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1
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3
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.
T
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1
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p
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[
4
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.
T
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9
4
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T
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[
6
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.
T
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C
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1
9
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I
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Vo
l
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14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
5
3
-
4
3
6
3
4354
p
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d
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8
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B
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T
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r
esear
ch
r
ec
o
r
d
s
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
s
[
1
0
]
,
[
1
1
]
.
R
esear
ch
co
n
d
u
cted
in
t
h
e
Un
it
ed
Kin
g
d
o
m
with
u
n
iv
er
s
ity
s
tu
d
en
ts
s
h
o
wed
th
at
b
len
d
ed
lear
n
i
n
g
h
elp
e
d
p
r
o
m
o
te
in
ter
ac
tio
n
s
b
etwe
en
s
tu
d
en
ts
an
d
th
eir
p
ee
r
s
,
th
eir
teac
h
er
s
,
an
d
co
u
r
s
e
m
ater
ials
[
1
2
]
.
Fo
r
its
p
ar
t,
in
a
s
tu
d
y
co
n
d
u
cted
in
Ho
n
g
Ko
n
g
,
it
was
s
h
o
wn
th
at
b
len
d
ed
lear
n
in
g
p
r
o
v
id
ed
teac
h
er
s
with
an
au
th
e
n
tic
p
er
s
p
ec
tiv
e
o
f
th
e
s
tu
d
e
n
t
an
d
s
u
p
p
o
r
ted
d
ec
is
io
n
m
a
k
in
g
[
1
3
]
.
I
n
th
is
way
,
it
h
as
b
ee
n
s
h
o
w
n
th
at
b
len
d
e
d
lear
n
in
g
b
e
n
ef
its
b
o
t
h
s
tu
d
en
ts
a
n
d
teac
h
er
s
,
s
in
ce
th
e
tech
n
o
l
o
g
ie
s
u
s
ed
b
y
teac
h
er
s
f
av
o
r
t
h
e
ev
alu
atio
n
an
d
f
ee
d
b
ac
k
o
f
s
tu
d
e
n
ts
[
1
4
]
.
T
h
e
i
n
t
e
r
e
s
t
i
n
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
i
n
u
n
i
v
e
r
s
i
t
i
es
h
a
s
b
e
e
n
e
v
i
d
e
n
c
e
d
b
y
t
h
e
n
o
t
a
b
l
e
i
n
c
r
e
a
s
e
in
r
e
s
e
a
r
c
h
o
n
t
h
e
t
o
p
i
c
o
v
e
r
t
h
e
l
as
t
5
y
ea
r
s
[
1
5
]
.
E
s
p
e
c
ia
l
l
y
,
r
es
e
a
r
c
h
e
r
s
h
a
v
e
s
h
o
w
n
a
m
a
r
k
e
d
i
n
t
e
r
es
t
i
n
t
h
e
d
i
f
f
i
c
u
lt
i
es
t
h
a
t
t
h
i
s
m
o
d
a
l
it
y
r
e
p
r
e
s
e
n
t
e
d
a
f
t
e
r
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
a
n
d
h
o
w
i
n
s
t
i
t
u
ti
o
n
s
o
v
e
r
c
a
m
e
t
h
e
s
e
d
i
f
f
i
c
u
l
ti
es
[
1
6
]
.
I
n
t
h
i
s
c
o
n
t
e
x
t
,
t
h
e
a
i
m
o
f
t
h
i
s
a
r
t
i
c
le
i
s
t
o
e
x
p
l
o
r
e
t
h
e
r
i
s
e
a
n
d
d
e
v
e
l
o
p
m
e
n
t
o
f
h
y
b
r
i
d
e
d
u
c
a
t
i
o
n
w
o
r
l
d
w
i
d
e
i
n
r
e
c
e
n
t
y
e
a
r
s
a
s
a
v
ia
b
l
e
a
lt
e
r
n
a
t
i
v
e
w
it
h
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
it
u
t
i
o
n
s
t
h
r
o
u
g
h
a
s
y
s
te
m
a
t
ic
l
i
t
e
r
at
u
r
e
r
e
v
i
e
w
.
Hy
b
r
id
ed
u
ca
t
io
n
,
als
o
k
n
o
w
n
as
b
le
n
d
e
d
,
m
i
x
e
d
,
s
e
m
i
-
p
r
es
en
tial
,
o
r
i
n
t
e
r
n
ati
o
n
al
ly
a
s
b
le
n
d
e
d
lea
r
n
i
n
g
,
o
f
te
n
h
as
v
a
r
i
o
u
s
d
e
f
i
n
iti
o
n
s
,
g
en
e
r
all
y
u
n
d
e
r
s
t
o
o
d
as
t
h
e
i
n
te
g
r
at
io
n
o
f
b
o
t
h
i
n
-
p
er
s
o
n
a
n
d
v
ir
tu
al
ex
p
e
r
i
en
ce
s
i
n
le
ar
n
i
n
g
,
l
e
v
e
r
a
g
i
n
g
t
h
e
u
s
e
o
f
n
e
w
t
ec
h
n
o
l
o
g
i
es.
As
a
n
in
n
o
v
at
iv
e
p
r
o
p
o
s
a
l,
it
h
as
g
ai
n
ed
g
r
ea
t
im
p
o
r
t
an
ce
d
u
e
to
t
h
e
i
m
p
a
ct
c
au
s
ed
b
y
t
h
e
p
a
n
d
e
m
ic
i
n
t
h
e
e
d
u
ca
ti
o
n
al
f
iel
d
[
1
7
]
,
[
1
8
]
.
B
o
t
h
p
u
r
el
y
i
n
-
p
e
r
s
o
n
an
d
v
i
r
t
u
al
e
d
u
ca
ti
o
n
h
av
e
d
i
s
ad
v
a
n
t
a
g
es
an
d
l
im
itat
io
n
s
,
s
u
c
h
as
t
h
e
f
o
r
ce
d
t
im
e
a
n
d
s
p
a
ce
s
y
n
c
h
r
o
n
y
o
f
in
-
p
e
r
s
o
n
l
ea
r
n
i
n
g
o
r
t
ec
h
n
ic
al
a
n
d
c
o
n
n
e
cti
v
it
y
is
s
u
es
i
n
v
ir
t
u
al
s
ett
in
g
s
.
H
y
b
r
i
d
ed
u
ca
t
io
n
em
e
r
g
es
f
r
o
m
t
h
is
ch
all
en
g
e
as
a
p
r
o
p
o
s
al
s
e
e
k
i
n
g
to
r
ec
o
n
c
ile
b
o
th
m
o
d
a
lit
ies
an
d
le
v
e
r
a
g
e
t
h
ei
r
m
ai
n
s
t
r
e
n
g
t
h
s
[
1
9
]
.
I
t
r
ep
r
esen
ts
t
h
e
latest
iter
atio
n
o
f
ac
a
d
em
ic
m
o
d
els
with
in
th
e
s
er
ies
o
f
c
h
an
g
es
o
cc
u
r
r
in
g
in
ed
u
ca
tio
n
al
s
y
s
tem
s
.
B
y
u
s
in
g
s
cien
tific
an
d
tech
n
o
lo
g
ical
ad
v
an
ce
s
,
it
aim
s
to
c
r
ea
te
a
m
o
r
e
d
y
n
am
ic
an
d
f
lex
ib
le
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
th
at
b
etter
ad
ap
ts
to
s
tu
d
en
ts
,
allo
win
g
f
o
r
m
o
r
e
ef
f
e
ctiv
e
lear
n
in
g
[
2
0
]
.
Har
n
ess
in
g
th
e
ad
v
an
tag
es
o
f
f
er
ed
b
y
b
o
th
th
e
in
ter
n
et
a
n
d
cu
r
r
en
t
tech
n
o
lo
g
ical
ad
v
an
ce
s
,
h
y
b
r
id
ed
u
ca
tio
n
en
ab
les
a
m
o
r
e
p
er
s
o
n
alize
d
e
d
u
ca
tio
n
al
e
x
p
er
ien
ce
tailo
r
ed
to
ea
ch
s
tu
d
en
t
’
s
u
n
iq
u
e
n
ee
d
s
.
