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I
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.
1
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Feb
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20
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re
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d
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ted
a
m
o
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g
4
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d
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d
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ll
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u
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d
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h
u
s,
d
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tec
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c
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s
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to
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l
fo
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h
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c
in
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t
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d
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m
p
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d
u
c
a
ti
o
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a
l
o
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tco
m
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s,
p
a
rti
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u
larl
y
in
t
h
e
c
o
n
tex
t
o
f
re
m
o
te
lea
rn
i
n
g
.
T
h
e
se
fin
d
i
n
g
s
u
n
d
e
rsc
o
re
th
e
imp
o
rta
n
c
e
o
f
i
n
teg
ra
ti
n
g
d
i
g
it
a
l
tec
h
n
o
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o
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ies
i
n
to
th
e
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d
u
c
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ti
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a
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m
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n
s o
f
su
p
p
o
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g
e
t
h
ica
l
c
u
lt
u
re
.
K
ey
w
o
r
d
s
:
Dig
italizatio
n
Dis
tan
ce
lear
n
in
g
E
th
ical
tr
an
s
f
o
r
m
atio
n
I
n
n
o
v
atio
n
s
Mo
d
er
n
tec
h
n
o
lo
g
ies
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Z
u
o
Yu
an
L
i
u
C
o
lleg
e
o
f
Ma
r
x
is
m
,
B
eijin
g
I
n
s
titu
te
o
f
T
ec
h
n
o
lo
g
y
No
.
6
-
9
Yar
d
,
L
a
n
g
Xian
g
E
ast Stre
et,
Fan
g
Sh
an
Dis
tr
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B
eijin
g
,
1
0
2
4
8
8
,
Peo
p
les R
ep
u
b
l
ic
o
f
C
h
in
a
E
m
ail: liu
_
zu
o
y
u
an
@
o
n
m
ail.
c
o
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
co
n
tex
t
o
f
th
e
p
an
d
e
m
ic,
d
ig
ital
tech
n
o
lo
g
ies
h
a
v
e
g
ain
ed
p
r
o
m
in
en
ce
,
im
p
a
ctin
g
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
an
d
lead
in
g
to
eth
ical
tr
a
n
s
f
o
r
m
ati
o
n
with
in
it
[
1
]
,
[
2
]
.
T
h
e
d
em
an
d
f
o
r
th
e
u
s
e
o
f
m
o
d
er
n
tech
n
o
lo
g
ies
to
f
ac
i
litate
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
h
as
in
cr
ea
s
ed
d
u
r
in
g
th
e
p
an
d
em
ic
[
3
]
,
[
4
]
.
T
h
e
d
ig
italizatio
n
o
f
th
e
ed
u
c
atio
n
al
en
v
ir
o
n
m
en
t
af
f
ec
ts
th
e
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
b
y
b
o
th
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
,
as
it
b
r
in
g
s
ab
o
u
t
a
tr
an
s
f
o
r
m
atio
n
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
as
a
wh
o
le
[
5
]
.
On
e
o
f
th
e
ef
f
ec
tiv
e
co
m
p
o
n
en
ts
o
f
m
o
d
er
n
ed
u
ca
tio
n
is
ar
tific
ial
in
tellig
en
ce
,
wh
ich
in
cr
ea
s
in
g
ly
ass
u
m
es
task
s
tr
ad
itio
n
ally
p
er
f
o
r
m
e
d
b
y
h
u
m
an
s
d
u
e
to
its
ex
ten
s
iv
e
f
u
n
c
tio
n
ality
[
6
]
.
Dis
tan
ce
lear
n
i
n
g
r
eq
u
ir
es a
d
h
e
r
en
ce
to
eth
ical
n
o
r
m
s
,
wh
ich
n
o
t
o
n
ly
in
clu
d
es
co
m
m
u
n
icatio
n
v
ia
em
ail
an
d
o
n
lin
e
v
i
d
eo
co
n
f
er
en
cin
g
p
latf
o
r
m
s
(
Z
o
o
m
,
Sk
y
p
e,
an
d
Go
o
g
le
Me
et)
,
b
u
t
also
th
e
u
p
h
o
ld
in
g
o
f
ac
ad
em
ic
in
teg
r
ity
wh
e
n
in
s
tr
u
cto
r
s
wr
ite
r
esear
ch
p
ap
er
s
an
d
s
tu
d
e
n
ts
co
m
p
lete
ass
ig
n
m
en
ts
[
7
]
.
Fo
r
in
s
tan
ce
,
p
lag
iar
is
m
ch
ec
k
s
wer
e
in
tr
o
d
u
ce
d
f
o
r
s
tu
d
en
ts
’
th
eses
to
en
h
an
ce
co
m
p
lian
ce
with
eth
ical
s
t
an
d
ar
d
s
d
u
r
i
n
g
th
eir
wr
itin
g
p
r
o
ce
s
s
[
8
]
,
[
9
]
.
Fu
r
th
er
m
o
r
e
,
b
ef
o
r
e
p
u
b
licati
o
n
in
jo
u
r
n
als
in
d
e
x
ed
i
n
s
cien
to
m
etr
ic
d
atab
ases
(
Sco
p
u
s
an
d
W
eb
o
f
Scien
ce
)
,
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
943
-
954
944
r
esear
ch
ar
ticles
u
n
d
er
g
o
p
la
g
iar
is
m
ch
ec
k
s
[
1
0
]
.
Ad
d
itio
n
al
ly
,
v
io
latio
n
s
o
f
ac
ad
em
ic
in
te
g
r
ity
ar
e
o
f
ten
d
u
e
to
a
lack
o
f
awa
r
e
n
ess
am
o
n
g
b
o
th
ed
u
ca
t
o
r
s
an
d
s
tu
d
en
ts
ab
o
u
t
t
h
e
s
p
ec
if
ic
r
e
q
u
ir
em
e
n
ts
f
o
r
m
ai
n
tain
in
g
eth
ical
s
tan
d
ar
d
s
o
f
ac
a
d
em
ic
in
teg
r
ity
,
as we
ll a
s
a
d
ef
icien
cy
in
th
e
n
ec
ess
ar
y
s
k
ills
[
1
1
]
.
T
h
u
s
,
to
r
ed
u
ce
in
s
tan
ce
s
o
f
d
ir
ec
t
co
p
y
in
g
f
r
o
m
o
th
er
s
’
wo
r
k
a
n
d
t
o
en
h
an
ce
t
h
e
aw
ar
en
ess
o
f
ed
u
ca
to
r
s
an
d
s
tu
d
e
n
ts
,
it
is
ess
en
tial
to
o
r
g
a
n
ize
an
d
c
o
n
d
u
ct
in
f
o
r
m
atio
n
al
t
r
ain
in
g
s
ess
io
n
s
o
r
o
n
lin
e
co
u
r
s
es.
T
h
ese
wo
u
ld
p
r
o
v
id
e
p
ar
ticip
an
ts
in
m
o
d
e
r
n
e
d
u
ca
tio
n
with
th
e
o
p
p
o
r
tu
n
ity
t
o
lear
n
m
o
r
e
ab
o
u
t
p
lag
iar
is
m
an
d
th
e
co
n
tem
p
o
r
ar
y
r
eq
u
ir
e
m
en
ts
f
o
r
ac
ad
e
m
ic
p
u
b
licatio
n
s
.
T
h
e
ch
alle
n
g
es
in
th
e
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
f
ed
u
ca
tio
n
i
n
R
u
s
s
ia
ca
n
also
b
e
attr
ib
u
te
d
to
th
e
lack
o
f
r
eso
u
r
ce
s
f
o
r
its
im
p
lem
en
tatio
n
,
th
e
u
n
p
r
ep
ar
ed
n
ess
o
f
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
,
a
n
d
t
h
e
lo
w
lev
el
o
f
tech
n
ical
c
o
m
p
eten
ce
d
ev
elo
p
m
en
t
[
1
2
]
.
Ad
d
itio
n
ally
,
t
h
e
u
s
e
o
f
d
i
g
ital
tech
n
o
l
o
g
ies,
p
a
r
ticu
lar
ly
s
o
cial
n
etwo
r
k
s
,
in
ed
u
ca
tio
n
f
o
s
ter
s
th
e
d
ev
elo
p
m
e
n
t
o
f
n
ew
r
elatio
n
s
h
ip
s
b
etwe
en
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
,
r
aises
is
s
u
e
s
r
elate
d
to
co
p
y
r
ig
h
t,
an
d
n
ec
ess
itates
a
n
ew
u
n
d
e
r
s
tan
d
in
g
o
f
t
h
e
c
o
n
ce
p
ts
o
f
p
r
o
f
e
s
s
io
n
alis
m
an
d
p
r
o
f
ess
io
n
al
c
o
m
p
eten
cies.
T
h
is
,
in
tu
r
n
,
e
x
p
an
d
s
th
eir
s
em
a
n
tic
s
co
p
e
a
n
d
o
p
er
atio
n
al
f
ea
t
u
r
es,
as
d
ig
ital
tr
an
s
f
o
r
m
atio
n
in
tr
o
d
u
ce
s
a
n
ew
f
o
r
m
at
o
f
in
ter
ac
tio
n
b
etwe
en
ed
u
ca
tio
n
al
r
e
p
r
esen
tativ
es
an
d
s
o
ciety
as
a
wh
o
le
[
1
3
]
.
T
h
e
co
n
ce
p
t
o
f
d
ig
ital
well
-
b
ein
g
eth
ics
en
co
m
p
ass
es
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
i
n
all
ar
ea
s
o
f
life
wh
er
e
d
ig
ital
tech
n
o
lo
g
ies
ar
e
u
tili
ze
d
[
1
4
]
,
[
1
5
]
.
I
n
th
e
c
o
n
tem
p
o
r
ar
y
ed
u
ca
t
io
n
al
p
r
o
ce
s
s
,
th
e
r
elev
an
ce
o
f
o
n
lin
e
an
d
d
is
tan
ce
lea
r
n
in
g
h
as
in
cr
ea
s
ed
,
n
ec
ess
itatin
g
th
e
in
teg
r
atio
n
o
f
d
ig
ital
tech
n
o
lo
g
i
es
in
to
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
6
]
.
T
h
e
n
ew
f
o
r
m
at
o
f
ed
u
ca
tio
n
,
b
ased
o
n
d
is
tan
ce
lear
n
in
g
,
in
v
o
lv
es
th
e
u
s
e
o
f
m
o
d
er
n
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
es,
o
n
lin
e
p
latf
o
r
m
s
,
an
d
m
o
b
ile
ap
p
lica
tio
n
s
[
1
7
]
.
R
esear
ch
er
s
f
r
o
m
E
n
g
lan
d
em
p
h
asize
th
at
a
r
tific
ial
in
tellig
en
ce
an
d
d
ig
ital
tech
n
o
lo
g
ies
s
h
o
u
ld
n
o
t
co
m
p
r
o
m
is
e
eth
ical
s
tan
d
a
r
d
s
,
p
ar
ticu
lar
ly
r
eg
a
r
d
in
g
au
to
n
o
m
y
,
ac
ad
em
ic
in
teg
r
ity
,
a
n
d
c
o
n
f
id
e
n
tiality
[
1
8
]
.
