
en
eity
in
c
o
o
p
er
ativ
e
g
r
o
u
p
s
[
9
]
,
[
19
]
,
ac
h
iev
in
g
cr
ea
tiv
e
c
o
m
m
itm
en
t
wh
er
e
s
ch
o
o
l
an
d
ex
tr
ac
u
r
r
icu
la
r
p
r
ac
tices a
r
e
co
m
b
in
ed
a
n
d
r
ec
o
n
tex
tu
alize
d
[4
6
]
.
T
h
er
ef
o
r
e,
d
ig
ital to
o
ls
h
av
e
th
e
p
o
ten
tial t
o
d
ev
elo
p
c
o
llab
o
r
ativ
e
s
k
ills
th
at
s
h
o
u
ld
b
e
i
n
co
r
p
o
r
ated
in
to
n
atio
n
al
cu
r
r
icu
la
to
ass
ess
th
eir
ef
f
ec
tiv
en
ess
[
1
5
]
.
R
eg
ar
d
in
g
in
d
iv
id
u
al
an
d
co
llectiv
e
r
esp
o
n
s
ib
ilit
y
,
b
etter
ac
ad
em
ic
r
esu
lts
ar
e
ac
h
ie
v
ed
[
6
]
,
[
9
]
,
as
well
as
s
o
cial
r
esp
o
n
s
ib
ilit
y
th
at
c
o
n
s
id
er
s
r
esil
ien
ce
an
d
a
willin
g
n
ess
to
tak
e
r
is
k
s
,
lead
in
g
to
d
ee
p
e
r
an
d
m
o
r
e
m
ea
n
in
g
f
u
l
lev
els
o
f
u
n
d
er
s
ta
n
d
in
g
[3
2
]
.
On
th
e
o
th
er
h
an
d
,
in
s
u
f
f
icien
t
p
lan
n
i
n
g
ca
n
le
ad
to
in
ap
p
r
o
p
r
iate
b
eh
av
io
r
s
,
in
ter
r
u
p
tio
n
s
,
an
d
co
n
v
er
s
atio
n
s
u
n
r
elate
d
to
th
e
d
esig
n
ed
ac
tiv
ities
[
8
]
,
with
t
im
e
b
ein
g
th
e
m
ain
ch
allen
g
e
in
d
ev
elo
p
m
en
t.
A
d
d
itio
n
ally
,
n
o
t
all
team
m
em
b
er
s
m
ay
b
e
e
q
u
ally
i
n
v
o
lv
e
d
,
an
d
s
o
m
e
m
a
y
n
o
t
f
u
lf
ill th
eir
co
m
m
itm
en
ts
an
d
o
b
lig
atio
n
s
[3
3
]
.
T
ab
le
4.
Stra
teg
ies
u
s
ed
f
o
r
ta
s
k
m
an
ag
em
e
n
t
A
r
t
i
c
l
e
s
D
i
me
n
si
o
n
s
I
n
d
i
c
a
t
o
r
[
6
]
,
[
7
]
,
[
19
]
,
[
29
]
,
[
3
1
]
,
[
3
4
]
F
o
r
mat
i
o
n
of
h
e
t
e
r
o
g
e
n
e
o
u
s
g
r
o
u
p
s
C
o
m
p
o
se
d
o
f
st
u
d
e
n
t
s
o
f
d
i
v
e
r
se
c
h
a
r
a
c
t
e
r
i
s
t
i
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l
a
ssr
o
o
m.
[
2
]
,
[
9
]
,
[
1
3
]
,
[2
5
]
,
[
3
2
]
P
o
si
t
i
v
e
i
n
t
e
r
d
e
p
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n
d
e
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c
e
S
t
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t
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o
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p
l
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t
a
s
k
,
m
u
t
u
a
l
d
e
p
e
n
d
e
n
c
y
[
9
]
,
[
2
4
]
,
[
4
5
]
Te
a
m
o
b
j
e
c
t
i
v
e
s
a
n
d
g
o
a
l
s
H
e
l
p
i
n
g
o
t
h
e
r
s
a
n
d
w
o
r
k
i
n
g
t
o
g
e
t
h
e
r
f
o
r
t
h
e
c
o
mm
o
n
g
o
o
d
.
[
2
]
,
[
6
]
,
[
7
]
,
[
9
]
,
[
1
3
]
,
[
19
]
,
[
2
5
]
,
[3
2
]
,
[
3
6
]
I
n
d
i
v
i
d
u
a
l
r
e
s
p
o
n
s
i
b
i
l
i
t
y
a
n
d
c
o
n
t
r
i
b
u
t
i
o
n
to
t
h
e
t
e
a
m
Ea
c
h
mem
b
e
r
o
f
t
h
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g
r
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p
i
s
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e
s
p
o
n
si
b
l
e
f
o
r
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i
s
o
r
h
e
r
c
o
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t
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b
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t
i
o
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t
o
t
h
e
g
r
o
u
p
,
s
t
i
m
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l
a
t
e
s a
b
e
t
t
e
r
l
e
v
e
l
o
f
sel
f
-
a
w
a
r
e
n
e
ss
[
6
]
,
[
9
]
,
[
1
3
]
R
e
c
i
p
r
o
c
i
t
y
C
o
n
si
d
e
r
t
h
e
v
a
l
u
e
of
r
e
l
a
t
i
o
n
s
h
i
p
s
,
t
h
e
v
a
l
u
e
of
h
e
l
p
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n
g
,
s
h
a
r
i
n
g
r
a
t
h
e
r
t
h
a
n
c
o
m
p
e
t
i
n
g
.