I
n
r
ec
en
t
y
ea
r
s
,
v
ar
io
u
s
m
eth
o
d
o
lo
g
ies
d
esig
n
ed
f
o
r
th
is
m
o
d
ality
h
av
e
em
er
g
ed
,
in
clu
d
in
g
p
r
o
j
ec
t
-
b
ased
lear
n
in
g
,
co
llab
o
r
ativ
e
lear
n
in
g
,
g
am
if
i
ca
tio
n
,
am
o
n
g
o
t
h
er
s
[
2
1
]
.
2.
M
E
T
H
O
D
Fo
r
th
e
d
e
v
elo
p
m
e
n
t
o
f
th
is
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew,
th
e
p
r
ef
er
r
e
d
r
e
p
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
a
n
aly
s
es
(
PR
I
SMA
)
m
eth
o
d
was
ad
h
er
e
d
to
Pag
e
et
a
l.
[
2
2
]
.
T
h
is
ap
p
r
o
ac
h
aim
s
to
d
el
v
e
d
ee
p
er
in
to
th
e
co
n
ce
p
t
o
f
h
y
b
r
id
e
d
u
ca
tio
n
o
r
b
len
d
ed
l
ea
r
n
in
g
a
n
d
its
r
ec
en
t
d
ev
elo
p
m
en
t
as
a
v
iab
le
alter
n
ativ
e
to
m
o
d
er
n
ize
th
e
e
d
u
ca
tio
n
al
s
y
s
tem
in
th
e
p
o
s
t
-
p
an
d
em
ic
er
a
.
T
h
e
in
f
o
r
m
atio
n
r
etr
iev
al
f
o
cu
s
e
d
o
n
g
ath
er
in
g
wo
r
k
s
an
aly
zi
n
g
h
y
b
r
id
ed
u
ca
ti
o
n
a
n
d
its
s
co
p
e,
as
well
as
s
tu
d
y
in
g
th
e
ef
f
ec
ts
o
f
its
im
p
lem
en
tatio
n
in
g
lo
b
al
ed
u
ca
tio
n
al
s
y
s
tem
s
.
T
h
e
s
ea
r
c
h
p
er
io
d
f
o
r
th
is
r
ev
iew
was
lim
ited
to
s
tu
d
ies
p
u
b
lis
h
ed
f
r
o
m
2
0
1
8
to
th
e
p
r
esen
t
to
o
b
tain
r
ec
en
t
in
f
o
r
m
atio
n
,
allo
win
g
a
co
m
p
ar
is
o
n
o
f
th
e
p
r
o
g
r
ess
o
f
th
is
ed
u
ca
tio
n
al
m
o
d
ality
b
ef
o
r
e
an
d
d
u
r
in
g
th
e
p
an
d
em
ic.
T
h
e
two
well
-
k
n
o
wn
b
i
b
lio
g
r
a
p
h
ic
d
atab
ases
,
SciEL
O
an
d
Scien
ce
Dir
ec
t,
wer
e
u
s
ed
f
o
r
t
h
e
s
ea
r
ch
.
SciEL
O
was
ch
o
s
en
b
ec
au
s
e
o
r
g
an
izatio
n
s
s
u
ch
as
UNE
SC
O
h
av
e
r
ec
o
g
n
ize
d
th
e
ef
f
o
r
ts
o
f
th
is
a
n
d
o
th
e
r
L
atin
Am
er
ican
d
atab
ases
in
th
eir
s
cien
tific
d
is
s
em
in
atio
n
wo
r
k
[
2
3
]
.
On
th
e
o
th
e
r
h
an
d
,
Sco
p
u
s
was
ch
o
s
en
b
ec
au
s
e
it
is
o
n
e
o
f
th
e
m
o
s
t
p
r
esti
g
io
u
s
d
atab
ases
in
th
e
wo
r
ld
an
d
b
ec
au
s
e
o
f
t
h
e
m
u
ltid
i
s
cip
lin
ar
y
n
atu
r
e
o
f
its
jo
u
r
n
als
[
2
4
]
.
I
n
itial
b
ib
lio
g
r
ap
h
ic
s
ea
r
ch
es
u
s
ed
k
ey
wo
r
d
s
ass
o
ciate
d
with
h
y
b
r
i
d
ed
u
ca
tio
n
in
b
o
th
E
n
g
lis
h
an
d
Sp
an
is
h
,
ta
k
en
f
r
o
m
th
e
E
R
I
C
s
p
ec
ialized
th
esau
r
u
s
.
Sy
n
o
n
y
m
s
f
o
r
h
y
b
r
i
d
ed
u
ca
tio
n
,
s
u
ch
as
“m
ix
ta”
o
r
“sem
ip
r
esen
cial”
i
n
Sp
an
is
h
,
an
d
“b
len
d
ed
”
o
r
“
h
y
b
r
id
”
in
E
n
g
lis
h
,
wer
e
em
p
l
o
y
ed
.
T
h
e
s
ea
r
ch
with
in
th
e
d
atab
a
s
es
in
v
o
lv
ed
co
m
b
in
i
n
g
th
e
a
f
o
r
em
en
tio
n
ed
k
e
y
wo
r
d
s
u
s
in
g
B
o
o
lean
o
p
er
ato
r
s
lik
e
“AN
D”
an
d
“
OR
”
[
2
5
]
,
s
u
ch
as
(
(
“h
y
b
r
id
ed
u
ca
tio
n
”)
AND
(
“
u
n
iv
er
s
it
y
”)
)
.
Alth
o
u
g
h
o
n
ly
Sp
an
is
h
an
d
E
n
g
lis
h
k
ey
wo
r
d
s
wer
e
u
s
ed
,
th
e
s
ea
r
ch
y
ield
ed
r
esu
lts
in
o
th
er
lan
g
u
ag
es.
On
ly
ar
ticles
in
Po
r
tu
g
u
ese
wer
e
co
n
s
id
er
ed
a
m
o
n
g
th
ese.
Af
ter
th
e
in
itial
s
ea
r
ch
f
o
llo
win
g
th
e
o
u
tlin
ed
s
tep
s
,
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia
p
r
esen
ted
in
T
ab
le
1
wer
e
a
p
p
lied
f
o
r
th
e
f
in
al
s
elec
tio
n
o
f
ar
ticles.
T
h
e
f
in
al
s
elec
tio
n
o
f
a
r
ticles
f
o
r
in
clu
s
io
n
in
th
is
s
y
s
tem
atic
r
ev
iew
was
co
n
d
u
cted
b
ased
o
n
th
e
estab
lis
h
ed
cr
iter
ia.
Pre
f
er
en
ce
was
g
iv
en
to
ar
ticles
with
q
u
an
titativ
e
o
r
q
u
alitativ
e
r
esear
ch
,
p
r
o
v
id
in
g
m
o
r
e
p
er
tin
en
t d
ata
f
o
r
t
h
e
a
n
aly
s
is
o
f
th
e
d
ef
i
n
ed
th
em
e.
R
ev
iew
ar
ticles
wer
e
also
co
n
s
id
er
ed
t
o
d
elv
e
d
ee
p
er
i
n
to
th
ese
co
n
ce
p
ts
an
d
e
x
p
lo
r
e
th
e
ir
ev
o
lu
tio
n
in
th
e
c
o
n
tex
t
o
f
t
h
e
p
an
d
em
ic.
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
I
mp
a
ct
o
f h
y
b
r
id
ed
u
c
a
tio
n
in
h
ig
h
er e
d
u
c
a
tio
n
:
a
s
ystema
tic
r
ev
iew
(
V
icto
r
Hu
g
o
Heren
cia
-
E
s
ca
la
n
te)
4355
T
ab
le
1
.