Mo
r
e
o
v
er
,
eth
ical
n
o
r
m
s
ar
e
ex
p
ec
ted
to
e
v
o
lv
e
with
in
th
e
c
o
n
tex
t
o
f
a
lear
n
er
-
ce
n
te
r
ed
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
an
d
co
n
tin
u
o
u
s
lear
n
in
g
[
1
9
]
.
Ho
wev
er
,
th
e
im
p
ac
t
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
n
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
an
d
s
k
ills
i
s
also
b
ein
g
an
aly
ze
d
.
Fo
r
in
s
tan
ce
,
p
r
ev
io
u
s
r
esear
ch
h
ig
h
lig
h
t
th
at
d
i
g
ital
tech
n
o
l
o
g
ies
co
n
tr
ib
u
te
t
o
th
e
d
ev
elo
p
m
en
t
o
f
cr
itical
th
in
k
in
g
w
h
en
u
s
ed
i
n
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
[
2
0
]
.
Ad
d
itio
n
ally
,
r
esear
ch
er
s
f
r
o
m
E
n
g
lan
d
n
o
te
th
e
p
o
s
itiv
e
in
f
lu
en
ce
o
f
d
ig
ital
tech
n
o
lo
g
ies
o
n
th
e
d
ev
el
o
p
m
en
t
o
f
cr
ea
tiv
ity
,
as
th
eir
ex
ten
s
iv
e
f
u
n
ctio
n
ality
allo
ws
f
o
r
th
e
cr
ea
tio
n
o
f
n
ew
id
ea
s
,
th
e
g
en
er
atio
n
o
f
u
n
c
o
n
v
en
tio
n
al
co
n
ce
p
ts
,
an
d
th
eir
p
r
ac
tical
im
p
lem
en
tatio
n
[
2
1
]
.
T
h
e
g
r
o
u
p
o
f
ap
p
licatio
n
s
u
s
e
d
to
f
ac
ilit
ate
d
is
tan
ce
lear
n
in
g
an
d
p
r
o
v
id
e
v
id
eo
c
o
m
m
u
n
icatio
n
is
m
o
s
t
co
m
m
o
n
ly
r
e
p
r
esen
ted
b
y
p
latf
o
r
m
s
s
u
ch
as
Z
o
o
m
,
Sk
y
p
e,
an
d
Go
o
g
le
Me
et,
wh
ich
ca
n
b
e
ac
ce
s
s
ed
n
o
t
o
n
ly
o
n
c
o
m
p
u
ter
s
b
u
t
also
o
n
m
o
b
ile
p
h
o
n
es
[
2
2
]
.
C
an
ad
ian
s
ch
o
la
r
s
em
p
h
asiz
e
th
e
u
s
er
-
f
r
ien
d
ly
f
u
n
ctio
n
ality
o
f
Z
o
o
m
,
wh
ich
n
o
t
o
n
ly
allo
ws
f
o
r
c
o
n
d
u
ctin
g
o
n
lin
e
class
es
in
v
id
eo
f
o
r
m
at
b
u
t
also
en
ab
les
s
cr
ee
n
s
h
ar
in
g
.
T
h
is
f
ea
tu
r
e
,
i
n
tu
r
n
,
aid
s
in
th
e
v
is
u
aliza
tio
n
o
f
e
d
u
ca
tio
n
al
m
ater
ial
a
n
d
en
h
an
ce
s
s
tu
d
e
n
ts
'
m
o
tiv
atio
n
t
o
lear
n
[
2
3
]
.
On
li
n
e
p
latf
o
r
m
s
ar
e
also
u
tili
ze
d
f
o
r
im
p
lem
e
n
tin
g
ed
u
ca
tio
n
,
ea
ch
with
d
is
tin
ct
f
u
n
ctio
n
alities
aim
ed
at
s
u
p
p
o
r
tin
g
v
a
r
io
u
s
ty
p
es
o
f
wo
r
k
.
Fo
r
in
s
tan
ce
,
a
s
tu
d
y
co
n
d
u
cte
d
in
I
n
d
ia
d
em
o
n
s
tr
ated
th
e
e
f
f
ec
tiv
en
es
s
o
f
o
n
lin
e
p
latf
o
r
m
s
in
en
h
an
cin
g
s
tu
d
en
t
m
o
tiv
atio
n
th
r
o
u
g
h
v
is
u
aliza
tio
n
f
ea
tu
r
es
an
d
3
D
f
o
r
m
ats
[
2
4
]
.
T
h
e
Mo
o
d
le
p
latf
o
r
m
allo
ws
f
o
r
th
e
cr
ea
tio
n
o
f
e
d
u
ca
tio
n
al
co
u
r
s
es
an
d
s
u
p
p
o
r
ts
d
is
tan
ce
lear
n
in
g
b
y
en
ab
lin
g
th
e
p
o
s
tin
g
o
f
n
ec
e
s
s
ar
y
ass
ig
n
m
en
ts
an
d
m
ain
tain
in
g
o
n
lin
e
g
r
ad
e
b
o
o
k
s
b
y
in
s
tr
u
cto
r
s
[
2
5
]
.
T
h
e
C
o
u
r
s
er
a
o
n
lin
e
p
latf
o
r
m
o
f
f
er
s
d
is
tin
ct
ad
v
a
n
tag
es,
as
it
h
o
s
ts
co
u
r
s
es
tau
g
h
t
b
y
in
ter
n
atio
n
al
in
s
tr
u
cto
r
s
in
E
n
g
lis
h
,
allo
win
g
s
tu
d
e
n
ts
n
o
t
o
n
ly
to
ac
q
u
ir
e
ess
en
tial e
d
u
c
atio
n
al
in
f
o
r
m
atio
n
b
u
t
also
t
o
im
p
r
o
v
e
th
eir
E
n
g
l
is
h
lan
g
u
ag
e
p
r
o
f
icien
c
y
[
2
6
]
.
T
h
e
iSp
r
in
g
p
latf
o
r
m
is
d
esig
n
ed
to
f
ac
ilit
ate
th
e
cr
ea
tio
n
o
f
cu
s
to
m
c
o
u
r
s
es
[
2
7
]
.
A
s
tu
d
y
co
n
d
u
cted
in
R
u
s
s
ia
d
em
o
n
s
tr
ated
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
th
is
p
latf
o
r
m
in
teac
h
in
g
R
u
s
s
ian
as
a
f
o
r
eig
n
lan
g
u
ag
e
th
r
o
u
g
h
o
n
lin
e
co
u
r
s
es
d
ev
elo
p
ed
b
y
n
a
tiv
e
s
p
ea
k
er
s
[
2
8
]
.
T
h
e
Sk
ills
h
ar
e
lear
n
in
g
p
latf
o
r
m
,
also
f
o
c
u
s
ed
o
n
co
u
r
s
e
cr
ea
tio
n
,
is
ad
v
an
tag
eo
u
s
d
u
e
t
o
its
wid
e
r
an
g
e
o
f
th
em
atic
co
u
r
s
es,
en
ab
lin
g
s
tu
d
en
ts
to
d
ev
elo
p
p
r
o
f
ess
io
n
al
s
k
ills
an
d
co
m
p
eten
cies
ac
r
o
s
s
m
u
ltip
le
f
ield
s
o
f
k
n
o
wled
g
e
[
2
9
]
.
T
h
e
p
r
in
cip
les
o
f
et
h
ical
b
e
h
av
io
r
t
h
at
m
u
s
t
b
e
u
p
h
eld
d
u
r
in
g
t
h
e
u
s
e
o
f
o
n
lin
e
p
latf
o
r
m
s
in
clu
d
e
co
n
f
id
en
tiality
,
ac
c
u
r
ac
y
,
a
n
d
in
teg
r
ity
[
3
0
]
.
Fu
r
th
er
m
o
r
e,
eth
ical
tr
an
s
f
o
r
m
atio
n
r
eq
u
ir
es
th
at
s
tu
d
en
ts
in
d
ep
en
d
en
tly
c
o
m
p
lete
h
o
m
ewo
r
k
ass
ig
n
m
en
ts
a
n
d
v
ar
io
u
s
f
o
r
m
s
o
f
k
n
o
wled
g
e
ass
ess
m
en
ts
.
Ho
wev
er
,
th
er
e
ar
e
c
h
allen
g
es
in
v
er
if
y
i
n
g
th
e
a
u
th
en
ticity
o
f
th
ese
p
r
ac
tices,
p
ar
ticu
lar
ly
b
ec
a
u
s
e
th
e
lear
n
in
g
p
r
o
ce
s
s
o
cc
u
r
s
r
em
o
tely
th
r
o
u
g
h
d
ig
it
al
tech
n
o
lo
g
ies.
R
esear
ch
er
s
f
r
o
m
th
e
Un
ited
States
an
d
th
e
Un
ited
Kin
g
d
o
m
h
ig
h
lig
h
t
t
h
at
th
ese
ch
allen
g
es
m
an
if
est
at
th
e
lev
el
o
f
d
is
tan
ce
lear
n
in
g
,
h
o
m
ewo
r
k
co
m
p
letio
n
,
a
n
d
ed
u
ca
tio
n
al
p
o
licy
as
a
wh
o
le,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
tr
an
s
f
o
r
m
atio
n
an
d
a
d
v
an
ce
m
en
t
to
war
d
a
n
ew
s
tag
e
o
f
d
ev
elo
p
m
en
t
f
o
cu
s
ed
o
n
th
e
d
ig
italizatio
n
o
f
ed
u
ca
tio
n
[
3
1
]
.
T
h
e
af
o
r
em
en
tio
n
ed
ed
u
ca
tio
n
al
o
n
lin
e
p
latf
o
r
m
s
,
wh
ich
f
ac
ilit
ate
th
e
cr
ea
tio
n
an
d
p
r
esen
tatio
n
o
f
cu
s
to
m
co
u
r
s
es,
n
ec
ess
itate
ad
h
er
en
ce
t
o
eth
ical
n
o
r
m
s
r
eg
ar
d
in
g
c
o
p
y
r
ig
h
t
an
d
th
e
p
r
o
p
er
u
s
e
o
f
t
h
ese
p
latf
o
r
m
s
in
ed
u
ca
tio
n
al
p
r
o
ce
s
s
es,
in
clu
d
in
g
citatio
n
o
f
th
e
o
r
ig
in
al
s
o
u
r
ce
to
av
o
id
p
lag
iar
is
m
[
3
2
]
.
I
n
m
o
d
er
n
e
d
u
ca
tio
n
,
s
p
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ialized
p
r
o
g
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am
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ar
e
wid
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d
etec
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la
g
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m
,
s
u
ch
as
Du
p
li
C
h
ec
k
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o
p
y
leak
s
,
Plag
iar
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s
m
a,
Plag
iar
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m
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h
ec
k
er
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an
d
Aca
d
em
ic
Plag
iar
is
m
.