[
2
]
,
[
6
]
,
[
7
]
,
[
9
]
,
[
1
3
]
,
[
19
]
,
[
4
6
]
F
a
c
e
-
to
-
f
a
c
e
i
n
t
e
r
a
c
t
i
o
n
S
t
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s
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e
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p
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n
e
a
n
o
t
h
e
r
3
.
4
.
Sk
ills
t
ha
t
t
ea
cher
s
pro
m
o
t
e
f
o
r
t
he
ma
na
g
e
m
ent
o
f
c
o
o
p
er
a
t
iv
e
g
r
o
up
s
T
ab
le
5
s
h
o
ws
th
at
teac
h
e
r
s
ta
k
e
o
n
th
e
r
o
le
o
f
g
u
id
es
an
d
m
en
to
r
s
in
m
an
ag
i
n
g
c
o
o
p
e
r
ativ
e
lear
n
in
g
[2
5
]
.
T
h
e
y
m
u
s
t
p
r
o
m
o
te
s
k
ills
b
y
d
esig
n
i
n
g
in
ter
ac
tiv
e
a
ctiv
ities
th
at
r
ec
r
ea
te
th
e
n
at
u
r
e
o
f
in
te
r
ac
tio
n
,
r
ed
u
cin
g
s
tr
ess
an
d
m
o
tiv
ati
n
g
team
wo
r
k
[4
3
]
.
T
h
ese
s
k
i
lls
in
clu
d
e
f
o
s
ter
in
g
cr
itical
th
in
k
in
g
,
d
esig
n
in
g
co
o
p
er
ativ
e
s
ess
io
n
s
,
s
elf
-
ass
ess
m
en
t,
an
d
f
ee
d
b
ac
k
.
T
h
e
a
r
t
o
f
co
o
p
er
atio
n
in
v
o
lv
es
d
iv
er
s
if
y
in
g
s
tr
ateg
ies,
co
m
b
in
in
g
r
eso
u
r
ce
s
b
y
wo
r
k
in
g
with
h
eter
o
g
en
e
o
u
s
g
r
o
u
p
s
,
en
h
a
n
cin
g
th
e
i
m
p
ac
t
o
f
s
tu
d
en
ts
'
h
o
lis
tic
d
ev
elo
p
m
e
n
t,
im
p
r
o
v
in
g
ac
ad
em
ic
o
u
tco
m
es,
an
d
p
r
o
m
o
tin
g
v
alu
es a
n
d
attitu
d
es
[
5
0
]
.
R
ef
lectiv
e
co
o
p
er
ativ
e
teac
h
in
g
in
s
o
cial
in
ter
ac
tio
n
d
ev
elo
p
s
s
tu
d
en
ts
'
ab
ilit
y
to
s
h
ar
e
an
d
b
u
ild
id
ea
s
,
k
n
o
w
led
g
e,
an
d
ex
p
r
ess
o
p
in
io
n
s
[
19
]
,
[
3
2
]
,
[
49
]
.
I
n
co
o
p
er
ativ
e
m
a
n
ag
em
e
n
t,
t
h
e
g
r
o
u
p
s
f
o
r
m
ed
m
u
s
t
d
ev
el
o
p
life
an
d
wo
r
k
s
k
ills
,
aim
in
g
to
lead
th
eir
o
wn
lear
n
in
g
ef
f
o
r
ts
[
3
]
,
as
well
as
h
ab
its
an
d
attitu
d
es
th
at
en
ab
le
th
e
m
to
p
er
f
o
r
m
s
u
cc
ess
f
u
lly
in
ch
allen
g
in
g
ac
tiv
ities
,
ex
p
an
d
th
eir
k
n
o
wled
g
e
,
an
d
r
ef
le
ct
o
n
en
v
ir
o
n
m
en
tal
an
d
s
o
c
ial
is
s
u
es,
th
er
eb
y
r
aisi
n
g
awa
r
en
ess
ab
o
u
t
s
u
s
ta
in
ab
le
d
ev
elo
p
m
en
t
[
2
]
,
[2
7
]
.
An
o
th
er
ap
p
r
o
ac
h
is
r
ef
lectiv
e
cr
itical
th
in
k
in
g
,
wh
ich
in
v
o
l
v
es
u
n
d
er
s
tan
d
in
g
,
an
aly
zin
g
,
an
d
tr
an
s
f
er
r
in
g
k
n
o
wled
g
e
[
5
]
,
with
r
e
f
lectiv
e
p
r
o
ce
s
s
es
th
at
in
clu
d
e
id
e
n
tify
in
g
ass
u
m
p
tio
n
s
,
in
d
u
ctio
n
,
d
e
d
u
ctio
n
,
in
ter
p
r
etatio
n
,
a
n
d
e
v
alu
atio
n
o
f
a
r
g
u
m
en
ts
[4
7
]
.