I
n
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Ex
c
l
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si
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t
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y
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d
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u
c
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t
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n
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a
m
o
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h
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mo
d
a
l
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t
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w
i
t
h
i
n
h
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g
h
e
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e
d
u
c
a
t
i
o
n
A
r
t
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c
l
e
s f
o
c
u
si
n
g
o
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t
h
e
r
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d
u
c
a
t
i
o
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l
mo
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t
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r
t
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s
p
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b
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h
e
d
f
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m
t
h
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y
e
a
r
2
0
1
8
t
o
t
h
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p
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c
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r
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A
r
t
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e
s
p
u
b
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h
e
d
i
n
S
c
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D
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t
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b
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R
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v
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a
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t
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q
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t
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B
o
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k
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h
a
p
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r
s,
o
p
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a
r
t
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l
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s,
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w
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A
r
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s
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f
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p
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n
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h
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En
g
l
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P
o
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A
r
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s
c
r
a
f
t
e
d
i
n
l
a
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g
u
a
g
e
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o
t
h
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r
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h
a
n
S
p
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g
l
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P
o
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g
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T
h
e
s
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tio
n
p
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ce
s
s
co
m
m
e
n
ce
d
with
a
n
in
itial
d
atab
ase
ac
q
u
ir
ed
t
h
r
o
u
g
h
ar
ticle
s
ea
r
c
h
es
in
th
e
two
co
n
s
id
er
ed
d
atab
ases
f
o
r
th
e
d
esire
d
tim
e
f
r
am
e.
T
h
is
in
v
o
lv
e
d
th
e
in
itial
r
em
o
v
al
o
f
d
u
p
licate
ar
ticles.
Su
b
s
eq
u
en
tly
,
a
s
u
b
s
tan
tial
n
u
m
b
er
o
f
ar
ticles
wer
e
ex
clu
d
ed
b
ased
o
n
th
e
p
r
ev
io
u
s
ly
estab
lis
h
ed
in
clu
s
io
n
an
d
ex
clu
s
io
n
c
r
iter
ia
f
r
o
m
T
ab
le
1
.
Fin
ally
,
th
e
ar
ti
cles
f
r
o
m
th
is
r
ef
in
ed
s
ele
ctio
n
u
n
d
e
r
wen
t
a
co
m
p
r
eh
e
n
s
iv
e
f
u
ll
-
tex
t r
e
v
iew,
r
esu
ltin
g
in
th
e
d
eter
m
in
ati
o
n
o
f
th
e
f
in
al
n
u
m
b
er
o
f
ar
ticles to
b
e
in
clu
d
ed
i
n
th
is
wo
r
k
.
T
h
e
f
lo
wch
ar
t illu
s
t
r
atin
g
th
is
s
ea
r
ch
an
d
s
elec
tio
n
p
r
o
ce
s
s
is
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
PR
I
SMA
f
lo
wch
ar
t
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
Fo
llo
win
g
th
e
s
elec
tio
n
p
r
o
ce
s
s
,
4
5
f
in
al
p
u
b
licatio
n
s
wer
e
ch
o
s
en
b
ased
o
n
th
e
d
ef
in
ed
in
clu
s
io
n
an
d
ex
cl
u
s
io
n
cr
iter
ia
f
o
r
th
is
s
y
s
tem
atic
r
ev
iew.
T
h
ese
wer
e
o
r
g
a
n
ized
in
t
o
a
m
atr
ix
to
f
ac
ilit
ate
s
u
b
s
eq
u
en
t
an
aly
s
is
an
d
th
e
ex
tr
ac
tio
n
o
f
th
e
m
o
s
t
r
elev
an
t
in
f
o
r
m
ati
o
n
.
I
t
was
d
eter
m
in
ed
th
at
w
ith
in
th
e
co
llected
s
am
p
le,
3
6
ar
ticles (
8
9
%)
wer
e
s
o
u
r
ce
d
f
r
o
m
th
e
SciEL
O
d
a
tab
ase,
wh
ile
th
e
r
em
ain
in
g
9
ar
ticles (
1
1
%)
wer
e
o
b
tain
ed
f
r
o
m
Sco
p
u
s
.
B
ased
o
n
th
e
in
clu
s
io
n
a
n
d
ex
clu
s
io
n
cr
iter
ia,
3
7
a
r
ticles
(
8
2
.
2
%)
in
th
e
s
elec
ted
g
r
o
u
p
wer
e
r
esear
ch
ar
ticles,
wh
ile
th
e
r
e
m
ain
in
g
8
ar
ticles
(
1
7
.
8
%)
we
r
e
r
ev
iew
ar
ticles.
Am
o
n
g
th
e
r
esear
ch
ar
ticles,
it
was
o
b
s
er
v
ed
th
at
3
3
o
f
th
ese
(
8
0
%)
f
o
cu
s
ed
o
n
u
n
iv
er
s
ity
s
tu
d
en
ts
,
wh
ile
th
e
r
e
m
ain
in
g
4
(
2
0
%)
f
o
cu
s
ed
o
n
teac
h
er
s
.
Ad
d
itio
n
ally
,
with
in
th
is
g
r
o
u
p
,
2
8
ar
ticles
(
6
2
.
2
%)
wer
e
in
Sp
an
is
h
,
1
1
ar
ticl
es
(
2
4
.
5
%)
wer
e
in
E
n
g
lis
h
,
an
d
6
ar
ticles
(
1
3
.
3
%)
wer
e
in
Po
r
tu
g
u
ese.
Fu
r
th
er
m
o
r
e
,
th
e
s
elec
ted
ar
ticles
wer
e
p
u
b
lis
h
ed
b
etwe
en
th
e
y
ea
r
s
2
0
1
8
an
d
2
0
2
3
,
with
th
e
d
is
tr
ib
u
tio
n
b
y
e
ac
h
y
ea
r
,
as
d
ep
icted
in
Fig
u
r
e
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
5
3
-
4
3
6
3
4356
Fig
u
r
e
2
.
Nu
m
b
er
o
f
p
u
b
licatio
n
s
p
er
y
ea
r
Fig
u
r
e
2
illu
s
tr
ates
th
e
tr
en
d
in
th
e
q
u
a
n
tity
o
f
s
elec
ted
p
u
b
licatio
n
s
p
er
y
ea
r
.
W
ith
in
th
e
s
elec
ted
g
r
o
u
p
,
ar
ticles
f
r
o
m
ea
ch
y
ea
r
b
etwe
en
2
0
1
8
an
d
2
0
2
3
wer
e
in
clu
d
ed
.
No
tab
l
y
,
th
er
e
is
a
s
u
b
s
tan
tial
in
cr
ea
s
e
in
ar
ticles
d
u
r
in
g
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic,
with
th
e
h
ig
h
est
n
u
m
b
er
o
f
ar
ticles
o
b
tain
ed
i
n
2
0
2
1
.
T
h
is
s
u
r
g
e
m
ig
h
t
b
e
lin
k
e
d
to
th
e
f
ac
t
th
at
in
n
o
v
ativ
e
alter
n
ativ
es
lik
e
h
y
b
r
id
e
d
u
ca
tio
n
attr
ac
ted
r
e
s
ea
r
ch
er
s
’
in
ter
est
am
id
th
e
o
n
g
o
in
g
h
ea
lth
c
r
is
is
.
T
h
is
s
u
g
g
ests
th
at
th
e
i
n
ter
est
in
h
y
b
r
id
e
d
u
ca
tio
n
d
id
n
o
t
o
r
ig
in
ate
with
th
e
p
an
d
em
ic
b
u
t
was,
to
s
o
m
e
ex
ten
t,
ac
ce
ler
ated
b
y
it.
Ad
d
itio
n
ally
,
th
e
d
is
tr
ib
u
tio
n
o
f
p
u
b
li
ca
tio
n
s
b
y
co
u
n
tr
y
is
d
ep
icted
in
Fig
u
r
e
3
.
Fig
u
r
e
3
.
Dis
tr
ib
u
tio
n
b
y
c
o
u
n
tr
y
o
f
c
o
m
p
iled
p
u
b
licatio
n
s
Fig
u
r
e
3
illu
s
tr
ates
th
at
th
e
p
u
b
licatio
n
s
wer
e
g
ath
e
r
ed
f
r
o
m
v
ar
io
u
s
p
a
r
ts
o
f
th
e
wo
r
ld
,
i
n
c
lu
d
in
g
t
h
e
Am
er
ica,
E
u
r
o
p
e,
Af
r
ica,
an
d
Asi
a.