T
h
e
s
e
to
o
ls
en
ab
le
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
r
o
le
o
f d
ig
ita
l te
ch
n
o
lo
g
ie
s
in
th
e
tr
a
n
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fo
r
ma
tio
n
o
f e
th
i
ca
l n
o
r
ms in
th
e
ed
u
c
a
tio
n
a
l
… (
Zu
o
Yu
a
n
Liu
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945
id
en
tific
atio
n
o
f
th
e
o
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ig
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alit
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tag
e
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wr
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tex
t
an
d
h
elp
d
eter
m
in
e
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e
s
o
u
r
c
es
f
r
o
m
wh
ich
tex
t
f
r
ag
m
en
ts
wer
e
b
o
r
r
o
wed
[
3
3
]
.
Fo
r
ex
am
p
le,
th
e
ad
v
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t
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Du
p
li
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ter
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m
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g
a
n
d
p
asti
n
g
in
d
iv
id
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al
tex
t
f
r
ag
m
en
ts
[
3
4
]
.
T
h
e
Plag
iar
is
m
a
p
r
o
g
r
am
is
p
ar
ticu
lar
ly
ad
v
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tag
eo
u
s
d
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e
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u
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t
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r
1
9
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lan
g
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ag
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llo
win
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o
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tex
t
v
er
if
icatio
n
in
m
u
ltip
le
lan
g
u
ag
es
[
3
5
]
.
Ad
d
itio
n
ally
,
in
th
e
co
n
tex
t
o
f
ac
ad
e
m
ic
in
teg
r
ity
,
v
ar
io
u
s
f
o
r
m
s
o
f
p
lag
iar
is
m
ar
e
co
n
s
id
er
ed
,
in
clu
d
in
g
f
u
ll
p
lag
iar
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m
,
d
ir
ec
t
p
lag
iar
is
m
,
s
elf
-
p
lag
iar
is
m
,
p
a
r
ap
h
r
ased
p
lag
iar
is
m
,
ac
cid
en
t
al
p
lag
iar
is
m
,
an
d
o
th
er
s
[
3
6
]
.
T
h
e
aim
o
f
th
e
a
r
ticle
is
to
an
aly
ze
th
e
im
p
ac
t
o
f
d
ig
ital
tec
h
n
o
lo
g
ies
o
n
th
e
et
h
ical
tr
an
s
f
o
r
m
atio
n
o
f
th
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t.
T
h
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
ar
e
o
u
tlin
ed
as:
to
d
ete
r
m
in
e
th
e
lev
el
o
f
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
b
y
e
d
u
ca
to
r
s
an
d
s
tu
d
en
ts
b
ef
o
r
e
a
n
d
af
ter
th
e
im
p
lem
e
n
tatio
n
o
f
d
is
tan
ce
lear
n
in
g
f
o
r
m
ats,
b
ased
o
n
s
u
r
v
ey
s
co
n
d
u
cted
d
u
r
in
g
tr
ad
itio
n
al
an
d
d
is
tan
ce
lear
n
in
g
p
er
io
d
s
;
to
d
ev
elo
p
a
d
is
tan
ce
lear
n
in
g
p
r
o
g
r
am
in
co
r
p
o
r
atin
g
d
ig
ital
tech
n
o
lo
g
ies;
to
co
n
d
u
ct
tr
ain
in
g
u
s
in
g
th
e
d
ev
el
o
p
ed
p
r
o
g
r
a
m
,
f
o
llo
wed
b
y
a
s
u
b
s
eq
u
en
t
s
u
r
v
ey
t
o
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
u
tili
zin
g
m
o
d
er
n
tech
n
o
lo
g
ies
in
en
h
an
cin
g
ad
h
e
r
en
ce
to
et
h
ica
l n
o
r
m
s
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
nd
s
a
m
ple
T
h
e
s
tu
d
y
is
b
ased
o
n
an
ex
p
e
r
im
en
tal
m
eth
o
d
in
v
o
lv
in
g
s
u
r
v
ey
s
o
f
ed
u
ca
to
r
s
an
d
s
tu
d
e
n
ts
,
aim
ed
at
d
eter
m
in
in
g
th
e
le
v
el
o
f
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
th
e
im
p
ac
t
o
f
d
ig
ital
tech
n
o
lo
g
ies
o
n
t
h
ese
n
o
r
m
s
.
Ad
d
itio
n
ally
,
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
d
is
tan
ce
lear
n
in
g
p
r
o
g
r
am
u
tili
zin
g
d
ig
ital
tech
n
o
lo
g
ies
em
p
lo
y
ed
a
m
o
d
elin
g
ap
p
r
o
ac
h
.
T
h
e
s
tu
d
y
wa
s
co
n
d
u
cted
with
a
s
am
p
le
o
f
4
5
ed
u
ca
to
r
s
an
d
3
4
5
s
tu
d
e
n
ts
f
r
o
m
th
e
1
s
t
(
a
v
e
r
ag
e
ag
e:
1
7
-
1
8
y
ea
r
s
)
an
d
3
r
d
(
av
er
a
g
e
ag
e:
1
9
-
2
0
y
ea
r
s
)
y
ea
r
s
o
f
th
e
Facu
lty
o
f
Hu
m
an
ities
an
d
So
cial
Scien
ce
s
,
Facu
lty
o
f
I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
y
a
n
d
T
ec
h
n
o
lo
g
y
,
an
d
th
e
C
o
lleg
e
o
f
E
co
n
o
m
ics
an
d
Ma
n
a
g
em
en
t
at
B
eijin
g
I
n
s
titu
te
o
f
T
ec
h
n
o
l
o
g
y
(
B
eijin
g
,
C
h
in
a)
,
Ku
b
an
State
T
ec
h
n
o
lo
g
ical
Un
iv
er
s
ity
(
Kr
asn
o
d
ar
,
R
u
s
s
i
a)
,
an
d
Mo
s
co
w
C
ity
Ped
ag
o
g
ical
Un
iv
er
s
ity
(
Mo
s
co
w)
.
T
h
e
p
r
im
ar
y
cr
iter
ia
f
o
r
s
am
p
lin
g
s
tu
d
en
ts
wer
e
th
e
ac
ad
em
ic
y
ea
r
an
d
f
ac
u
lty
,
as
s
ee
n
in
T
ab
le
1
.
Ag
e
an
d
g
en
d
er
ch
ar
ac
ter
is
tics
wer
e
n
o
t
co
n
s
id
er
ed
.
Stu
d
en
t
s
f
r
o
m
o
th
er
s
p
ec
ializatio
n
s
d
id
n
o
t
p
ar
ticip
ate
in
th
e
ex
p
er
im
en
t.
T
h
e
s
tu
d
y
in
v
o
lv
ed
1
s
t
an
d
3
r
d
-
y
ea
r
s
tu
d
en
ts
to
co
m
p
ar
e
th
e
lev
el
o
f
ad
h
er
en
ce
to
et
h
ical
n
o
r
m
s
b
e
twee
n
s
tu
d
en
ts
wh
o
h
av
e
ju
s
t b
eg
u
n
th
eir
s
tu
d
ies in
th
e
1
s
t y
ea
r
an
d
t
h
o
s
e
wh
o
a
r
e
in
th
eir
3
r
d
y
ea
r
.
T
h
e
p
r
im
ar
y
c
r
iter
ia
f
o
r
s
am
p
lin
g
ed
u
ca
t
o
r
s
wer
e
th
e
f
ac
u
lty
an
d
s
p
ec
ializatio
n
(
Facu
lty
o
f
Hu
m
an
ities
an
d
So
cial
Scien
ce
s
;
Facu
lty
o
f
I
n
f
o
r
m
at
io
n
T
ec
h
n
o
lo
g
y
;
C
o
lleg
e
o
f
E
co
n
o
m
ics
an
d
Ma
n
ag
em
en
t)
a
n
d
teac
h
in
g
e
x
p
er
ien
ce
,
with
th
e
aim
o
f
as
s
ess
in
g
th
e
lev
el
o
f
ad
h
er
e
n
c
e
to
eth
ical
n
o
r
m
s
am
o
n
g
ed
u
ca
to
r
s
in
th
eir
p
r
o
f
ess
io
n
al
p
r
ac
tice
,
as
s
h
o
wn
in
T
ab
le
2
.
Ag
e
an
d
g
en
d
er
ch
ar
ac
ter
is
tics
wer
e
n
o
t
co
n
s
id
er
ed
.
T
h
e
a
v
er
ag
e
teac
h
in
g
ex
p
er
ien
ce
o
f
t
h
e
ed
u
ca
t
o
r
s
is
7
-
8
y
ea
r
s
.
Sp
ec
if
ically
,
2
0
e
d
u
ca
to
r
s
h
av
e
9
y
ea
r
s
o
f
ex
p
e
r
ien
ce
,
7
h
a
v
e
8
y
ea
r
s
,
8
h
av
e
7
y
ea
r
s
,
an
d
1
0
h
av
e
less
th
an
7
y
ea
r
s
.
T
h
e
cr
iter
io
n
o
f
teac
h
in
g
ex
p
er
ien
ce
was c
o
n
s
id
er
ed
to
ev
alu
ate
th
e
ad
h
er
en
ce
t
o
eth
i
ca
l n
o
r
m
s
in
teac
h
i
n
g
ac
r
o
s
s
d
if
f
er
en
t f
ac
u
lties
.
T
ab
le
1
.
C
h
ar
ac
ter
is
tics
o
f
th
e
s
tu
d
en
t sam
p
le
I
n
d
i
c
a
t
o
r
s
P
e
r
c
e
n
t
a
g
e
(
%)
Q
u
a
n
t
i
t
y
3
4
5
1
0
0
Y
e
a
r
1
58
3
42
A
g
e
17
33
18
23
19
21
20
23
F
a
c
u
l
t
i
e
s
F
a
c
u
l
t
y
o
f
H
u
ma
n
i
t
i
e
s
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
35
F
a
c
u
l
t
y
o
f
I
n
f
o
r
ma
t
i
o
n
T
e
c
h
n
o
l
o
g
y
32
C
o
l
l
e
g
e
o
f
Ec
o
n
o
mi
c
s a
n
d
M
a
n
a
g
e
m
e
n
t
33
T
ab
le
2
.
C
h
ar
ac
ter
is
tics
o
f
th
e
ed
u
ca
to
r
s
am
p
le
I
n
d
i
c
a
t
o
r
s
P
e
r
c
e
n
t
a
g
e
(
%)
Q
u
a
n
t
i
t
y
45
1
0
0
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
9
y
e
a
r
s
–
20
8
y
e
a
r
s
–
7
7
y
e
a
r
s
–
8
Le
ss
t
h
a
n
7
y
e
a
r
s
–
10
F
a
c
u
l
t
i
e
s
F
a
c
u
l
t
y
o
f
H
u
ma
n
i
t
i
e
s
a
n
d
S
o
c
i
a
l
S
c
i
e
n
c
e
s
33
F
a
c
u
l
t
y
o
f
I
n
f
o
r
ma
t
i
o
n
T
e
c
h
n
o
l
o
g
y
33
C
o
l
l
e
g
e
o
f
Ec
o
n
o
mi
c
s a
n
d
M
a
n
a
g
e
m
e
n
t
34
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
943
-
954
946
2
.
2
.
Su
rv
ey
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
t
h
r
ee
p
h
ases
.