Peer
f
ee
d
b
ac
k
r
eq
u
ir
es
q
u
esti
o
n
s
,
f
o
s
ter
s
u
n
d
er
s
tan
d
i
n
g
a
n
d
an
al
y
tical
th
in
k
in
g
,
a
n
d
p
r
ev
e
n
ts
s
u
b
jectiv
e
co
g
n
itiv
e
h
ier
ar
ch
ies
[
1
3
]
.
Self
-
ass
ess
m
en
t
allo
ws
team
s
to
r
ec
o
g
n
ize
th
eir
wo
r
k
,
ad
v
an
tag
es,
an
d
d
is
ad
v
an
tag
es,
o
b
s
er
v
in
g
p
r
o
g
r
ess
o
r
s
etb
ac
k
s
as
ch
allen
g
es
to
o
v
er
c
o
m
e
a
m
o
n
g
m
em
b
e
r
s
[
9
]
,
[
19
]
,
[
3
2
]
.
On
th
e
co
n
tr
ar
y
,
u
n
eq
u
al
d
is
tr
ib
u
tio
n
o
f
wo
r
k
lo
ad
am
o
n
g
team
m
em
b
er
s
ca
n
lead
t
o
s
tr
ess
.
Ad
ap
tin
g
to
s
u
ch
d
iv
er
s
if
ied
ev
alu
atio
n
ca
n
c
r
ea
te
a
lack
o
f
au
to
n
o
m
y
in
task
ex
ec
u
tio
n
[
19
]
,
alo
n
g
with
in
s
u
f
f
icien
t
o
r
alm
o
s
t
n
o
n
ex
is
ten
t
tech
n
o
lo
g
ical
a
n
d
d
i
g
ital m
ater
ials
,
wh
ich
co
u
ld
e
n
h
an
ce
m
o
tiv
atio
n
,
cr
ea
tiv
ity
,
a
n
d
k
n
o
wl
ed
g
e
[2
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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8
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I
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J
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&
R
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c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
0
8
8
-
2
0
9
8
2094
T
ab
le
5.
Sk
ills
p
r
o
m
o
ted
by
teac
h
er
s
f
o
r
th
e
m
a
n
ag
em
e
n
t
of
co
o
p
er
ativ
e
g
r
o
u
p
s
A
r
t
i
c
l
e
s
S
k
i
l
l
s
p
r
o
mo
t
e
d
I
n
d
i
c
a
t
o
r
[
19
]
,
[
2
0
]
,
[
3
1
]
,
[
3
2
]
,
[
49
]
C
o
o
p
e
r
a
t
i
o
n
s
k
i
l
l
s
S
h
a
r
i
n
g
m
a
t
e
r
i
a
l
s,
i
d
e
a
s
,
a
s
k
i
n
g
f
o
r
a
n
d
p
r
o
v
i
d
i
n
g
h
e
l
p
,
t
e
a
c
h
i
n
g
c
o
o
p
e
r
a
t
i
v
e
l
y
.
[
6
]
,
[
19
]
,
[
3
1
]
,
[
3
2
]
,
[4
1
]
,
[
4
6
]
,
[
4
7
]
C
o
o
p
e
r
a
t
i
v
e
h
a
b
i
t
s
F
u
l
f
i
l
l
m
e
n
t
of
c
o
mm
i
t
m
e
n
t
s,
t
i
m
e
c
o
n
t
r
o
l
,
a
c
c
e
p
t
a
n
c
e
a
n
d
f
u
l
f
i
l
l
m
e
n
t
of
a
ss
i
g
n
e
d
r
o
l
e
t
a
sk
s
,
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
[
3
]
,
[
5
]
,
[
1
3
]
,
[
19
]
,
[2
1
]
,
[2
5
]
,
[
29
]
,
[3
7
]
,
[
4
7
]
P
r
o
mo
t
i
o
n
o
f
a
u
t
o
n
o
m
o
u
s,
e
t
h
i
c
a
l
,
c
r
e
a
t
i
v
e
a
n
d
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
.