C
o
n
s
id
er
in
g
th
at
m
o
s
t
o
f
th
ese
ar
ticles
wer
e
r
etr
iev
ed
th
r
o
u
g
h
th
e
SciEL
O
d
atab
ase,
th
e
s
u
b
s
tan
tial
p
r
esen
ce
o
f
L
atin
Am
er
ican
co
u
n
tr
ies
is
n
o
tewo
r
th
y
.
B
r
az
il
an
d
Me
x
ic
o
h
av
e
th
e
h
ig
h
est
n
u
m
b
e
r
o
f
s
elec
ted
ar
ticles,
ea
ch
co
n
tr
i
b
u
tin
g
5
ar
ticles
(
1
1
.
1
%).
Fo
llo
win
g
clo
s
ely
ar
e
C
o
lo
m
b
ia,
Sp
ain
,
Per
u
,
a
n
d
S
o
u
th
Af
r
ica,
with
4
a
r
ticles
(
8
.
9
%)
ea
ch
.
Oth
er
c
o
u
n
t
r
ies
with
1
o
r
2
ar
ticles
in
clu
d
e
C
h
ile,
C
u
b
a,
E
cu
a
d
o
r
,
Sau
d
i A
r
ab
ia,
Ar
g
e
n
tin
a,
C
o
s
ta
R
ica,
th
e
Un
ited
States
,
an
d
Nig
er
ia.
T
h
e
co
n
ten
t
o
f
th
e
co
llected
a
r
ticles
was
in
itially
an
aly
ze
d
b
ased
o
n
k
ey
wo
r
d
s
in
E
n
g
lis
h
,
Sp
an
is
h
,
an
d
Po
r
tu
g
u
ese
u
s
in
g
VOSv
iewe
r
s
o
f
twar
e.
A
m
in
im
u
m
o
c
cu
r
r
en
ce
v
alu
e
o
f
th
r
ee
was
e
s
tab
lis
h
ed
to
r
elate
k
ey
wo
r
d
s
ac
r
o
s
s
d
if
f
er
en
t
ar
ti
cles.
Su
b
s
eq
u
en
tly
,
less
r
elev
an
t
k
ey
wo
r
d
s
th
at
d
ev
iated
f
r
o
m
th
e
co
n
ce
p
t
o
f
h
y
b
r
id
ed
u
ca
tio
n
,
th
e
th
em
e
o
f
th
is
wo
r
k
,
wer
e
f
ilter
ed
o
u
t.
On
ce
th
e
m
o
s
t
r
elev
an
t
ter
m
s
,
to
talin
g
1
3
,
wer
e
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tifie
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a
b
i
b
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etw
o
r
k
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ated
f
r
o
m
th
is
in
f
o
r
m
atio
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as sh
o
wn
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Fig
u
r
e
4
.
T
h
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ter
m
s
ar
e
g
r
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u
p
ed
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to
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o
u
r
clu
s
ter
s
d
if
f
er
e
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tiated
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y
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lo
r
s
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Am
o
n
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th
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4
5
s
elec
ted
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ticles,
th
e
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r
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lear
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s
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r
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1
8
o
f
th
em
(
4
0
.
0
%),
m
ak
in
g
it
th
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m
o
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u
s
ed
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Fo
llo
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s
ely
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e
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s
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d
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“h
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ap
p
ea
r
in
g
in
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3
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2
8
.
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%)
an
d
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(
1
7
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8
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ar
ticles,
r
esp
ec
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L
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m
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ter
m
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as
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Mo
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ed
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0
2
4
6
8
10
12
14
16
2
0
1
8
2
0
1
9
2
0
2
0
2
0
2
1
2
0
2
2
2
0
2
3
0
1
2
3
4
5
6
B
r
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M
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p
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u
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Af
r
ica
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c
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a
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ia
Ar
ge
nti
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os
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R
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ted
S
t
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e
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ia
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
I
mp
a
ct
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f h
y
b
r
id
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u
c
a
tio
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ig
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er e
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tio
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a
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s
ca
la
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Fig
u
r
e
4
.
B
ib
lio
m
etr
ic
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etwo
r
k
with
k
ey
wo
r
d
s
o
f
h
ig
h
est o
cc
u
r
r
en
ce
I
n
g
e
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e
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a
l
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th
e
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m
p
iled
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u
b
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o
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th
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alu
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r
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s
f
r
o
m
v
a
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s
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i
g
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ed
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ca
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in
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T
h
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a
l
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o
f
t
h
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d
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l
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m
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p
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to
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A
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a
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o
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e
r
s
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d
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o
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e
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a
m
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n
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n
g
t
h
e
p
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r
c
e
p
t
i
o
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o
f
b
o
t
h
s
t
u
d
e
n
ts
a
n
d
t
e
a
c
h
e
r
s
r
e
g
a
r
d
i
n
g
h
y
b
r
id
ed
u
ca
tio
n
,
eith
er
to
g
a
u
g
e
th
ei
r
k
n
o
wled
g
e
a
n
d
in
ter
est
in
th
is
m
o
d
ality
b
ef
o
r
e
im
p
lem
en
tatio
n
o
r
to
m
ea
s
u
r
e
th
eir
s
atis
f
ac
tio
n
lev
el
o
n
ce
im
p
lem
en
ted
.
I
t
i
s
h
ig
h
lig
h
ted
th
at,
with
in
r
esear
ch
s
tu
d
ies,
th
e
s
u
r
v
e
y
m
eth
o
d
was th
e
m
o
s
t c
o
m
m
o
n
ly
u
s
ed
f
o
r
g
ath
e
r
in
g
in
f
o
r
m
ati
o
n
f
r
o
m
b
o
th
s
tu
d
en
ts
an
d
tea
ch
er
s
.
T
h
e
co
n
d
u
cted
s
tu
d
ies
f
o
c
u
s
ed
o
n
v
a
r
io
u
s
u
n
iv
er
s
ity
c
o
u
r
s
e
s
in
wh
ich
ev
alu
atio
n
s
we
r
e
c
ar
r
ied
o
u
t.
T
h
ese
in
clu
d
ed
co
u
r
s
es
in
m
ed
icin
e
[
2
6
]
–
[
3
2
]
,
en
g
in
ee
r
in
g
[
3
3
]
,
[
3
4
]
,
s
o
cial
s
cien
ce
s
[
3
5
]
,
[
3
6
]
,
lan
g
u
ag
es
[
3
7
]
–
[
39
]
,
c
o
m
m
u
n
icatio
n
[
40
]
–
[
42
]
,
au
d
io
lo
g
y
[
43
]
,
ex
a
ct
s
cien
ce
s
[
44
]
–
[
46
]
,
teac
h
i
n
g
[
47
]
–
[
49
]
,
an
d
v
ar
io
u
s
o
th
er
d
is
cip
lin
es
[
50
]
,
[
51
]
.
A
d
d
itio
n
ally
,
p
u
b
licatio
n
s
f
o
cu
s
ed
o
n
teac
h
e
r
s
aim
ed
to
u
n
d
er
s
tan
d
th
eir
p
er
ce
p
tio
n
s
r
eg
ar
d
i
n
g
t
h
e
im
p
l
em
en
tatio
n
o
f
h
y
b
r
i
d
ed
u
ca
tio
n
an
d
its
ef
f
ec
tiv
e
n
ess
[
52
]
–
[
54
]
o
r
to
s
tu
d
y
th
eir
ad
ap
tatio
n
p
r
o
ce
s
s
to
it.
Ad
d
itio
n
ally
,
th
ese
s
tu
d
ies
m
o
s
tly
f
o
cu
s
ed
o
n
t
h
e
an
aly
s
is
o
f
s
p
ec
if
ic
m
eth
o
d
s
o
r
to
o
ls
.