T
h
e
f
ir
s
t
p
h
ase
t
o
o
k
p
lace
in
Sep
tem
b
er
2
0
2
3
,
wh
ile
th
e
s
ec
o
n
d
an
d
th
ir
d
p
h
ases
o
cc
u
r
r
ed
b
etwe
en
Ma
r
ch
an
d
Ma
y
2
0
2
4
.
T
h
e
aim
was
to
id
en
tify
th
e
ch
ar
ac
ter
is
tics
o
f
eth
ical
tr
a
n
s
f
o
r
m
atio
n
d
u
r
i
n
g
d
is
tan
ce
lear
n
in
g
u
s
in
g
d
ig
ital
tech
n
o
lo
g
ies
an
d
th
eir
im
p
ac
t
o
n
th
e
lev
el
o
f
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
b
y
ed
u
ca
to
r
s
a
n
d
s
tu
d
en
ts
.
I
n
th
e
f
ir
s
t
p
h
ase,
e
d
u
ca
to
r
s
a
n
d
s
tu
d
en
ts
wer
e
in
itially
s
en
t
a
Go
o
g
le
Fo
r
m
v
ia
em
ail
co
n
tain
in
g
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
“
d
o
y
o
u
ad
h
e
r
e
t
o
eth
ical
n
o
r
m
s
in
co
m
m
u
n
icatio
n
d
u
r
i
n
g
ed
u
ca
tio
n
?”
,
“
d
o
y
o
u
ad
h
e
r
e
to
eth
ical
n
o
r
m
s
o
f
ac
ad
em
ic
in
te
g
r
ity
wh
en
wr
itin
g
s
cien
tific
ar
ticles
(
f
o
r
ed
u
c
ato
r
s
)
/co
m
p
letin
g
h
o
m
ewo
r
k
ass
ig
n
m
en
ts
(
f
o
r
s
tu
d
en
ts
)
?”
,
“
d
o
es
eth
ical
tr
an
s
f
o
r
m
atio
n
af
f
ec
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
?”
,
“
e
v
alu
ate
y
o
u
r
p
er
f
o
r
m
an
ce
d
u
r
in
g
tr
ad
itio
n
al
lear
n
in
g
”,
“
a
r
e
d
ig
ital
tech
n
o
lo
g
ies
u
s
ed
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
?”
,
“
i
n
d
icate
th
e
lev
el
o
f
im
p
ac
t
o
f
d
ig
ital
tech
n
o
lo
g
ies
o
n
th
e
eth
ical
tr
an
s
f
o
r
m
atio
n
o
f
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
”,
an
d
“
a
s
s
ess
th
e
lev
el
o
f
a
d
h
er
en
ce
to
eth
ical
n
o
r
m
s
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
”.
Af
ter
co
m
p
letin
g
th
e
s
u
r
v
ey
,
r
esp
o
n
d
en
ts
wer
e
r
e
q
u
ir
ed
to
r
etu
r
n
th
e
q
u
esti
o
n
n
air
e
to
th
e
em
ail
ad
d
r
ess
s
p
ec
if
ied
in
th
e
Go
o
g
le
Fo
r
m
.
T
h
er
e
wer
e
n
o
tim
e
co
n
s
tr
ain
ts
f
o
r
th
e
r
esp
o
n
d
en
ts
.
I
n
th
e
s
ec
o
n
d
p
h
ase,
s
tu
d
en
ts
p
ar
ticip
ated
in
tr
ain
in
g
u
s
in
g
a
p
r
o
g
r
am
s
p
ec
if
ically
d
ev
elo
p
ed
f
o
r
d
is
tan
ce
lear
n
in
g
with
d
ig
ital
tech
n
o
lo
g
ies,
wh
ic
h
also
ad
d
r
ess
ed
eth
ical
is
s
u
es
in
th
e
co
n
tex
t
o
f
e
d
u
ca
tio
n
al
d
ig
italizatio
n
.
T
h
e
p
r
o
g
r
am
c
o
n
s
is
ts
o
f
s
tr
u
ctu
r
al
co
m
p
o
n
e
n
ts
s
u
ch
as
eth
ics,
d
is
tan
ce
lear
n
in
g
,
a
n
d
d
ig
ital
tech
n
o
lo
g
ies.
C
en
tr
al
to
th
e
p
r
o
g
r
a
m
is
th
e
th
em
atic
m
o
d
u
le
“
d
ig
ital
t
ec
h
n
o
lo
g
ies
an
d
eth
ics
in
d
is
tan
ce
l
ea
r
n
in
g
,
”
wh
ich
is
d
iv
id
e
d
i
n
to
in
d
iv
id
u
al
s
ess
io
n
s
aim
ed
at
e
n
h
an
ci
n
g
eth
ical
s
tan
d
a
r
d
s
d
u
r
in
g
d
is
tan
ce
lear
n
in
g
an
d
d
e
v
elo
p
in
g
tech
n
ical
co
m
p
eten
ce
r
elate
d
to
d
ig
i
tal
tech
n
o
lo
g
ies
,
as
p
r
esen
ted
in
T
ab
le
3
.
T
h
e
tr
ain
in
g
p
r
o
g
r
a
m
r
eq
u
ir
e
s
m
ater
ial
r
eso
u
r
ce
s
,
in
clu
d
in
g
co
m
p
u
ter
s
an
d
h
ea
d
p
h
o
n
e
s
,
as
it
is
co
n
d
u
cte
d
in
a
d
is
tan
ce
lear
n
i
n
g
f
o
r
m
at.
T
h
e
h
u
m
an
r
eso
u
r
ce
s
n
ee
d
ed
f
o
r
th
e
im
p
lem
en
t
atio
n
o
f
th
e
tr
ai
n
in
g
ar
e
r
ep
r
esen
ted
b
y
ed
u
ca
to
r
s
wh
o
,
b
ef
o
r
e
c
o
n
d
u
ctin
g
th
e
s
ess
io
n
s
,
m
u
s
t
f
am
iliar
ize
t
h
em
s
elv
es
with
th
e
f
u
n
d
am
e
n
tal
in
f
o
r
m
atio
n
ab
o
u
t
eth
ical
n
o
r
m
s
a
n
d
t
h
e
s
p
e
cif
ics
o
f
u
s
in
g
d
ig
ital
tech
n
o
lo
g
ies
in
d
is
tan
ce
lear
n
in
g
.
T
h
e
tr
ain
in
g
p
r
o
g
r
a
m
in
co
r
p
o
r
ates
m
ater
ials
o
n
et
h
ical
n
o
r
m
s
an
d
th
e
u
s
e
o
f
d
i
g
ital
tech
n
o
lo
g
ies
in
d
is
tan
ce
lear
n
in
g
,
av
ailab
le
th
r
o
u
g
h
o
n
lin
e
co
u
r
s
es
o
n
ed
u
c
atio
n
al
p
latf
o
r
m
s
,
tex
tb
o
o
k
s
,
a
n
d
v
id
eo
a
n
d
au
d
io
r
ec
o
r
d
in
g
s
.
Ad
d
itio
n
ally
,
th
e
p
r
o
g
r
am
in
cl
u
d
es th
e
u
s
e
o
f
ap
p
licatio
n
s
s
u
ch
as Z
o
o
m
an
d
Go
o
g
le
Me
et,
wh
ich
ar
e
ess
en
tial
f
o
r
co
n
d
u
ctin
g
o
n
lin
e
s
ess
io
n
s
.
Stu
d
en
ts
will
n
ee
d
a
co
m
p
u
ter
o
r
m
o
b
ile
p
h
o
n
e
with
in
ter
n
et
ac
ce
s
s
to
d
o
wn
lo
ad
th
e
n
ec
ess
ar
y
ap
p
licatio
n
s
.
T
ab
le
3
.
C
o
n
ten
t
o
f
th
e
t
r
ain
in
g
p
r
o
g
r
am
Th
e
m
a
t
i
c
m
o
d
u
l
e
O
b
j
e
c
t
i
v
e
s
R
e
s
o
u
r
c
e
s
u
se
d
“
D
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
i
e
s
a
n
d
e
t
h
i
c
s
i
n
d
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
”
−
En
h
a
n
c
i
n
g
e
t
h
i
c
a
l
s
t
a
n
d
a
r
d
s
d
u
r
i
n
g
d
i
s
t
a
n
c
e
l
e
a
r
n
i
n
g
−
D
e
v
e
l
o
p
m
e
n
t
o
f
t
e
c
h
n
i
c
a
l
c
o
mp
e
t
e
n
c
e
(
d
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
i
e
s
:
v
i
r
t
u
a
l
r
e
a
l
i
t
y
,
a
u
g
me
n
t
e
d
r
e
a
l
i
t
y
,
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
e
mo
t
i
o
n
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
3
D
p
r
i
n
t
i
n
g
,
a
n
d
I
n
t
e
r
n
e
t
o
f
T
h
i
n
g
s
)
−
Te
x
t
b
o
o
k
“r
e
b
o
o
t
i
n
g
e
t
h
i
c
s e
d
u
c
a
t
i
o
n
i
n
t
h
e
d
i
g
i
t
a
l
a
g
e
”
[
3
7
]
−
O
n
l
i
n
e
c
o
u
r
se
“
d
i
g
i
t
a
l
t
r
a
n
sf
o
r
m
a
t
i
o
n
”
o
n
t
h
e
C
o
u
r
s
e
r
a
p
l
a
t
f
o
r
m
[
3
8
]
−
Te
x
t
b
o
o
k
“
d
i
g
i
t
a
l
e
t
h
i
c
s
”
[
3
9
]
−
R
e
se
a
r
c
h
a
r
t
i
c
l
e
“
d
i
g
i
t
a
l
e
t
h
i
c
s
n
ow
”
[
4
0
]
−
O
n
l
i
n
e
c
o
u
r
se
“i
n
t
e
l
l
i
g
e
n
c
e
t
o
o
l
s
f
o
r
t
h
e
d
i
g
i
t
a
l
a
g
e
”
o
n
t
h
e
C
o
u
r
sera
p
l
a
t
f
o
r
m [
4
1
]
−
O
n
l
i
n
e
c
o
u
r
se
“
b
i
g
d
a
t
a
,
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
a
n
d
e
t
h
i
c
s
”
o
n
t
h
e
C
o
u
r
s
e
r
a
p
l
a
t
f
o
r
m
[
4
2
]
−
O
n
l
i
n
e
c
o
u
r
se
“
i
n
t
r
o
d
u
c
t
i
o
n
t
o
a
u
g
m
e
n
t
e
d
r
e
a
l
i
t
y
a
n
d
A
R
C
o
r
e
”
o
n
t
h
e
C
o
u
r
sera
p
l
a
t
f
o
r
m [
4
3
]
−
O
n
l
i
n
e
c
o
u
r
se
“
v
i
r
t
u
a
l
r
e
a
l
i
t
y
”
o
n
t
h
e
C
o
u
r
sera
p
l
a
t
f
o
r
m
[
4
4
]
−
O
n
l
i
n
e
c
o
u
r
se
“
i
n
t
r
o
d
u
c
t
i
o
n
t
o
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
(
A
I
)
”
o
n
t
h
e
C
o
u
r
s
e
r
a
p
l
a
t
f
o
r
m [4
5
]
−
O
n
l
i
n
e
c
o
u
r
se
“
e
mo
t
i
o
n
a
l
a
n
d
s
o
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
”
o
n
t
h
e
C
o
u
r
sera
p
l
a
t
f
o
r
m
[
4
6
]
−
O
n
l
i
n
e
c
o
u
r
s
e
“
3
D
p
r
i
n
t
i
n
g
so
f
t
w
a
r
e
”
o
n
t
h
e
C
o
u
r
sera
p
l
a
t
f
o
r
m
[
4
7
]
−
O
n
l
i
n
e
c
o
u
r
se
“
i
n
t
e
r
n
e
t
o
f
t
h
i
n
g
s
a
n
d
A
I
c
l
o
u
d
”
o
n
t
h
e
C
o
u
r
sera
p
l
a
t
f
o
r
m
[
4
8
]
T
h
e
th
ir
d
s
tag
e
in
v
o
l
v
ed
co
n
d
u
ctin
g
a
f
o
llo
w
-
u
p
s
u
r
v
e
y
d
u
r
in
g
th
e
p
er
i
o
d
o
f
d
is
tan
ce
lear
n
in
g
.