P
o
si
n
g
,
so
l
v
i
n
g
a
n
d
a
n
sw
e
r
i
n
g
d
i
l
e
m
mas,
c
o
m
p
l
i
c
a
t
e
d
a
n
d
m
e
ss
y
p
r
o
b
l
e
ms,
c
l
o
s
e
l
y
r
e
l
a
t
e
d
t
o
i
n
n
o
v
a
t
i
v
e
a
n
d
c
r
e
a
t
i
v
e
t
h
i
n
k
i
n
g
[
9
]
,
[
1
0
]
,
[2
3
]
,
[2
7
]
,
[3
6
]
D
e
si
g
n
o
f
c
o
o
p
e
r
a
t
i
v
e
a
c
t
i
v
i
t
i
e
s
D
e
v
e
l
o
p
s
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
,
g
a
i
n
i
n
g
c
o
n
f
i
d
e
n
c
e
,
m
e
d
i
a
t
i
o
n
a
n
d
p
r
a
c
t
i
c
e
s
f
o
l
l
o
w
e
d
to
a
c
h
i
e
v
e
st
u
d
e
n
t
a
n
d
t
e
a
m
i
mp
a
c
t
[
2
]
,
[
3
]
,
[
5
]
,
[
8
]
,
[
1
3
]
,
[
19
]
,
[2
8
]
,
[3
1
]
,
[
4
6
]
C
o
o
p
e
r
a
t
i
v
e
a
t
t
i
t
u
d
e
s
Li
st
e
n
i
n
g
a
t
t
e
n
t
i
v
e
l
y
to
p
e
e
r
s,
s
p
e
a
k
i
n
g
at
an
a
p
p
r
o
p
r
i
a
t
e
v
o
l
u
me,
r
e
s
p
e
c
t
i
n
g
t
h
e
r
i
g
h
t
to
s
p
e
a
k
,
a
s
k
i
n
g
a
n
d
a
n
sw
e
r
i
n
g
q
u
e
st
i
o
n
s
c
o
r
r
e
c
t
l
y
,
c
o
m
mu
n
i
c
a
t
i
n
g
i
d
e
a
s,
e
n
c
o
u
r
a
g
i
n
g
[
6
]
,
[
19
]
,
[2
2
]
,
[3
2
]
,
[
4
8
]
S
e
l
f
-
a
ssess
me
n
t
a
n
d
e
v
a
l
u
a
t
i
o
n
D
e
scri
b
e
w
h
a
t
t
h
e
y
a
c
h
i
e
v
e
d
,
c
h
a
l
l
e
n
g
e
s
t
h
e
y
o
v
e
r
c
a
me
a
n
d
w
h
a
t
l
e
v
e
l
t
h
e
y
b
e
l
i
e
v
e
t
h
e
y
a
r
e
at
w
i
t
h
s
p
e
c
i
f
i
c
s
k
i
l
l
s,
p
e
e
r
,
a
n
d
h
e
t
e
r
o
a
ss
e
ssm
e
n
t
[
1
0
]
,
[
1
3
]
,
[2
3
]
,
[2
7
]
,
[3
1
]
,
[4
2
]
,
[
4
6
]
,
[
4
8
]
F
e
e
d
b
a
c
k
F
e
e
d
b
a
c
k
a
m
o
n
g
p
e
e
r
s
,
i
n
v
o
l
v
i
n
g
t
h
e
a
n
a
l
y
si
s
o
f
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
n
d
t
h
e
f
o
r
mu
l
a
t
i
o
n
o
f
s
t
a
t
e
m
e
n
t
s
t
o
g
r
o
u
p
mem
b
e
r
s
,
p
r
o
m
o
t
e
s
d
i
s
c
o
v
e
r
y
l
e
a
r
n
i
n
g
.
3
.
5
.
Co
nflict
re
s
o
lutio
n m
a
na
g
e
m
ent
T
ab
le
6
s
h
o
ws
th
at
th
e
au
th
o
r
s
h
av
e
f
o
cu
s
ed
o
n
h
o
w
co
n
f
li
cts
ex
is
t
in
co
o
p
er
ativ
e
lear
n
in
g
an
d
ar
e
ad
d
r
ess
ed
th
r
o
u
g
h
s
tr
ateg
ies
i
m
p
lem
en
ted
in
t
h
e
class
r
o
o
m
,
with
th
e
g
u
id
an
ce
an
d
in
ter
v
e
n
tio
n
o
f
th
e
teac
h
er
to
m
o
d
er
ate
b
eh
av
io
r
s
an
d
p
r
o
m
o
te
a
m
icab
le
r
eso
lu
tio
n
o
f
d
i
f
f
er
en
ce
s
with
o
p
en
n
ess
[
6
]
,
[
49
]
.
C
o
n
f
lict
m
an
ag
em
en
t
h
as
alwa
y
s
b
ee
n
a
s
en
s
itiv
e
is
s
u
e
in
team
wo
r
k
,
r
eq
u
ir
i
n
g
th
e
teac
h
er
'
s
in
ter
v
e
n
tio
n
[
4
8
]
.
Dem
o
n
s
tr
atin
g
lead
er
s
h
ip
,
d
e
cisi
o
n
-
m
ak
in
g
,
an
d
tr
u
s
t
was
ch
allen
g
in
g
f
o
r
th
e
s
tu
d
en
ts
.
I
t
is
im
p
er
ativ
e
to
ad
d
r
ess
th
eir
d
if
f
er
en
ce
s
am
i
ca
b
ly
[
6
]
,
[
5
0
]
.
Neg
o
tiatio
n
allo
ws
f
o
r
m
ak
in
g
co
m
p
r
o
m
i
s
es
wi
th
th
e
team
,
ad
o
p
tin
g
a
co
o
p
er
ativ
e
s
tan
ce
[2
1
]
.