Am
o
n
g
th
o
s
e
p
r
esen
ted
in
th
is
g
r
o
u
p
o
f
p
u
b
licatio
n
s
ar
e
f
lip
p
ed
cla
s
s
r
o
o
m
s
[
4
5
]
,
[
55
]
,
[
56
]
,
v
ir
tu
al
class
r
o
o
m
s
[
3
5
]
,
[
52
]
,
B
lack
b
o
ar
d
[
3
4
]
,
[
51
]
,
[
57
]
,
Go
o
g
le
W
o
r
k
s
p
ac
e
[
41
]
,
d
ig
ital
b
ad
g
es
[
58
]
,
Mo
o
d
le
[
2
6
]
,
[
3
0
]
,
[
3
3
]
,
[
42
]
,
[
43
]
,
[
59
]
,
[
60
]
,
o
n
lin
e
p
latf
o
r
m
s
[
2
7
]
,
[
39
]
,
v
ir
tu
al
r
eso
u
r
ce
s
[
2
9
]
,
[
38
]
,
[
40
]
,
an
d
o
n
lin
e
t
ests
[
3
6
]
,
[
61
]
.
E
ac
h
p
latf
o
r
m
o
b
tain
ed
s
ig
n
i
f
ican
t r
esu
lts
f
o
r
teac
h
er
s
an
d
u
n
iv
er
s
ity
s
tu
d
en
ts
.
B
ased
o
n
th
e
co
llected
ar
ticle
s
,
it
ca
n
b
e
af
f
ir
m
e
d
th
at
h
y
b
r
id
ed
u
ca
tio
n
was
n
o
t
a
n
ew
c
o
n
ce
p
t
f
o
r
th
e
ed
u
ca
tio
n
al
c
o
m
m
u
n
ity
.
I
n
itiativ
es
h
ad
alr
ea
d
y
em
er
g
ed
to
ex
p
lo
r
e
its
ad
v
an
tag
e
s
co
m
p
ar
ed
to
th
e
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
a
n
d
e
v
en
v
ir
tu
al
m
o
d
alities
.
B
ef
o
r
e
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
h
y
b
r
id
ed
u
ca
tio
n
was
co
n
s
id
er
ed
a
p
r
o
m
is
in
g
alte
r
n
ativ
e,
r
ec
o
g
n
izin
g
t
h
e
b
e
n
ef
its
o
f
co
m
b
in
i
n
g
in
-
p
er
s
o
n
ac
tiv
ities
with
au
to
n
o
m
o
u
s
wo
r
k
an
d
th
e
in
t
er
est
it
g
en
e
r
ated
a
m
o
n
g
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
[
2
9
]
,
[
3
0
]
,
[
3
5
]
,
[
3
6
]
,
[
38
]
,
[
42
]
,
[
4
4
]
,
[
47
]
,
[
62
]
.
Ho
wev
e
r
,
as
an
em
er
g
in
g
m
o
d
ality
,
s
e
v
er
al
im
p
r
o
v
em
en
ts
wer
e
s
till
n
ec
ess
ar
y
f
o
r
it
to
b
e
estab
lis
h
ed
as a
v
iab
le
alter
n
ativ
e
[
3
4
]
,
[
53
]
,
[
54
].
W
ith
th
e
o
n
s
et
o
f
th
e
p
an
d
e
m
ic,
ed
u
ca
tio
n
was
f
o
r
ce
d
to
s
h
if
t
to
a
v
ir
tu
al
m
o
d
ality
,
s
u
b
s
eq
u
en
tly
d
r
awin
g
atten
tio
n
to
o
th
er
alter
n
ativ
es
s
u
ch
as
h
y
b
r
id
ed
u
ca
t
io
n
.
Am
id
s
t
th
is
tr
an
s
itio
n
,
is
s
u
es
wer
e
r
ep
o
r
ted
,
s
u
ch
as
th
e
tech
n
o
lo
g
ical
a
n
d
s
o
cial
co
n
d
itio
n
s
o
f
s
tu
d
e
n
ts
lim
itin
g
th
eir
ac
ce
s
s
to
v
ir
tu
al
to
o
ls
[
2
7
]
,
[
50
]
.
Alth
o
u
g
h
it
i
n
itially
f
ac
ed
s
o
m
e
d
is
ap
p
r
o
v
al,
h
y
b
r
i
d
ed
u
ca
tio
n
d
u
r
in
g
t
h
e
p
a
n
d
em
ic
p
r
o
v
ed
to
b
e
a
v
iab
le
alter
n
ativ
e
to
tr
ad
itio
n
al
in
-
p
er
s
o
n
in
s
tr
u
ctio
n
o
r
f
u
lly
v
ir
tu
al
ap
p
r
o
ac
h
es,
o
f
ten
b
ec
o
m
in
g
th
e
p
r
ef
er
r
e
d
m
o
d
ality
f
o
r
s
tu
d
en
ts
[
2
8
]
,
[
51
]
,
[
63
]
–
[
65
]
.
On
th
e
o
th
er
h
an
d
,
t
h
is
also
en
tailed
an
ad
ap
tatio
n
p
r
o
ce
s
s
f
o
r
teac
h
er
s
,
wh
o
en
c
o
u
n
te
r
ed
d
if
f
icu
lties
im
p
lem
en
tin
g
th
is
n
ew
m
o
d
al
ity
in
to
th
eir
teac
h
in
g
s
ty
les.
W
ith
in
th
is
co
n
tex
t,
it
wa
s
im
p
o
r
tan
t
to
s
tu
d
y
th
e
p
h
ases
th
r
o
u
g
h
wh
ic
h
a
teac
h
er
g
o
es
u
n
til
ef
f
ec
tiv
ely
ad
o
p
t
in
g
th
e
h
y
b
r
id
m
o
d
ality
,
b
ein
g
ab
le
to
ex
p
l
o
it
it
ef
f
icien
tly
f
o
r
th
e
b
en
ef
it
o
f
t
h
eir
s
tu
d
en
ts
[
66
]
.
Ad
d
itio
n
al
ly
,
o
th
er
s
tu
d
ies
o
n
teac
h
e
r
s
h
av
e
ex
p
lo
r
ed
th
eir
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
5
3
-
4
3
6
3
4358
p
er
ce
p
tio
n
o
f
h
y
b
r
id
ed
u
ca
tio
n
.
Fr
o
m
th
is
,
it
was
o
b
s
er
v
ed
th
at,
with
p
r
o
p
er
tr
ai
n
in
g
,
teac
h
er
s
ten
d
to
em
b
r
ac
e
th
e
h
y
b
r
id
m
o
d
ality
,
co
n
s
id
er
in
g
it e
x
ce
llen
t f
o
r
lear
n
in
g
a
n
d
h
i
g
h
ly
a
p
p
licab
le
to
th
eir
class
es [
52
].
Fro
m
its
in
ce
p
tio
n
,
h
y
b
r
id
ed
u
ca
tio
n
h
as
s
h
o
wn
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
e
n
t
m
o
tiv
atio
n
[
38
]
,
[
56
]
.
A
b
len
d
ed
lear
n
in
g
ap
p
r
o
ac
h
is
ap
p
ea
lin
g
d
u
e
to
th
e
f
le
x
ib
i
lity
an
d
c
u
s
to
m
izatio
n
it
allo
ws
[
67
]
,
as
well
as
o
th
er
ad
v
a
n
tag
es
s
u
ch
as
im
p
r
o
v
in
g
d
ig
ital
s
k
ills
[
42
]
,
p
r
o
v
id
in
g
s
tu
d
en
ts
with
g
r
ea
t
er
au
to
n
o
m
y
[
45
]
,
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ics
co
v
er
ed
[
40
]
.
B
ased
o
n
th
ese
ad
v
an
tag
es,
s
tu
d
en
ts
ten
d
to
ex
p
r
ess
ap
p
r
o
v
al
f
o
r
t
h
e
im
p
lem
en
tatio
n
o
f
a
h
y
b
r
i
d
m
o
d
alit
y
,
s
ee
k
in
g
g
r
ea
ter
co
n
v
en
i
en
ce
alo
n
g
s
id
e
an
im
p
r
o
v
em
e
n
t in
th
eir
lear
n
in
g
[
3
6
]
,
[
43
]
,
[
52
].