T
h
e
s
u
r
v
ey
co
m
p
r
is
ed
q
u
esti
o
n
s
s
u
ch
as:
“d
o
y
o
u
ad
h
er
e
to
eth
i
ca
l
co
m
m
u
n
icatio
n
n
o
r
m
s
in
d
is
tan
ce
lear
n
in
g
?
”
,
“d
o
y
o
u
f
o
llo
w
eth
ical
n
o
r
m
s
o
f
ac
ad
em
ic
in
teg
r
ity
wh
e
n
wr
itin
g
s
cien
tific
ar
ticles
(
f
o
r
f
ac
u
lty
)
/co
m
p
letin
g
ass
ig
n
m
en
ts
(
f
o
r
s
tu
d
en
ts
)
?
”
,
“d
o
es
et
h
ical
tr
an
s
f
o
r
m
atio
n
af
f
ec
t
ac
ad
em
ic
p
er
f
o
r
m
a
n
c
e?
”
,
“e
v
alu
ate
y
o
u
r
p
er
f
o
r
m
an
ce
d
u
r
in
g
d
is
tan
ce
l
ea
r
n
in
g
”
,
“a
r
e
d
i
g
ital
tech
n
o
l
o
g
ies
u
s
ed
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
?
”
,
“s
p
ec
if
y
th
e
im
p
ac
t
o
f
d
ig
ital
tec
h
n
o
l
o
g
ies
o
n
th
e
et
h
ical
tr
an
s
f
o
r
m
atio
n
o
f
th
e
ed
u
ca
tio
n
al
s
p
ac
e
”
,
an
d
“a
s
s
ess
th
e
lev
el
o
f
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
”
T
h
e
p
r
o
ce
d
u
r
e
f
o
r
th
is
s
u
r
v
ey
was id
en
tical
to
th
at
o
f
th
e
in
itial su
r
v
ey
co
n
d
u
cted
p
r
io
r
to
th
e
im
p
lem
en
tatio
n
o
f
d
is
tan
ce
lear
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
r
o
le
o
f d
ig
ita
l te
ch
n
o
lo
g
ie
s
in
th
e
tr
a
n
s
fo
r
ma
tio
n
o
f e
th
i
ca
l n
o
r
ms in
th
e
ed
u
c
a
tio
n
a
l
… (
Zu
o
Yu
a
n
Liu
)
947
2
.
3
.
St
a
t
is
t
ica
l
pro
ce
s
s
ing
,
re
s
ea
rc
h lim
it
a
t
io
ns
,
a
nd
et
hica
l iss
ues
T
h
e
r
esp
o
n
s
es
f
r
o
m
p
a
r
ticip
an
ts
wer
e
an
aly
ze
d
u
s
in
g
St
atis
tica
an
d
Mic
r
o
s
o
f
t
E
x
ce
l
s
o
f
twar
e,
r
esu
ltin
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in
th
e
c
r
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f
d
iag
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am
s
d
e
p
ictin
g
th
e
m
etr
ics
f
o
r
ea
ch
q
u
esti
o
n
s
ep
ar
at
ely
f
o
r
all
f
ac
u
lty
m
em
b
er
s
an
d
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
'
s
lim
itatio
n
s
in
clu
d
e
th
e
s
m
all
s
am
p
le
s
ize,
as
t
h
e
ex
p
e
r
im
en
t
was
co
n
d
u
cte
d
with
o
n
ly
4
5
f
ac
u
l
ty
m
em
b
er
s
an
d
3
4
5
s
tu
d
en
ts
f
r
o
m
th
e
1
s
t
an
d
3
r
d
y
ea
r
s
.
Stu
d
en
ts
f
r
o
m
o
t
h
er
u
n
iv
er
s
ities
wer
e
n
o
t
in
cl
u
d
ed
in
t
h
e
e
x
p
er
im
e
n
t.
T
h
e
e
x
p
er
im
en
t
was
co
n
d
u
cted
in
ad
h
e
r
en
ce
to
all
eth
ical
s
tan
d
ar
d
s
,
en
s
u
r
in
g
an
o
n
y
m
ity
an
d
co
n
f
i
d
en
tiality
.
T
h
e
r
e
wer
e
n
o
r
eq
u
ir
em
en
ts
to
p
r
o
v
id
e
p
e
r
s
o
n
al
in
f
o
r
m
atio
n
s
u
ch
as
n
am
es,
s
u
r
n
am
es,
o
r
ad
d
r
ess
es.
W
r
it
te
n
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
f
o
r
co
n
d
u
ctin
g
an
d
p
r
o
ce
s
s
in
g
th
e
d
ata.
Par
ticip
an
ts
wer
e
r
eq
u
i
r
ed
to
in
d
icate
th
ei
r
cu
r
r
e
n
t
c
o
u
r
s
e
an
d
f
ac
u
lty
at
th
e
tim
e
o
f
th
e
ex
p
e
r
im
en
t.
F
ac
u
lty
m
em
b
er
s
wer
e
r
eq
u
ir
e
d
to
s
p
ec
if
y
th
eir
teac
h
in
g
f
a
cu
lty
an
d
y
ea
r
s
o
f
ex
p
er
ien
ce
.
3.
RE
SU
L
T
S
Fig
u
r
es
1
-
5
p
r
esen
t
th
e
r
esu
lts
o
f
th
e
s
u
r
v
ey
co
n
d
u
cted
with
f
ac
u
lty
m
em
b
e
r
s
an
d
s
tu
d
en
ts
d
u
r
in
g
co
n
v
en
tio
n
al
in
-
p
er
s
o
n
in
s
tr
u
ctio
n
p
r
io
r
to
th
e
p
an
d
em
ic
an
d
d
u
r
in
g
r
em
o
te
lear
n
in
g
.
T
h
e
r
esp
o
n
s
es
ar
e
d
is
p
lay
ed
in
a
co
m
p
a
r
ativ
e
c
o
n
tex
t
to
ass
ess
th
e
im
p
ac
t
o
f
d
ig
ital
tech
n
o
lo
g
ies
o
n
eth
ic
al
s
tan
d
ar
d
s
am
o
n
g
s
tu
d
en
ts
an
d
f
ac
u
lty
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
r
esp
o
n
s
es
f
r
o
m
f
ac
u
lty
m
em
b
e
r
s
to
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
“
d
o
y
o
u
ad
h
er
e
to
et
h
ical
n
o
r
m
s
in
co
m
m
u
n
icatio
n
d
u
r
in
g
teac
h
in
g
?”
,
“
d
o
y
o
u
ad
h
er
e
t
o
eth
ical
n
o
r
m
s
o
f
ac
ad
em
ic
in
teg
r
ity
wh
en
wr
itin
g
s
cien
tific
ar
ticles?”
,
“
d
o
es
eth
ical
tr
an
s
f
o
r
m
atio
n
af
f
ec
t
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
?”
,
a
n
d
“
a
r
e
d
ig
it
al
tech
n
o
lo
g
ies u
s
ed
i
n
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
?”
T
h
e
d
ata
in
d
icate
s
th
at
9
1
%
o
f
f
ac
u
lty
m
em
b
er
s
ad
h
er
e
t
o
eth
ical
n
o
r
m
s
in
co
m
m
u
n
icat
io
n
,
wh
ile
9
%
d
o
n
o
t.
W
h
en
ask
ed
ab
o
u
t
ad
h
er
e
n
ce
to
ac
ad
em
ic
in
teg
r
ity
in
wr
itin
g
s
cien
tific
ar
ticl
es,
th
e
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
(
6
5
%)
a
f
f
ir
m
ed
t
h
eir
co
m
p
lian
ce
,
wh
ile
3
5
%
ad
m
itted
to
n
o
t
f
o
llo
win
g
t
h
ese
eth
ical
n
o
r
m
s
,
h
ig
h
lig
h
tin
g
a
n
ee
d
f
o
r
im
p
r
o
v
ed
ad
h
er
e
n
ce
to
eth
ical
s
tan
d
a
r
d
s
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
Fu
r
th
er
m
o
r
e,
7
5
%
o
f
f
ac
u
lty
m
em
b
e
r
s
b
eliev
e
th
at
eth
ical
tr
an
s
f
o
r
m
atio
n
im
p
ac
ts
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
,
wh
er
ea
s
2
5
%
d
is
ag
r
ee
d
an
d
s
elec
ted
“
No
”
.
R
eg
ar
d
in
g
th
e
u
s
e
o
f
d
ig
i
tal
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
,
r
esp
o
n
s
es
wer
e
d
is
tr
ib
u
ted
s
u
ch
t
h
at
th
e
m
ajo
r
ity
(
5
3
%)
r
ep
o
r
ted
n
o
t
u
s
in
g
d
ig
ital
tech
n
o
lo
g
ies
in
t
h
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
,
wh
ile
4
7
% in
d
icate
d
th
at
s
u
c
h
tech
n
o
lo
g
ies ar
e
em
p
lo
y
ed
.
Fig
u
r
e
1
.
Facu
lty
m
em
b
er
s
’
r
e
s
p
o
n
s
es to
q
u
esti
o
n
s
1
-
4
p
r
io
r
to
r
em
o
te
lear
n
in
g
Fig
u
r
e
2
p
r
esen
ts
th
e
r
esp
o
n
s
es
o
f
s
tu
d
en
t
p
ar
ticip
an
ts
to
t
h
e
q
u
esti
o
n
s
:
“d
o
y
o
u
ad
h
er
e
to
eth
ical
n
o
r
m
s
o
f
co
m
m
u
n
icatio
n
in
ed
u
ca
tio
n
?
”
,
“d
o
y
o
u
ad
h
er
e
to
ac
ad
em
ic
in
teg
r
ity
n
o
r
m
s
wh
en
c
o
m
p
letin
g
ass
ig
n
m
en
ts
?