C
o
n
v
e
r
s
e
l
y
,
u
n
i
t
y
a
n
d
s
o
l
i
d
a
r
i
t
y
c
a
n
b
e
l
o
s
t
d
u
e
t
o
d
e
m
o
t
i
v
a
t
i
o
n
c
a
u
s
e
d
b
y
c
o
n
f
l
i
c
t
s
w
i
t
h
i
n
t
h
e
g
r
o
u
p
,
w
h
i
c
h
c
a
l
l
s
f
o
r
h
e
t
e
r
o
g
e
n
e
i
t
y
w
i
t
h
i
n
th
e
g
r
o
u
p
s
an
d
h
o
m
o
g
en
eity
b
etwe
en
th
em
[3
5
]
.
T
ab
le
6.
C
o
n
f
lict
r
eso
lu
tio
n
m
an
ag
em
en
t
A
r
t
i
c
l
e
s
I
n
d
i
c
a
t
o
r
D
e
scri
p
t
i
o
n
[
6
]
,
[
9
]
,
[3
2
]
,
[4
7
]
,
[
49
]
C
o
n
f
l
i
c
t
r
e
s
o
l
u
t
i
o
n
a
t
t
i
t
u
d
e
W
o
r
k
i
n
g
o
u
t
t
h
e
i
r
d
i
f
f
e
r
e
n
c
e
s
in
a
f
r
i
e
n
d
l
y
m
a
n
n
e
r
,
t
e
a
c
h
e
r
i
n
t
e
r
v
e
n
t
i
o
n
s
to
mo
d
e
r
a
t
e
b
e
h
a
v
i
o
r
s,
d
e
v
e
l
o
p
me
n
t
o
f
a
st
r
o
n
g
sen
s
e
of
c
o
mm
u
n
i
t
y
w
i
t
h
o
p
e
n
n
e
ss
to
c
o
o
p
e
r
a
t
i
o
n
[
9
]
,
[
1
3
]
,
[3
2
]
,
[3
3
]
S
h
a
r
e
d
l
e
a
d
e
r
sh
i
p
F
o
r
t
h
e
c
o
g
n
i
t
i
v
e
or
a
t
t
i
t
u
d
i
n
a
l
d
e
c
e
n
t
r
a
l
i
z
a
t
i
o
n
of
a
si
n
g
l
e
m
e
mb
e
r
,
b
u
t
to
w
o
r
k
a
r
o
u
n
d
t
h
e
t
e
a
m
.
[
9
]
,
[2
4
]
,
[4
2
]
,
[4
4
]
,
[
49
]
D
e
c
i
s
i
o
n
m
a
k
i
n
g
D
e
v
e
l
o
p
s
t
o
l
e
r
a
n
c
e
,
g
e
n
e
r
a
t
e
s
c
o
n
f
i
d
e
n
c
e
in
c
o
n
f
l
i
c
t
ma
n
a
g
e
me
n
t
[
1
3
]
C
o
mm
u
n
i
c
a
t
i
n
g
in
t
h
e
f
i
r
st
p
e
r
s
o
n
C
o
o
r
d
i
n
a
t
e
w
i
t
h
e
a
c
h
o
t
h
e
r
a
n
d
j
o
i
n
t
o
g
e
t
h
e
r
to
s
o
l
v
e
p
r
o
b
l
e
ms
on
t
a
s
k
or
w
i
t
h
t
e
a
mw
o
r
k
,
e
f
f
e
c
t
i
v
e
l
y
a
n
d
a
f
f
e
c
t
i
v
e
l
y
.
[
8
]
,
[
9
]
,
[
4
6
]
N
e
g
o
t
i
a
t
i
n
g
a
g
r
e
e
me
n
t
s
M
a
k
e
r
e
q
u
e
s
t
s
a
n
d
g
i
v
e
or
a
s
k
f
o
r
a
d
v
i
c
e
,
ma
k
e
r
o
o
m
f
o
r
c
r
e
a
t
i
v
e
e
n
g
a
g
e
men
t
.
3
.
6
.
Dig
it
a
l c
o
m
pet
encies t
ha
t
a
r
e
dev
elo
ped when
m
a
na
g
ing
co
o
pera
t
iv
e
lea
rning
T
a
b
le
7
s
h
o
ws
t
h
e
d
i
g
it
al
c
o
m
p
ete
n
cies
m
o
s
t
f
r
eq
u
e
n
t
ly
d
ev
el
o
p
e
d
th
r
o
u
g
h
co
o
p
e
r
a
ti
v
e
l
ea
r
n
in
g
i
n
th
e
lit
er
at
u
r
e
.
C
o
o
p
e
r
at
io
n
,
w
h
en
im
p
l
em
en
te
d
as
a
s
y
s
te
m
a
ti
c
a
n
d
s
tr
u
ct
u
r
ed
s
tr
at
eg
y
,
f
ac
ili
tates
ac
ti
v
e
s
t
u
d
e
n
t
p
a
r
ti
ci
p
at
io
n
.