I
n
p
ar
ticu
la
r
,
th
e
M
o
o
d
le
p
latf
o
r
m
is
attr
ac
tin
g
th
e
atten
tio
n
o
f
v
ar
i
o
u
s
r
esear
ch
er
s
with
in
t
h
e
h
y
b
r
id
m
o
d
ality
,
b
ein
g
th
e
m
o
s
t
u
s
ed
with
in
th
e
co
llected
p
u
b
l
icatio
n
s
.
T
h
is
is
b
ec
au
s
e
M
o
o
d
le
en
ab
les
th
e
s
tim
u
latio
n
o
f
r
ef
lectiv
e
th
i
n
k
i
n
g
b
y
in
co
r
p
o
r
atin
g
d
id
ac
tic
r
eso
u
r
ce
s
th
at
r
esu
lt
in
a
m
o
r
e
in
ter
ac
tiv
e
lear
n
in
g
ex
p
er
ien
ce
.
Stu
d
ies
r
eg
ar
d
in
g
th
e
u
s
e
o
f
th
is
p
latf
o
r
m
h
a
v
e
d
em
o
n
s
tr
ated
its
ef
f
ec
tiv
en
ess
in
m
o
tiv
atin
g
s
tu
d
en
ts
an
d
en
h
an
ci
n
g
b
o
t
h
th
eir
ed
u
ca
tio
n
al
e
x
p
er
ien
ce
a
n
d
p
er
f
o
r
m
a
n
ce
,
in
f
lu
e
n
cin
g
t
h
eir
p
r
ef
er
e
n
ce
f
o
r
h
y
b
r
id
ed
u
ca
tio
n
.
Ad
d
itio
n
ally
,
o
th
e
r
s
tu
d
ies
h
ig
h
lig
h
t
th
e
u
tili
ty
o
f
a
m
o
tiv
atio
n
m
an
a
g
er
to
am
p
lify
th
e
b
en
ef
its
o
f
Mo
o
d
le
an
d
im
p
r
o
v
e
s
tu
d
en
ts
’
in
ter
est lev
els [
2
6
]
,
[
3
0
]
,
[
33
]
,
[
42
]
,
[
43
]
,
[
59
]
,
[
60
]
,
[
68
].
B
len
d
ed
ed
u
ca
tio
n
h
as
e
x
p
er
i
en
ce
d
s
ig
n
if
ican
t
p
r
o
g
r
ess
d
u
r
in
g
th
e
p
an
d
e
m
ic;
h
o
wev
e
r
,
s
t
u
d
ies
h
av
e
id
en
tifie
d
s
ev
er
al
asp
ec
ts
th
at
n
ee
d
im
p
r
o
v
em
en
t
with
in
it.
On
th
e
o
n
e
h
a
n
d
,
lim
itatio
n
s
r
elate
d
to
in
ter
n
et
ac
ce
s
s
o
r
s
u
itab
le
tech
n
o
lo
g
i
ca
l
to
o
ls
ar
e
h
ig
h
lig
h
ted
[
3
4
]
.
Ad
d
itio
n
ally
,
th
is
t
y
p
e
o
f
ed
u
ca
tio
n
r
eq
u
i
r
es
u
s
er
-
f
r
ien
d
l
y
d
ig
ital
p
latf
o
r
m
s
as
well
as
clea
r
an
d
ef
f
ec
tiv
e
m
ater
ial
with
in
a
well
-
s
tr
u
ctu
r
ed
b
len
d
e
d
co
u
r
s
e
to
p
r
o
v
id
e
a
q
u
ality
e
d
u
ca
tio
n
al
ex
p
er
ien
ce
[
46
]
,
[
69
]
.
T
h
e
task
o
f
r
ein
f
o
r
cin
g
th
is
n
ew
m
o
d
ality
lar
g
el
y
f
alls
o
n
teac
h
er
s
an
d
th
eir
d
esire
to
en
h
an
ce
t
h
eir
p
r
ac
tice
a
n
d
d
ig
ital
k
n
o
wled
g
e
.
Ho
wev
er
,
it
is
em
p
h
asized
th
at
th
ey
o
f
ten
lack
th
e
n
ec
ess
ar
y
s
u
p
p
o
r
t f
r
o
m
th
eir
e
d
u
ca
tio
n
al
i
n
s
titu
tio
n
s
[
66
].
3
.
2
.
Dis
cu
s
s
io
n
T
h
e
an
aly
s
is
an
d
n
a
r
r
ativ
e
s
y
n
th
esis
o
f
th
e
ar
ticles
s
elec
te
d
in
th
is
r
ev
iew
allo
wed
af
f
ir
m
in
g
th
at
h
y
b
r
id
e
d
u
ca
tio
n
h
ad
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
in
ad
d
itio
n
to
im
p
r
o
v
in
g
d
ig
ital
s
k
ills
,
en
ab
lin
g
g
r
ea
ter
au
to
n
o
m
y
a
n
d
in
cr
ea
s
in
g
s
tu
d
e
n
ts
’
u
n
d
e
r
s
tan
d
in
g
.
T
h
ese
r
esu
lts
co
in
cid
e
with
r
esear
ch
co
n
d
u
cte
d
in
R
o
m
an
ia,
wh
er
e
it
is
s
tated
th
at
tech
n
o
lo
g
ical
m
ed
ia
(
s
u
ch
as
v
ir
t
u
al
r
ea
lity
)
h
av
e
th
e
p
o
ten
tial
to
s
u
cc
ess
f
u
lly
m
o
tiv
ate
an
d
en
g
ag
e
u
n
iv
er
s
ity
s
tu
d
en
ts
[
70
]
.
Similar
ly
,
an
o
th
er
s
tu
d
y
c
o
n
d
u
cte
d
in
T
u
r
k
e
y
s
h
o
wed
th
at
h
y
b
r
id
lear
n
i
n
g
c
an
b
e
u
s
ed
as
a
s
tr
ateg
y
th
at
i
n
cr
ea
s
es
atten
tio
n
co
n
tr
o
l
a
n
d
p
er
ce
iv
ed
lear
n
in
g
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
[
71
]
.
A
n
o
th
er
s
tu
d
y
ac
c
o
u
n
ted
f
o
r
th
e
s
am
e
r
esu
lts
f
o
u
n
d
in
th
is
r
ev
iew,
h
o
wev
e
r
,
th
e
au
th
o
r
s
r
ec
o
m
m
e
n
d
ed
th
at
h
y
b
r
id
ed
u
ca
tio
n
s
h
o
u
ld
o
n
ly
b
e
im
p
lem
en
ted
in
co
u
r
s
es
wh
er
e
co
u
r
s
es
ca
n
n
o
t
b
e
tau
g
h
t
en
tire
ly
with
in
f
ac
u
lties
[
72
]
.
T
h
u
s
,
f
o
r
e
d
u
ca
tio
n
al
p
r
ac
tice,
it
is
r
eq
u
ir
ed
to
id
e
n
tify
wh
ich
ar
e
th
e
co
u
r
s
es
in
wh
ich
s
tu
d
en
ts
d
o
n
o
t
s
h
o
w
in
te
r
est
an
d
,
f
r
o
m
t
h
er
e,
to
im
p
lem
en
t
h
y
b
r
id
e
d
u
ca
tio
n
g
r
ad
u
ally
to
o
b
tain
th
e
ex
p
ec
ted
r
esu
lts
in
th
e
teac
h
in
g
-
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
e
in
co
r
p
o
r
atio
n
o
f
s
o
cial
n
etwo
r
k
s
o
r
p
latf
o
r
m
s
with
wh
ich
s
tu
d
e
n
ts
f
ee
l f
am
iliar
will f
ac
ilit
ate
th
e
ch
an
g
e
o
f
m
o
d
ality
[
73
]
.