”
,
“d
o
es
eth
ical
tr
an
s
f
o
r
m
atio
n
im
p
ac
t
ac
a
d
e
m
ic
p
er
f
o
r
m
an
ce
?
”
,
an
d
“a
r
e
d
ig
ital
tech
n
o
lo
g
ies
u
s
ed
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
?
”
T
h
e
d
ata
r
ev
ea
ls
th
at
8
0
%
o
f
s
tu
d
en
ts
f
o
llo
w
eth
ical
c
o
m
m
u
n
icatio
n
n
o
r
m
s
d
u
r
in
g
th
eir
ed
u
ca
tio
n
,
wh
e
r
e
as
9
%
an
s
wer
ed
“
No
”
,
in
d
icat
in
g
a
n
ee
d
to
e
n
h
an
ce
ad
h
e
r
en
ce
to
eth
ical
n
o
r
m
s
am
o
n
g
s
tu
d
e
n
ts
.
R
eg
ar
d
in
g
ad
h
er
en
ce
to
ac
a
d
em
ic
in
teg
r
ity
n
o
r
m
s
in
ass
ig
n
m
en
t
c
o
m
p
leti
o
n
,
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
(
5
2
%)
an
s
wer
ed
“
No
”
,
wh
ile
4
8
%
an
s
wer
ed
“
Yes
”
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
to
im
p
r
o
v
e
ad
h
e
r
en
ce
to
ac
ad
em
ic
in
teg
r
ity
n
o
r
m
s
d
u
r
in
g
p
r
ep
ar
atio
n
f
o
r
class
es
an
d
co
m
p
letio
n
o
f
ass
ig
n
m
en
ts
.
Half
o
f
th
e
s
tu
d
en
ts
(
5
1
%)
b
eliev
e
th
at
eth
ical
tr
a
n
s
f
o
r
m
atio
n
af
f
ec
ts
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
,
wh
e
r
ea
s
4
9
%
d
is
ag
r
ee
d
,
s
elec
tin
g
“
No
”
.
Fo
r
th
e
f
o
u
r
t
h
q
u
esti
o
n
,
th
e
m
ajo
r
ity
o
f
s
tu
d
e
n
t
r
esp
o
n
d
en
ts
(
5
4
%)
in
d
icate
d
th
at
d
ig
ital
tech
n
o
lo
g
ies
ar
e
n
o
t u
s
ed
in
th
eir
e
d
u
ca
tio
n
,
wh
ile
4
6
% c
o
n
f
ir
m
ed
t
h
eir
u
s
e.
0
20
40
60
80
1
0
0
Q
ues
t
i
on 1
Q
ues
t
i
on 2
Q
ues
t
i
on 3
Q
ues
t
i
on 4
Y
es
No
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
943
-
954
948
Fig
u
r
e
2
.
R
esp
o
n
s
es o
f
s
tu
d
e
n
t r
esp
o
n
d
en
ts
to
q
u
esti
o
n
s
1
-
4
b
ef
o
r
e
t
h
e
tr
an
s
itio
n
to
r
em
o
te
lear
n
in
g
I
n
r
esp
o
n
s
e
to
t
h
e
q
u
esti
o
n
“a
s
s
es
s
y
o
u
r
le
v
el
o
f
ac
ad
em
ic
p
er
f
o
r
m
an
ce
d
u
r
in
g
tr
a
d
itio
n
a
l
lear
n
in
g
(
f
o
r
s
tu
d
e
n
ts
)
,
”
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
(
5
4
%)
s
elec
ted
th
e
o
p
tio
n
“a
v
e
r
ag
e”
,
wh
ile
2
0
%
r
ep
o
r
ted
a
lo
w
lev
el
o
f
p
er
f
o
r
m
an
ce
,
an
d
o
n
ly
2
6
%
in
d
icate
d
“h
ig
h
”
.
T
h
is
d
is
tr
ib
u
tio
n
s
u
g
g
ests
a
n
ee
d
f
o
r
th
e
in
teg
r
atio
n
o
f
m
o
d
er
n
tec
h
n
o
lo
g
ies to
en
h
an
ce
s
tu
d
en
t m
o
tiv
atio
n
,
wh
ic
h
,
in
tu
r
n
,
is
ex
p
ec
ted
to
p
o
s
itiv
ely
im
p
ac
t a
ca
d
em
ic
p
er
f
o
r
m
an
ce
in
d
icato
r
s
,
as
s
h
o
wn
in
Fig
u
r
e
3
.
Fu
r
th
er
m
o
r
e,
Fig
u
r
e
4
illu
s
tr
ates
th
e
r
e
s
p
o
n
s
es
o
f
b
o
th
f
ac
u
lty
an
d
s
tu
d
en
ts
to
th
e
q
u
esti
o
n
,
“i
n
d
icate
th
e
lev
el
o
f
im
p
ac
t o
f
d
ig
ital te
ch
n
o
lo
g
ies o
n
t
h
e
eth
ical
tr
an
s
f
o
r
m
atio
n
o
f
th
e
ed
u
ca
tio
n
al
s
p
ac
e
.
”
T
h
e
m
ajo
r
ity
o
f
f
ac
u
lty
(
5
6
%)
an
d
s
tu
d
e
n
ts
(
6
4
%)
ass
ess
t
h
e
im
p
ac
t
o
f
d
ig
ital
tech
n
o
lo
g
ies
o
n
th
e
eth
ical
tr
an
s
f
o
r
m
atio
n
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
as
m
o
d
er
ate.
On
ly
2
4
%
o
f
f
ac
u
lty
an
d
2
6
%
o
f
s
tu
d
en
ts
s
elec
ted
th
e
“h
ig
h
”
im
p
ac
t
o
p
t
io
n
.
T
h
e
r
esp
o
n
s
es f
o
r
“l
o
w”
im
p
ac
t a
r
e
d
is
tr
ib
u
ted
as: 3
0
% o
f
f
ac
u
lty
a
n
d
1
0
%
o
f
s
tu
d
en
ts
.
Ad
d
itio
n
ally
,
Fig
u
r
e
4
d
is
p
lay
s
th
e
r
esp
o
n
s
es
o
f
f
ac
u
lty
a
n
d
s
tu
d
en
ts
to
th
e
q
u
esti
o
n
,
“e
v
alu
at
e
th
e
lev
el
o
f
a
d
h
er
e
n
ce
to
eth
ic
al
n
o
r
m
s
i
n
th
e
ed
u
ca
ti
o
n
al
p
r
o
ce
s
s
.
”
C
o
m
p
ar
ativ
e
a
n
aly
s
is
o
f
th
e
d
ata
r
ev
ea
ls
th
at
th
e
lev
el
o
f
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
is
at
a
m
o
d
er
ate
lev
el,
with
7
0
%
o
f
f
ac
u
lty
a
n
d
6
0
%
o
f
s
tu
d
e
n
ts
s
elec
tin
g
th
is
o
p
tio
n
.
A
h
ig
h
lev
el
o
f
ad
h
er
en
ce
is
ch
ar
ac
ter
ized
b
y
l
o
w
p
er
ce
n
tag
es,
with
2
2
%
o
f
f
a
cu
lty
an
d
2
0
%
o
f
s
tu
d
en
ts
s
elec
tin
g
th
is
o
p
tio
n
.
T
h
e
r
e
s
p
o
n
s
es
f
o
r
“lo
w”
ad
h
er
en
ce
a
r
e
d
is
tr
ib
u
ted
as: 8
% o
f
f
ac
u
lty
a
n
d
2
0
% o
f
s
tu
d
e
n
ts
.
Du
r
in
g
t
h
e
s
ec
o
n
d
p
h
ase,
tr
ai
n
in
g
was
c
o
n
d
u
cted
u
s
in
g
a
s
p
ec
ially
d
ev
el
o
p
ed
p
r
o
g
r
am
f
o
r
r
e
m
o
te
lear
n
in
g
with
d
ig
ital
tech
n
o
l
o
g
ies
o
v
er
t
h
e
co
u
r
s
e
o
f
o
n
e
m
o
n
th
,
with
s
ess
io
n
s
last
in
g
4
5
m
in
u
tes
ea
ch
.
T
h
e
m
eth
o
d
o
lo
g
y
was
ce
n
ter
ed
ar
o
u
n
d
th
e
in
te
g
r
atio
n
o
f
eth
ical
n
o
r
m
s
an
d
d
ig
ital
tech
n
o
lo
g
ies
with
in
r
em
o
te
ed
u
ca
tio
n
.
T
h
e
im
p
l
em
en
tatio
n
o
f
th
e
p
r
o
g
r
a
m
r
eq
u
ir
ed
b
o
th
m
ater
ial
an
d
h
u
m
an
r
eso
u
r
ce
s
.
T
h
e
u
n
i
v
er
s
ities
h
o
s
tin
g
th
e
e
x
p
er
im
en
t
p
r
o
v
id
ed
t
h
e
n
ec
es
s
ar
y
m
ater
ial
in
f
r
astru
ct
u
r
e
a
n
d
wer
e
r
esp
o
n
s
ib
le
f
o
r
o
r
g
an
izin
g
th
e
tr
ain
i
n
g
.
T
h
e
s
ess
io
n
s
wer
e
co
n
d
u
cted
b
y
f
ac
u
lty
m
em
b
er
s
f
r
o
m
th
es
e
u
n
iv
er
s
ities
,
wh
o
h
ad
p
r
o
v
i
d
ed
wr
itten
co
n
s
en
t
to
p
ar
ticip
ate.
As
th
e
tr
ai
n
in
g
was
d
eliv
er
ed
r
em
o
tely
,
all
p
ar
ticip
an
ts
n
ee
d
e
d
a
co
m
p
u
ter
o
r
m
o
b
ile
p
h
o
n
e
with
in
ter
n
et
ac
ce
s
s
an
d
th
e
Z
o
o
m
an
d
Go
o
g
le
Me
et
ap
p
licatio
n
s
.
T
h
e
tr
ain
in
g
p
r
o
g
r
a
m
was
h
o
s
ted
o
n
th
e
o
n
lin
e
p
latf
o
r
m
Patr
eo
n
,
wh
er
e
s
tu
d
en
ts
wer
e
r
e
q
u
ir
ed
to
r
eg
is
ter
an
d
s
u
b
s
cr
ib
e
t
o
th
e
p
r
o
g
r
am
'
s
p
ag
e.
I
n
v
itatio
n
s
to
s
u
b
s
cr
ib
e
an
d
ac
ce
s
s
co
d
es
wer
e
s
en
t
to
s
tu
d
en
ts
v
ia
e
m
ail.
Acc
ess
to
th
e
p
ag
e
an
d
all
ed
u
ca
ti
o
n
al
m
at
er
ials
was
r
estricte
d
to
s
tu
d
en
ts
an
d
f
ac
u
lty
wh
o
h
ad
p
ar
t
icip
ated
in
th
e
f
ir
s
t
p
h
ase
o
f
th
e
ex
p
er
im
en
t,
r
eg
is
ter
ed
o
n
th
e
p
latf
o
r
m
,
an
d
s
u
b
s
cr
ib
ed
to
th
e
p
ag
e
.