W
h
e
n
i
n
t
eg
r
a
te
d
wit
h
d
i
g
it
al
s
k
ills
,
it
e
n
a
b
l
es
s
tu
d
e
n
ts
t
o
c
o
m
b
i
n
e
t
h
ei
r
ab
ili
ties
,
all
o
wi
n
g
t
h
e
m
to
en
g
ag
e
w
it
h
t
h
e
d
ig
ita
l
wo
r
l
d
e
f
f
e
cti
v
e
ly
b
y
m
a
k
i
n
g
a
p
p
r
o
p
r
ia
te
u
s
e
o
f
te
c
h
n
o
lo
g
ic
al
to
o
ls
.
T
h
is
em
p
o
we
r
m
e
n
t
lea
d
s
t
h
e
m
to
t
ak
e
d
e
cisi
v
e
r
o
les
i
n
m
a
n
a
g
i
n
g
th
e
v
as
t
am
o
u
n
t
o
f
w
e
b
i
n
f
o
r
m
a
ti
o
n
t
h
e
y
c
an
ac
c
ess
,
c
r
e
ati
n
g
v
i
r
t
u
a
l
o
b
je
ct
s
,
an
d
p
er
s
o
n
a
liz
in
g
t
h
e
s
p
ac
e
s
w
h
e
r
e
t
h
e
y
in
te
r
a
ct.
A
d
d
iti
o
n
al
ly
,
it
e
n
c
o
u
r
a
g
es
th
e
m
t
o
ass
u
m
e
t
h
e
ir
r
o
le
as
d
i
g
it
al
cit
iz
en
s
—
c
r
iti
ca
l
,
ac
ti
v
e
,
an
d
g
u
i
d
e
d
b
y
c
iv
ic
a
n
d
d
e
m
o
cr
atic
v
al
u
es.
T
ab
le
7.
Dig
ital
co
m
p
eten
cies
d
ev
elo
p
e
d
th
r
o
u
g
h
c
o
o
p
e
r
ativ
e
lear
n
in
g
A
r
t
i
c
l
e
s
D
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
e
D
e
scri
p
t
i
o
n
[
8
]
,
[4
4
]
O
p
e
r
a
t
i
o
n
a
l
s
k
i
l
l
s
U
se
a
n
d
o
p
e
r
a
t
e
c
o
mp
u
t
e
r
so
f
t
w
a
r
e
a
n
d
h
a
r
d
w
a
r
e
a
n
d
t
h
e
i
n
t
e
r
n
e
t
.
[
2
]
,
[
3
]
,
[2
2
]
,
[3
6
]
,
[4
4
]
,
[
49
]
I
n
f
o
r
m
a
t
i
o
n
s
k
i
l
l
s
S
e
a
r
c
h
i
n
g
f
o
r
,
se
l
e
c
t
i
n
g
,
ma
n
a
g
i
n
g
a
n
d
e
v
a
l
u
a
t
i
n
g
me
d
i
a
c
o
n
t
e
n
t
[
1
3
]
,
[4
4
]
,
[
49
]
S
t
r
a
t
e
g
i
c
s
k
i
l
l
s
C
l
a
s
si
f
y
a
n
d
i
n
t
e
g
r
a
t
e
d
a
t
a
,
e
v
a
l
u
a
t
e
a
n
d
c
o
mm
u
n
i
c
a
t
e
[
6
]
,
[2
0
]
,
[3
1
]
,
[4
4
]
,
[4
6
]
,
[4
8
]
,
[
49
]
C
o
m
m
u
n
i
c
a
t
i
o
n
s
k
i
l
l
s
C
o
o
p
e
r
a
t
i
n
g
a
n
d
i
n
t
e
r
a
c
t
i
n
g
i
n
d
i
g
i
t
a
l
e
n
v
i
r
o
n
me
n
t
s,
se
c
u
r
i
t
y
,
a
n
d
d
i
g
i
t
a
l
i
d
e
n
t
i
t
y
[3
4
]
,
[4
4
]
F
o
r
m
a
l
s
k
i
l
l
s
U
n
d
e
r
st
a
n
d
a
n
d
u
se
t
h
e
f
e
a
t
u
r
e
s
o
f
t
h
e
c
o
mp
u
t
e
r
a
n
d
t
h
e
i
n
t
e
r
n
e
t
,
f
i
l
e
st
r
u
c
t
u
r
e
s,
h
y
p
e
r
l
i
n
k
s
a
n
d
n
a
v
i
g
a
t
i
o
n
t
h
r
o
u
g
h
t
h
e
i
n
t
e
r
n
e
t
;
[
3
]
,
[
6
]
,
[
8
]
,
[2
1
]
,
[3
2
]
,
[3
5
]
,
[3
6
]
,
[4
4
]
,
[4
7
]
C
o
n
t
e
n
t
c
r
e
a
t
i
o
n
s
k
i
l
l
s
C
r
e
a
t
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2095
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Str
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in co
o
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lea
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in re
la
t
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n t
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dig
it
a
l c
o
m
pet
encies
T
ab
le
8
s
h
o
ws
th
e
s
tr
ateg
ies
an
d
to
o
ls
f
o
r
co
o
p
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lear
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g
u
s
ed
to
d
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p
d
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co
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p
eten
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in
ter
m
s
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f
in
f
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r
m
atio
n
s
ea
r
c
h
,
in
ter
ac
tio
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,
a
n
d
d
i
g
ital
o
b
j
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t
cr
ea
tio
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.