An
o
th
er
r
esu
lt
o
b
tain
ed
f
r
o
m
th
e
n
ar
r
ativ
e
s
y
n
th
esis
wa
s
th
at,
o
f
th
e
p
latf
o
r
m
s
u
s
ed
in
h
y
b
r
id
ed
u
ca
tio
n
,
th
e
Mo
o
d
le
p
latf
o
r
m
h
as
g
ain
ed
th
e
ac
ce
p
tan
ce
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
f
o
r
its
ea
s
e
o
f
u
s
e,
in
ad
d
itio
n
,
it
f
ac
ilit
ates
s
tu
d
en
t
f
ee
d
b
ac
k
an
d
r
ef
lectio
n
.
T
h
ese
r
esu
lts
co
in
cid
e
with
th
o
s
e
o
f
an
o
th
er
liter
atu
r
e
r
ev
iew,
wh
ich
id
en
tifie
d
M
o
o
d
le
’
s
ea
s
e
o
f
u
s
e
an
d
in
ter
d
is
cip
lin
ar
ity
as
its
m
ain
ad
v
an
t
ag
es
[
74
]
.
A
s
tu
d
y
co
n
d
u
cte
d
in
Gr
ee
ce
s
h
o
wed
th
at
s
tu
d
en
ts
p
er
ce
iv
e
th
at
h
y
b
r
id
ed
u
ca
tio
n
allo
ws
im
m
ed
i
ac
y
with
teac
h
er
s
,
s
o
cializa
tio
n
an
d
in
ter
ac
tio
n
s
,
f
am
iliar
ity
with
d
ig
ital
tech
n
o
lo
g
y
,
an
d
th
e
p
o
s
s
ib
ilit
y
o
f
in
ter
n
s
h
ip
s
[
75
]
.
A
s
tu
d
y
co
n
d
u
cted
in
T
u
r
k
e
y
ev
id
en
ce
d
th
e
p
r
ef
er
en
ce
th
a
t
s
tu
d
en
ts
h
ad
o
n
th
e
Mo
o
d
le
p
latf
o
r
m
,
as
th
ey
f
o
u
n
d
it
s
im
p
le
to
u
s
e
an
d
all
o
wed
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
to
im
p
r
o
v
e
[
76
]
.
O
n
th
e
o
th
er
h
a
n
d
,
an
o
th
er
s
tu
d
y
af
f
ir
m
s
th
e
n
ee
d
to
im
p
lem
en
t
o
th
er
p
latf
o
r
m
s
b
esid
es
Mo
o
d
le
to
o
b
tain
th
e
ex
p
ec
ted
r
esu
lts
f
r
o
m
s
tu
d
en
ts
[
77
]
.
T
h
u
s
,
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice,
Mo
o
d
le
s
ee
m
s
to
b
e
th
e
m
o
s
t
b
en
ef
icial
o
p
ti
o
n
f
o
r
s
tu
d
en
ts
,
s
o
teac
h
er
s
s
h
o
u
ld
id
e
n
tify
th
e
s
u
b
jects in
wh
ich
th
is
p
latf
o
r
m
c
an
b
e
s
u
cc
ess
f
u
lly
im
p
lem
e
n
ted
[
78
]
.
Fin
ally
,
d
if
f
icu
lties
r
elate
d
t
o
h
y
b
r
id
ed
u
ca
tio
n
wer
e
id
e
n
tifie
d
,
wh
ic
h
wer
e
r
elate
d
to
i
n
ter
n
et
ac
ce
s
s
,
d
if
f
icu
lty
in
u
s
in
g
th
e
p
latf
o
r
m
s
,
an
d
teac
h
er
s
’
ex
p
er
ien
ce
with
th
e
tech
n
o
lo
g
y
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
th
o
s
e
o
f
an
o
th
er
liter
atu
r
e
r
ev
iew,
wh
ich
s
tates
th
at
h
y
b
r
id
lear
n
in
g
cr
e
ates
a
m
o
r
e
f
lex
ib
le
an
d
en
g
a
g
in
g
lear
n
in
g
e
n
v
ir
o
n
m
en
t
co
m
p
ar
ed
to
f
u
lly
o
n
lin
e
o
r
f
u
lly
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
,
b
u
t
th
at
th
e
ch
allen
g
es
it
p
r
esen
ts
ar
e
p
e
d
ag
o
g
ical
an
d
tech
n
o
lo
g
ical
in
n
atu
r
e
[
79
]
.
A
p
r
ev
io
u
s
s
t
u
d
y
ev
id
e
n
ce
d
th
at
h
ig
h
er
ed
u
ca
tio
n
teac
h
er
s
f
a
ce
u
n
f
am
iliar
ity
with
tech
n
o
lo
g
ies,
as
ab
r
u
p
t
ch
an
g
es
in
teac
h
in
g
m
o
d
ality
h
in
d
er
ed
th
eir
ad
a
p
tatio
n
p
r
o
ce
s
s
[
80
]
.
L
ik
ewise,
a
th
eo
r
e
tical
f
r
am
ewo
r
k
is
n
ec
ess
ar
ily
r
eq
u
i
r
ed
to
g
u
id
e
teac
h
er
s
in
th
e
ch
an
g
e
o
f
m
o
d
ality
,
in
ad
d
itio
n
t
o
co
n
s
tan
t
tr
ain
in
g
in
th
e
m
an
ag
em
e
n
t
o
f
tech
n
o
lo
g
ies
o
r
th
e
cr
ea
tio
n
o
f
p
latf
o
r
m
s
f
o
r
h
y
b
r
id
lear
n
in
g
[
81
]
–
[
83
]
.
Face
d
with
th
ese
d
if
f
icu
lties
,
in
ed
u
ca
tio
n
al
p
r
ac
tice
it
is
s
u
g
g
ested
th
at
i
n
itiativ
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e
i
n
tr
o
d
u
ce
d
b
y
u
n
iv
e
r
s
ities
an
d
teac
h
er
s
to
r
ed
u
ce
s
tu
d
en
t
d
e
m
o
tiv
atio
n
,
im
p
r
o
v
e
th
e
tech
n
o
lo
g
ical
k
n
o
wled
g
e
o
f
teac
h
er
s
a
n
d
s
tu
d
en
ts
,
a
n
d
allo
w
th
e
s
u
cc
ess
f
u
l
i
n
teg
r
atio
n
o
f
h
y
b
r
id
ed
u
ca
tio
n
[
84
]
–
[
86
]
.
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
I
mp
a
ct
o
f h
y
b
r
id
ed
u
c
a
tio
n
in
h
ig
h
er e
d
u
c
a
tio
n
:
a
s
ystema
tic
r
ev
iew
(
V
icto
r
Hu
g
o
Heren
cia
-
E
s
ca
la
n
te)
4359
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
is
s
y
s
tem
atic
r
ev
iew,
it
ca
n
b
e
s
ee
n
th
at
h
y
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r
i
d
ed
u
ca
tio
n
h
as
p
o
s
itio
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ed
its
elf
as
an
ef
f
icien
t
alter
n
at
iv
e
f
o
r
ed
u
ca
tio
n
al
ac
tiv
ities
.
T
h
r
o
u
g
h
th
e
r
e
v
iew
o
f
th
e
co
llected
a
r
ticles,
we
ex
p
lo
r
e
d
th
e
im
p
ac
t
o
f
th
e
tr
an
s
itio
n
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a
p
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ely
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ir
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m
o
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e
d
u
e
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e
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estrictiv
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s
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r
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ed
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h
o
w
th
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id
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o
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a
b
len
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ed
lear
n
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g
a
p
p
r
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ac
h
h
as
b
ee
n
attr
ac
t
iv
e
to
s
tu
d
en
ts
.
Stu
d
ies o
n
h
y
b
r
id
ed
u
ca
tio
n
h
av
e
r
ein
f
o
r
ce
d
th
e
id
ea
t
h
at
h
y
b
r
id
ed
u
ca
tio
n
b
r
i
n
g
s
to
g
eth
e
r
b
en
ef
icial
asp
ec
ts
o
f
f
ac
e
-
to
-
f
ac
e
an
d
v
ir
tu
al
lear
n
in
g
,
p
r
o
v
id
in
g
g
r
ea
te
r
ad
v
an
tag
es
f
o
r
lear
n
er
s
.