E
d
u
ca
to
r
s
h
ad
t
h
e
ca
p
a
b
ilit
y
to
u
p
lo
ad
v
ar
io
u
s
v
id
eo
s
,
m
at
er
ials
,
an
d
lin
k
s
to
o
n
lin
e
c
o
u
r
s
es,
wh
ile
s
tu
d
en
ts
co
u
ld
en
g
ag
e
in
d
is
cu
s
s
io
n
s
,
s
h
ar
e
id
ea
s
,
an
d
p
r
esen
t o
b
s
er
v
atio
n
s
th
r
o
u
g
h
o
u
t th
e
tr
ain
i
n
g
.
Fig
u
r
e
3
.
R
esp
o
n
s
es o
f
s
tu
d
e
n
t r
esp
o
n
d
en
ts
to
q
u
esti
o
n
5
0
20
40
60
80
1
0
0
Qu
esti
o
n
1
Qu
esti
o
n
2
Qu
esti
o
n
3
Qu
esti
o
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Y
es
No
H
i
g
h
26%
A
v
e
r
a
g
e
54%
L
o
w
20%
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t
J
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2252
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8
8
2
2
Th
e
r
o
le
o
f d
ig
ita
l te
ch
n
o
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g
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s
in
th
e
tr
a
n
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fo
r
ma
tio
n
o
f e
th
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ca
l n
o
r
ms in
th
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c
a
tio
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… (
Zu
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Yu
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n
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)
949
Fig
u
r
e
4
.
R
esp
o
n
s
es o
f
f
ac
u
lty
an
d
s
tu
d
en
ts
to
q
u
esti
o
n
s
6
an
d
7
Fig
u
r
es
5
an
d
6
p
r
esen
t
th
e
r
e
s
p
o
n
s
es
f
r
o
m
p
ar
ticip
a
n
ts
to
th
e
q
u
esti
o
n
s
:
“d
o
y
o
u
ad
h
er
e
to
eth
ical
co
m
m
u
n
icatio
n
n
o
r
m
s
in
ed
u
ca
tio
n
?
”
,
“d
o
y
o
u
a
d
h
er
e
t
o
eth
ical
n
o
r
m
s
o
f
ac
a
d
em
ic
i
n
teg
r
ity
in
wr
itin
g
s
cien
tific
p
ap
er
s
(
f
o
r
f
ac
u
lty
)
/co
m
p
letin
g
ass
ig
n
m
en
ts
(
f
o
r
s
tu
d
en
ts
)
?
”
,
“d
o
es
eth
ical
tr
an
s
f
o
r
m
atio
n
af
f
ec
t
ac
ad
em
ic
p
er
f
o
r
m
an
ce
i
n
d
ic
ato
r
s
?
”
,
an
d
“a
r
e
d
ig
ital
tech
n
o
lo
g
ies
u
s
ed
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
?
”
T
h
e
r
esu
lts
o
f
th
e
f
o
llo
w
-
u
p
s
u
r
v
ey
s
h
o
w
h
i
g
h
er
a
d
h
er
en
ce
lev
els
co
m
p
ar
ed
to
th
e
s
u
r
v
ey
co
n
d
u
cted
p
r
io
r
t
o
r
em
o
te
lear
n
in
g
.
Fo
r
th
e
f
ir
s
t q
u
esti
o
n
,
th
e
m
ajo
r
it
y
o
f
f
ac
u
lty
(
9
8
%)
an
d
s
tu
d
en
ts
(
9
1
%)
r
ep
o
r
ted
ad
h
er
in
g
to
eth
ical
co
m
m
u
n
icatio
n
n
o
r
m
s
in
ed
u
ca
tio
n
,
wh
ile
o
n
ly
2
%
o
f
f
ac
u
lty
an
d
9
%
o
f
s
tu
d
en
ts
in
d
icate
d
o
th
er
wis
e.
R
eg
ar
d
in
g
th
e
s
ec
o
n
d
q
u
esti
o
n
,
8
5
%
o
f
f
ac
u
lt
y
an
d
5
8
%
o
f
s
tu
d
en
ts
co
n
f
ir
m
ed
ad
h
er
en
ce
to
ac
ad
em
ic
in
teg
r
ity
n
o
r
m
s
in
wr
itin
g
s
cien
tific
p
ap
er
s
an
d
co
m
p
let
in
g
ass
ig
n
m
en
ts
,
r
esp
ec
tiv
ely
,
wh
er
ea
s
1
5
%
o
f
f
ac
u
lty
an
d
4
2
%
o
f
s
tu
d
en
ts
d
id
n
o
t
f
o
llo
w
th
ese
n
o
r
m
s
.
Mo
s
t
f
ac
u
lty
(
8
5
%)
an
d
s
tu
d
e
n
t
s
(
7
0
%)
b
eliev
e
th
at
eth
ical
tr
an
s
f
o
r
m
atio
n
im
p
ac
t
s
ac
ad
em
ic
p
er
f
o
r
m
an
ce
in
d
icato
r
s
,
wh
ile
1
5
%
o
f
f
ac
u
lty
a
n
d
3
0
%
o
f
s
tu
d
en
ts
d
is
ag
r
ee
d
.
I
n
co
m
p
a
r
is
o
n
to
th
e
s
u
r
v
e
y
co
n
d
u
cte
d
b
ef
o
r
e
r
em
o
te
lear
n
in
g
,
r
esp
o
n
s
es
to
th
e
q
u
esti
o
n
“a
r
e
d
ig
ital
tech
n
o
lo
g
ies
u
s
ed
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
?
”,
s
h
o
wed
th
at
7
7
%
o
f
f
ac
u
lty
an
d
6
6
%
o
f
s
tu
d
en
ts
an
s
wer
ed
“
Yes
”
,
wh
ile
2
3
% o
f
f
ac
u
lty
a
n
d
3
4
% o
f
s
tu
d
e
n
ts
r
esp
o
n
d
ed
“
No
”
.
I
n
r
esp
o
n
s
e
to
th
e
q
u
esti
o
n
,
“
ev
alu
ate
y
o
u
r
ac
ad
em
ic
p
er
f
o
r
m
an
ce
d
u
r
in
g
r
em
o
te
lear
n
in
g
,
”
4
6
%
o
f
s
tu
d
en
t
r
esp
o
n
d
e
n
ts
s
elec
ted
“
h
ig
h
”,
wh
ile
4
4
%
r
ep
o
r
ted
a
m
ed
iu
m
lev
el
o
f
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
,
an
d
1
0
%
in
d
icate
d
a
lo
w
lev
el.
R
eg
ar
d
i
n
g
th
e
q
u
esti
o
n
,
“sp
ec
if
y
th
e
i
m
p
ac
t
lev
el
o
f
d
ig
ital
tech
n
o
l
o
g
ies
o
n
th
e
eth
ical
tr
an
s
f
o
r
m
atio
n
o
f
th
e
ed
u
ca
ti
o
n
al
s
p
ac
e,
”
th
e
p
r
ed
o
m
in
an
t
r
esp
o
n
s
e
am
o
n
g
f
ac
u
lty
was
a
h
ig
h
lev
el
(
4
5
%),
wh
er
ea
s
am
o
n
g
s
tu
d
e
n
ts
,
th
e
p
r
ed
o
m
i
n
an
t
r
esp
o
n
s
e
was
a
m
ed
iu
m
lev
el
(
6
0
%).
Fo
r
f
ac
u
lty
,
th
e
in
ter
m
ed
iate
an
d
lo
w
lev
els
wer
e
d
is
tr
ib
u
ted
as:
3
5
%
(
m
ed
iu
m
)
an
d
2
0
%
(
lo
w)
,
wh
ile
am
o
n
g
s
tu
d
en
ts
,
3
6
%
s
elec
ted
“h
ig
h
”,
an
d
4
%
c
h
o
s
e
“lo
w”.
A
co
m
p
a
r
ativ
e
a
n
aly
s
is
o
f
t
h
e
d
ata
r
ev
ea
ls
th
at
th
e
a
d
h
er
e
n
ce
to
et
h
ical
n
o
r
m
s
in
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
p
o
s
t
-
r
em
o
te
lear
n
in
g
r
em
ain
s
at
a
m
e
d
iu
m
lev
el,
with
5
0
%
o
f
b
o
th
f
ac
u
lty
an
d
s
tu
d
en
ts
s
elec
tin
g
th
is
o
p
tio
n
.
C
o
m
p
ar
e
d
to
th
e
p
r
e
-
r
em
o
t
e
lear
n
in
g
s
u
r
v
ey
,
th
e
h
ig
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lty
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o
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ts
.
Fig
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5
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R
esp
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f
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50
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70
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Qu
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s
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en
t
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Qu
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teac
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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
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t
J
E
v
al
&
R
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d
u
c
,
Vo
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.
15
,
No
.
1
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Feb
r
u
a
r
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20
2
6
:
943
-
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Fig
u
r
e
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.
R
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a
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ter
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em
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4.
DIS
CU
SS
I
O
N
T
h
e
r
esu
lts
o
f
s
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r
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c
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e
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th
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in
R
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s
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ia
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ally
.
Fo
r
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s
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,
a
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cted
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C
atalo
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ig
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ted
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e
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o
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s
u
es
r
elate
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i
ca
l
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s
f
o
r
m
atio
n
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ex
p
ec
ted
to
ex
p
an
d
d
u
e
to
t
h
e
r
ap
id
ad
v
an
ce
m
en
t
o
f
d
ig
it
al
tech
n
o
lo
g
ies
[
5
]
.
T
h
ese
f
in
d
in
g
s
co
n
tr
ast
with
o
u
r
s
tu
d
y
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wh
ich
c
o
n
clu
d
e
d
th
at
th
e
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
in
cr
ea
s
ed
d
u
r
in
g
r
em
o
te
lear
n
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g
(
with
4
5
%
o
f
f
ac
u
lty
s
elec
tin
g
a
h
ig
h
le
v
el
o
f
ad
h
e
r
en
ce
t
o
eth
ical
n
o
r
m
s
)
an
d
th
at
s
tu
d
en
ts
'
ac
ad
em
ic
p
er
f
o
r
m
an
ce
im
p
r
o
v
e
d
f
r
o
m
a
m
e
d
iu
m
l
ev
el
(
5
4
%)
to
a
h
ig
h
lev
el
(
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%).
Oth
e
r
s
tu
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ies
also
in
d
icate
th
at
th
e
im
p
lem
en
tatio
n
o
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ig
ital
p
l
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o
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m
s
co
n
tr
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tes
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h
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ce
m
e
n
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o
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ic
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eg
r
ity
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ar
ticu
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r
o
u
g
h
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ed
t
r
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s
p
ar
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d
ac
ce
s
s
ib
ilit
y
o
f
in
f
o
r
m
at
io
n
[
4
9
]
,
[
5
0
]
.
R
esear
ch
er
s
f
r
o
m
E
n
g
la
n
d
,
b
ased
o
n
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eir
e
x
p
er
im
e
n
ts
,
co
n
clu
d
e
th
at
d
ig
ital
tech
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o
lo
g
ies
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t
n
o
t
o
n
ly
o
n
th
e
ed
u
ca
tio
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al
p
r
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ce
s
s
b
u
t
also
o
n
v
ar
io
u
s
o
th
er
s
p
h
er
es
o
f
s
o
cieta
l
ac
tiv
ity
[
5
1
]
.