T
h
e
r
esu
lts
s
h
o
w
th
at
co
o
p
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ativ
e
teac
h
in
g
h
elp
s
s
tu
d
en
ts
s
tr
iv
e
f
o
r
th
e
p
r
o
g
r
ess
o
f
ev
er
y
o
n
e
[2
3
]
,
[
29
]
.
C
o
n
v
er
s
ely
,
th
e
r
e
is
a
s
h
o
r
tf
all
i
n
co
o
p
er
ativ
e
lear
n
in
g
if
it
is
n
o
t
u
s
ed
with
d
ig
ital
tech
n
o
lo
g
y
[
1
3
]
,
wh
ich
m
o
tiv
ates
s
tu
d
en
ts
wh
o
u
s
e
co
n
tem
p
o
r
ar
y
d
ig
ital
tech
n
o
l
o
g
y
[2
6
]
.
T
ec
h
n
o
lo
g
y
en
h
a
n
ce
s
s
tu
d
en
ts
'
m
o
to
r
ac
tio
n
s
[
7
]
,
s
u
p
p
o
r
tin
g
th
eir
ab
ilit
y
to
th
in
k
,
s
ea
r
ch
f
o
r
i
n
f
o
r
m
atio
n
,
r
e
f
lect,
an
d
b
u
il
d
th
eir
o
w
n
k
n
o
wled
g
e
[2
0
]
,
[2
4
]
,
[2
5
]
,
[
4
8
]
.
T
h
er
ef
o
r
e,
th
e
ar
t
o
f
co
o
p
er
at
io
n
r
eq
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r
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teac
h
er
s
to
m
aster
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ey
co
m
p
eten
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f
o
r
life
,
co
llab
o
r
atio
n
,
a
n
d
d
ig
ital
s
k
ills
[
16
]
,
its
p
o
ten
tial
lies
in
in
c
o
r
p
o
r
atin
g
d
ig
ital
tech
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o
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ce
s
a
n
d
p
lay
f
u
l
s
tr
ateg
ies
in
to
its
p
lan
n
in
g
[5
1
]
.
T
h
e
f
in
d
i
n
g
s
s
h
o
w
th
e
ap
p
lic
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o
f
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o
o
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ativ
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ed
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tio
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en
v
ir
o
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ts
with
s
tr
ateg
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th
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ad
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r
ess
r
is
k
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ch
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C
O
VI
D
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1
9
.
Firstl
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u
s
e
o
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C
T
im
p
r
o
v
es
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
[3
7
]
,
[4
2
]
,
d
e
v
el
o
p
s
s
o
f
t
an
d
h
ar
d
s
k
ills
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o
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ter
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en
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ir
o
n
m
e
n
tal
an
d
s
o
cial
awa
r
en
ess
[
2
]
,
[2
0
]
,
wh
ich
ar
e
k
ey
asp
ec
ts
f
o
r
s
u
cc
ess
in
t
o
d
ay
'
s
d
ig
italized
wo
r
ld
[2
8
]
.
A
s
ec
o
n
d
f
in
d
in
g
r
elate
s
to
th
e
s
tr
ateg
ies,
m
eth
o
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s
,
an
d
to
o
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u
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ed
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tiv
ely
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ch
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W
eb
Qu
est,
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etwo
r
k
s
,
J
ig
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d
p
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wh
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er
s
h
av
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ed
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o
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f
f
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f
o
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io
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-
m
ak
in
g
[2
0
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,
in
c
r
ea
s
in
g
c
r
e
ativ
ity
,
au
to
n
o
m
o
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th
in
k
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g
,
cr
itical
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r
ef
lecti
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th
o
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g
h
t
[2
1
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,
a
n
d
m
o
tiv
at
in
g
s
elf
-
ass
es
s
m
en
t
an
d
f
ee
d
b
ac
k
[4
2
]
.
A
th
ir
d
f
in
d
in
g
r
e
v
o
lv
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ar
o
u
n
d
th
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m
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eten
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d
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ed
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g
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ap
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licatio
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o
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o
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ativ
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lear
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,
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ed
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cin
g
d
ig
ital
g
ap
s
in
in
f
o
r
m
atio
n
s
ea
r
ch
u
s
in
g
G
o
o
g
le,
Yo
u
T
u
b
e,
in
ter
ac
tio
n
,
an
d
c
o
llab
o
r
atio
n
;
u
s
e
o
f
em
ail,
Gm
ail,
Ho
tm
ail,
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lo
g
s
,
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-
p
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r
tf
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lio
s
,
On
eNo
te,
an
d
e
d
u
ca
tio
n
al
p
latf
o
r
m
s
[
9
]
,
[2
2
]
,
im
p
r
o
v
i
n
g
d
i
g
ital
s
ec
u
r
ity
an
d
id
en
tity
[
4
8
]
,
a
n
d
cr
ea
tin
g
d
ig
ital
o
b
jects
with
QR
co
d
e
g
en
er
atio
n
[3
5
]
,
an
d
3
D
s
o
f
twar
e
[
5
2
]
.