T
h
r
o
u
g
h
d
ig
ital
to
o
ls
s
u
ch
as
v
ir
tu
al
p
latf
o
r
m
s
,
o
n
lin
e
r
eso
u
r
ce
s
,
an
d
ev
e
n
o
n
lin
e
p
la
tf
o
r
m
s
s
u
ch
as
Mo
o
d
le,
b
len
d
ed
lear
n
in
g
h
as
s
ee
n
a
s
ig
n
if
ic
an
t
im
p
r
o
v
em
en
t
in
r
ec
en
t
y
ea
r
s
,
g
r
ad
u
ally
tak
in
g
h
o
ld
in
v
ar
io
u
s
p
ar
ts
o
f
t
h
e
wo
r
ld
.
Ho
wev
er
,
it
is
s
till
a
wo
r
k
in
p
r
o
g
r
ess
,
s
o
th
er
e
ar
e
s
ev
e
r
al
asp
ec
ts
th
at
s
till
n
ee
d
to
b
e
im
p
r
o
v
ed
.
E
v
en
if
m
o
s
t
s
tu
d
en
ts
ar
e
w
illi
n
g
to
ad
o
p
t
th
is
ap
p
r
o
ac
h
,
it
is
ess
en
tial
th
at
t
h
ey
h
a
v
e
th
e
n
ec
ess
ar
y
d
i
g
ital
r
eso
u
r
ce
s
to
d
o
s
o
.
Similar
ly
,
it
is
ess
en
tial
th
at
teac
h
er
s
h
av
e
th
e
n
ec
ess
ar
y
tr
ain
in
g
an
d
r
eso
u
r
ce
s
,
as
th
ey
ar
e
p
r
im
ar
ily
r
esp
o
n
s
ib
le
f
o
r
im
p
lem
en
tin
g
th
is
ty
p
e
o
f
e
d
u
ca
tio
n
.
Ov
er
all,
th
e
s
u
cc
ess
o
f
a
h
y
b
r
id
m
o
d
el
d
ep
en
d
s
o
n
b
o
th
s
tu
d
en
ts
a
n
d
teac
h
er
s
,
as
well
as
h
ig
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
th
em
s
elv
es,
wo
r
k
in
g
t
o
g
eth
er
to
im
p
r
o
v
e
t
h
e
e
d
u
ca
tio
n
al
ex
p
er
ien
ce
f
o
r
th
e
b
en
ef
it o
f
s
tu
d
en
ts
.
T
h
is
r
ev
iew
was
ca
r
r
ied
o
u
t
in
th
e
Sco
p
u
s
an
d
SciEL
O
d
atab
ases
an
d
th
e
tim
e
lim
it
f
o
r
p
u
b
licatio
n
s
was
5
y
ea
r
s
.
Fu
tu
r
e
r
ev
iews
o
n
h
y
b
r
id
ed
u
ca
tio
n
ca
n
b
e
co
n
d
u
cted
in
o
th
e
r
d
atab
ases
s
u
ch
as
W
eb
o
f
Scien
ce
s
,
E
B
SC
O
o
r
E
R
I
C
,
th
e
latter
m
ain
ly
b
ec
au
s
e
it
is
en
tire
ly
f
o
cu
s
ed
o
n
ed
u
c
atio
n
.
L
ik
ewise,
th
is
s
tu
d
y
was
co
n
d
u
cted
in
th
e
u
n
iv
er
s
ity
p
o
p
u
latio
n
;
o
th
er
s
tu
d
ies
m
ay
ad
d
r
ess
o
th
er
ed
u
ca
tio
n
a
l
lev
els
o
r
p
er
f
o
r
m
co
m
p
ar
ativ
e
an
aly
s
es
b
etwe
en
th
e
r
esu
lts
o
b
tain
e
d
at
ea
c
h
le
v
el.
On
th
e
o
th
e
r
h
a
n
d
,
a
n
ar
r
ativ
e
s
y
n
th
esis
was
p
er
f
o
r
m
ed
,
s
o
o
t
h
er
r
e
v
iews
m
ay
o
p
t
f
o
r
a
s
ig
n
if
ica
n
t
m
e
ta
-
an
aly
s
is
o
n
th
e
p
o
s
s
ib
le
s
ig
n
if
ican
t
ef
f
ec
ts
o
f
h
y
b
r
id
ed
u
ca
tio
n
in
h
i
g
h
er
e
d
u
ca
tio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
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
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT
)
to
r
ec
o
g
n
ize
in
d
iv
id
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
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M
So
Va
Fo
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E
Vi
Su
P
Fu
Victo
r
Hu
g
o
Her
e
n
cia
-
E
s
ca
lan
te
✓
✓
✓
✓
✓
✓
✓
W
illi
am
J
e
s
ú
s
C
ar
d
en
as
-
Z
ed
an
o
✓
✓
✓
✓
✓
✓
✓
✓
J
im
en
a
An
g
elica
E
tch
ar
t
-
Pu
za
✓
✓
✓
✓
✓
✓
✓
Ser
g
io
Ar
tu
r
o
R
o
jas
C
h
ac
altan
a
✓
✓
✓
✓
✓
✓
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
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o
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:
W
r
i
t
i
n
g
-
O
r
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n
a
l
D
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a
f
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:
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t
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v
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w
&
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d
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Vi
:
Vi
su
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a
t
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:
Su
p
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v
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s
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P
:
P
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t
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d
mi
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st
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a
t
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NF
L
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F
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S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
aila
b
le
o
n
r
eq
u
est
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
[
VHH
-
E].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
3
5
3
-
4
3
6
3
4360
RE
F
E
R
E
NC
E
S
[
1
]
M
.
C
i
o
t
t
i
,
M
.
C
i
c
c
o
z
z
i
,
A
.
Te
r
r
i
n
o
n
i
,
W
.
-
C
.
J
i
a
n
g
,
C
.
-
B
.
W
a
n
g
,
a
n
d
S
.
B
e
r
n
a
r
d
i
n
i
,
“
T
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
,
”
C
ri
t
i
c
a
l
Re
v
i
e
w
s
i
n
C
l
i
n
i
c
a
l
L
a
b
o
r
a
t
o
ry
S
c
i
e
n
c
e
s
,
v
o
l
.
5
7
,
n
o
.
6
,
p
p
.
3
6
5
–
3
8
8
,
A
u
g
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
0
8
3
6
3
.
2
0
2
0
.
1
7
8
3
1
9
8
.
[
2
]
J.
H
o
o
f
m
a
n
a
n
d
E.
S
e
c
o
r
d
,
“
T
h
e
E
f
f
e
c
t
o
f
C
O
V
I
D
-
1
9
o
n
E
d
u
c
a
t
i
o
n
,
”
Pe
d
i
a
t
ri
c
C
l
i
n
i
c
s
o
f
N
o
rt
h
Am
e
ri
c
a
,
v
o
l
.
6
8
,
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o
.
5
,
p
p
.
1
0
7
1
–
1
0
7
9
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
c
l
.
2
0
2
1
.
0
5
.
0
0
9
.
[
3
]
S
.
K
.
Th
a
h
e
e
m
,
M
.
J.
Z.
A
b
i
d
i
n
,
Q
.
M
i
r
z
a
,
a
n
d
H
.
U
.
P
a
t
h
a
n
,
“
O
n
l
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n
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t
e
a
c
h
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n
g
b
e
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e
f
i
t
s
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n
d
c
h
a
l
l
e
n
g
e
s
d
u
r
i
n
g
p
a
n
d
e
mi
c
C
O
V
I
D
-
1
9
:
a
c
o
m
p
a
r
a
t
i
v
e
st
u
d
y
o
f
P
a
k
i
st
a
n
a
n
d
I
n
d
o
n
e
s
i
a
,
”
As
i
a
n
E
d
u
c
a
t
i
o
n
a
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[
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