A
f
o
u
r
t
h
f
i
n
d
in
g
s
h
o
ws
co
n
f
u
s
io
n
o
v
er
co
llab
o
r
ativ
e
a
n
d
co
o
p
er
ativ
e
te
r
m
s
in
d
if
f
er
e
n
t
d
atab
ases
,
r
eg
ar
d
in
g
p
er
f
o
r
m
in
g
ac
tiv
ities
u
n
d
er
t
ea
ch
er
g
u
id
a
n
ce
[
7
]
an
d
wit
h
o
u
t
it
in
a
m
o
r
e
in
d
iv
id
u
al
ized
m
an
n
er
[
4
5
]
;
co
n
s
id
er
in
g
t
h
at
co
o
p
er
ativ
e
l
ea
r
n
in
g
h
as y
ield
ed
b
etter
ac
a
d
em
ic
r
esu
lts
[
5
3
]
.
T
ab
le
8.
C
o
o
p
e
r
ativ
e
lear
n
in
g
s
tr
ateg
ies
an
d
to
o
ls
A
r
t
i
c
l
e
s
S
t
r
a
t
e
g
y
/
t
o
o
l
D
e
scri
p
t
i
o
n
[
3
]
,
[
19
]
,
[2
3
]
,
[2
4
]
,
[2
8
]
,
[3
5
]
A
r
o
n
s
o
n
P
u
z
z
l
e
(
J
i
g
s
a
w
P
u
z
z
l
e
)
G
i
v
e
e
a
c
h
s
t
u
d
e
n
t
a
s
h
a
r
e
of
t
h
e
r
e
s
o
u
r
c
e
s
n
e
e
d
e
d
,
so
t
h
a
t
t
h
e
g
r
o
u
p
s
h
o
u
l
d
c
o
o
r
d
i
n
a
t
e
[
6
]
,
[4
7
]
W
e
b
Q
u
e
s
t
t
a
s
k
s
I
n
q
u
i
r
y
or
r
e
s
e
a
r
c
h
a
c
t
i
v
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t
y
o
r
i
e
n
t
e
d
to
st
u
d
e
n
t
s
,
o
b
t
a
i
n
m
o
st
of
t
h
e
i
n
f
o
r
ma
t
i
o
n
to
be
u
se
d
f
r
o
m
e
x
i
st
i
n
g
I
n
t
e
r
n
e
t
r
e
so
u
r
c
e
s
.
[
6
]
,
[
1
0
]
,
[3
2
]
,
[
4
8
]
D
i
g
i
t
a
l
d
i
a
r
y
-
G
l
o
ssar
i
e
s
To
r
e
c
a
l
l
w
h
a
t
t
h
e
y
h
a
d
l
e
a
r
n
e
d
,
r
e
v
i
e
w
t
h
e
i
r
e
x
p
e
r
i
e
n
c
e
s
a
n
d
mak
e
r
e
f
l
e
c
t
i
o
n
s
t
h
r
o
u
g
h
se
l
f
-
a
ssess
m
e
n
t
.
[
6
]
,
[
1
0
]
,
[3
5
]
,
[3
6
]
,
[
4
7
]
,
[
4
8
]
Ta
sk
s
on
so
c
i
a
l
n
e
t
w
o
r
k
s
(
F
a
c
e
b
o
o
k
,
Ed
m
o
d
o
,
Tw
i
t
t
e
r
,
W
h
a
t
s
A
p
p
)
a
n
d
w
e
b
p
l
a
t
f
o
r
ms
P
a
r
t
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c
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p
a
t
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in
c
o
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u
t
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a
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d
g
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p
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k
s,
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d
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m
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mem
b
e
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s
t
o
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e
n
e
r
a
t
e
k
n
o
w
l
e
d
g
e
[
6
]
,
[
8
]
,
[2
1
]
,
[2
2
]
,
[3
2
]
,
[4
2
]
,
[4
7
]
C
o
o
p
e
r
a
t
i
o
n
t
o
o
l
s
(
G
o
o
g
l
e
D
o
c
s
,
O
n
e
D
r
i
v
e
,
D
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x
)
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o
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l
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C
l
a
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A
l
l
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t
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,
e
d
i
t
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d
s
h
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r
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m
a
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r
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l
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m
-
s
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v
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n
g
s
k
i
l
l
s
[
1
0
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,
[2
6
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4
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P
u
z
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l
e
,
n
u
m
b
e
r
e
d
h
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a
d
s
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sco
r
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d
Th
e
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d
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l
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a
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p
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,
“
m
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n
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r
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e
s.
4.
CO
NCLU
SI
O
N
T
h
e
s
y
s
tem
atic
r
ev
iew
o
f
th
e
liter
atu
r
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p
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v
id
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teac
h
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s
with
m
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ltip
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p
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s
p
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tiv
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f
o
r
d
esig
n
in
g
lear
n
in
g
ac
tiv
ities
th
at
p
r
o
m
o
te
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ter
ac
tio
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in
v
ar
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s
p
h
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s
ical
an
d
v
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,
f
o
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ex
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th
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s
ch
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o
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.
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6_12.
[
29
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