Similar
co
n
clu
s
io
n
s
ca
n
b
e
d
r
awn
f
r
o
m
o
u
r
s
tu
d
y
,
a
s
p
o
s
t
-
r
em
o
te
lear
n
in
g
,
th
e
m
ajo
r
ity
o
f
f
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u
lty
m
em
b
er
s
(
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5
%)
in
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icate
d
a
h
i
g
h
lev
el
o
f
in
f
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e
n
ce
o
f
d
ig
ital
tech
n
o
l
o
g
ies
o
n
th
e
eth
ical
tr
an
s
f
o
r
m
atio
n
o
f
th
e
ed
u
ca
tio
n
al
s
p
ac
e,
wh
ile
6
0
%
o
f
s
tu
d
en
ts
r
ated
it
as
a
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ed
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m
.
A
s
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d
y
co
n
d
u
cte
d
in
Ger
m
an
y
d
em
o
n
s
tr
ated
th
e
im
p
ac
t
o
f
d
ig
ital
tech
n
o
lo
g
ies
an
d
a
r
tific
ial
in
tellig
en
ce
o
n
eth
ical
n
o
r
m
s
[
5
2
]
,
[
5
3
]
.
T
h
e
s
tu
d
y
co
n
cl
u
d
e
d
th
e
n
ec
ess
ity
f
o
r
d
ev
elo
p
in
g
a
n
d
in
teg
r
atin
g
s
p
ec
if
ic
eth
ical
n
o
r
m
s
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
to
r
eg
u
late
th
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies.
Ou
r
r
esear
ch
alig
n
s
with
th
e
s
e
f
in
d
in
g
s
,
as
ed
u
ca
tio
n
b
ased
o
n
d
ig
italizatio
n
r
eq
u
ir
es
ad
h
e
r
en
ce
to
eth
ical
n
o
r
m
s
b
y
b
o
t
h
f
ac
u
lty
an
d
s
tu
d
en
ts
in
th
e
p
r
ep
ar
atio
n
o
f
ac
ad
em
ic
ar
ticles
an
d
co
m
p
letio
n
o
f
ass
ig
n
m
en
ts
.
T
h
e
r
esu
lts
o
f
o
u
r
s
tu
d
y
r
ev
ea
l
th
at
p
r
io
r
to
th
e
im
p
lem
en
tatio
n
o
f
r
e
m
o
te
lear
n
in
g
with
d
ig
ital
tech
n
o
lo
g
ies,
6
5
%
o
f
f
ac
u
lty
ad
h
er
ed
to
eth
ical
n
o
r
m
s
in
wr
itin
g
ac
ad
em
ic
p
ap
er
s
,
an
d
4
8
%
o
f
s
tu
d
en
ts
ad
h
er
ed
to
th
em
in
co
m
p
letin
g
ass
ig
n
m
en
ts
.
Ho
wev
er
,
f
o
llo
win
g
r
e
m
o
te
lear
n
in
g
with
d
ig
ital
tech
n
o
lo
g
ies,
th
ese
f
i
g
u
r
es
in
cr
ea
s
ed
to
8
5
%
am
o
n
g
f
ac
u
lty
a
n
d
5
8
%
am
o
n
g
s
tu
d
en
ts
.
T
h
u
s
,
th
e
in
teg
r
atio
n
o
f
m
o
d
er
n
tech
n
o
lo
g
ies
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
th
eir
r
eg
u
lat
io
n
th
r
o
u
g
h
eth
ical
n
o
r
m
s
is
ess
en
tial.
R
esear
ch
co
n
d
u
cted
in
th
e
U
n
ited
Ar
ab
E
m
ir
ates
an
d
E
n
g
lan
d
h
ig
h
lig
h
ts
th
e
r
o
le
an
d
im
p
ac
t
o
f
g
lo
b
aliza
tio
n
p
r
o
ce
s
s
es,
d
ig
ita
l
tr
an
s
f
o
r
m
atio
n
,
in
f
o
r
m
atio
n
ch
an
g
es,
an
d
th
e
tr
an
s
f
o
r
m
ati
o
n
o
f
s
o
cial
m
ed
ia
r
eso
u
r
ce
s
o
n
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
as
a
wh
o
le
[
5
4
]
.
T
h
e
r
esear
ch
er
s
co
n
clu
d
e
th
at
th
e
s
e
p
r
o
ce
s
s
es
cr
ea
te
a
co
m
p
etitiv
e
en
v
ir
o
n
m
en
t
a
m
o
n
g
u
n
iv
er
s
ities
,
wh
ich
,
in
tu
r
n
,
n
ec
ess
itates
n
ew
eth
ic
al
s
tan
d
ar
d
s
to
b
e
estab
lis
h
ed
b
etwe
en
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
A
s
im
ilar
s
tu
d
y
o
n
th
e
s
p
ec
if
ics
o
f
d
ig
ital
tr
an
s
f
o
r
m
atio
n
was
co
n
d
u
cte
d
in
Sp
ain
[
5
5
]
.
T
h
e
s
ch
o
lar
s
em
p
h
asize
th
e
n
ee
d
f
o
r
in
teg
r
atin
g
d
i
g
ital
tech
n
o
l
o
g
ies
in
to
ed
u
ca
tio
n
wh
ile
en
s
u
r
in
g
th
e
eth
ical
u
s
e
o
f
d
ata.
Fu
r
th
er
m
o
r
e,
it
is
cr
u
cial
to
elim
in
ate
u
n
eth
ical
u
s
e
o
f
tech
n
o
lo
g
y
to
f
u
lly
r
ea
lize
d
ig
ital tr
a
n
s
f
o
r
m
a
tio
n
with
in
u
n
i
v
er
s
ities
.
An
an
aly
s
is
co
n
d
u
cted
in
A
u
s
tr
alia
o
n
th
e
ad
h
er
e
n
ce
to
eth
ical
n
o
r
m
s
with
in
th
e
co
n
tex
t
o
f
d
ig
italizatio
n
in
ed
u
ca
tio
n
r
ev
ea
led
t
h
at
th
e
ac
tiv
e
u
s
e
o
f
m
o
d
er
n
tec
h
n
o
lo
g
ies
lead
s
to
eth
ical
tr
an
s
f
o
r
m
atio
n
s
a
n
d
d
ilem
m
as
[
5
6
]
.
Au
s
tr
alian
r
esear
ch
er
s
c
o
n
clu
d
e
th
at
v
a
r
io
u
s
ty
p
es
o
f
th
in
k
in
g
,
in
clu
d
in
g
eth
ical
th
in
k
in
g
,
em
er
g
e
in
o
n
lin
e
co
m
m
u
n
icatio
n
,
wh
ich
r
eg
u
lates
th
e
co
m
m
u
n
icativ
e
p
r
o
ce
s
s
es
b
etwe
en
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
o
r
am
o
n
g
s
tu
d
en
ts
th
em
s
elv
es.
I
t
is
also
n
o
ted
th
at
eth
ical
th
in
k
in
g
d
o
es
n
o
t
alwa
y
s
p
r
ev
ail.
C
o
m
p
ar
ed
to
th
e
r
es
u
lts
o
f
o
u
r
s
tu
d
y
,
f
o
llo
win
g
d
is
tan
ce
ed
u
ca
tio
n
u
s
in
g
d
ig
i
tal
tech
n
o
lo
g
ies,
th
e
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
in
ed
u
ca
tio
n
im
p
r
o
v
ed
,
with
9
8
%
o
f
i
n
s
tr
u
cto
r
s
a
n
d
9
1
%
o
f
s
tu
d
en
ts
ad
h
er
in
g
to
0
10
20
30
40
50
60
70
80
90
1
0
0
Qu
esti
o
n
1
Qu
esti
o
n
2
Qu
esti
o
n
3
Qu
esti
o
n
4
Y
es
No
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
r
o
le
o
f d
ig
ita
l te
ch
n
o
lo
g
ie
s
in
th
e
tr
a
n
s
fo
r
ma
tio
n
o
f e
th
i
ca
l n
o
r
ms in
th
e
ed
u
c
a
tio
n
a
l
… (
Zu
o
Yu
a
n
Liu
)
951
th
ese
n
o
r
m
s
.
Am
er
ica
n
r
esear
ch
er
s
in
v
esti
g
ated
th
e
eth
ical
n
o
r
m
s
o
f
s
o
cial
wo
r
k
er
s
in
th
e
d
ig
ital
s
o
ciety
an
d
co
n
clu
d
e
d
th
at
th
ese
n
o
r
m
s
ar
e
f
r
e
q
u
en
tly
r
elate
d
to
is
s
u
es
o
f
c
o
n
f
i
d
en
tiality
,
p
r
o
f
es
s
io
n
al
b
o
u
n
d
ar
ies,
co
n
f
licts
o
f
in
ter
est,
a
n
d
o
th
er
s
[
5
7
]
.
T
h
e
s
tu
d
y
c
o
n
clu
d
ed
th
at
ad
d
r
ess
in
g
eth
ical
is
s
u
es
co
u
ld
in
v
o
l
v
e
d
ev
elo
p
in
g
n
ew
eth
ical
s
tan
d
a
r
d
s
th
at
ac
co
u
n
t f
o
r
th
e
em
er
g
in
g
r
eq
u
ir
em
en
ts
o
f
th
e
d
i
g
ital so
ciety
.
5.
CO
NCLU
SI
O
N
T
h
e
s
u
r
v
ey
r
esu
lts
co
n
d
u
cted
d
u
r
in
g
co
n
v
en
tio
n
al
in
-
p
e
r
s
o
n
lear
n
i
n
g
p
r
io
r
to
th
e
p
a
n
d
em
ic
an
d
d
u
r
in
g
d
is
tan
ce
lear
n
i
n
g
r
ev
e
al
th
at
th
e
m
ajo
r
ity
o
f
in
s
tr
u
c
to
r
s
(
9
1
%)
a
n
d
s
tu
d
e
n
ts
(
8
0
%)
ad
h
er
e
t
o
eth
ical
n
o
r
m
s
d
u
r
in
g
co
n
v
en
tio
n
al
ed
u
ca
tio
n
.
A
m
ajo
r
ity
o
f
in
s
tr
u
c
to
r
r
esp
o
n
d
en
ts
(
6
5
%)
o
b
s
er
v
e
eth
ical
n
o
r
m
s
o
f
ac
ad
em
ic
v
ir
tu
e
in
wr
itin
g
s
c
ien
tific
ar
ticles.
Ho
wev
er
,
5
2
%
o
f
s
tu
d
en
ts
d
o
n
o
t
a
d
h
er
e
to
ac
ad
em
ic
v
ir
tu
e
n
o
r
m
s
in
co
m
p
letin
g
h
o
m
ew
o
r
k
ass
ig
n
m
en
ts
.
A
d
d
itio
n
ally
,
7
5
%
o
f
in
s
tr
u
cto
r
s
an
d
5
1
%
o
f
s
tu
d
e
n
ts
b
eliev
e
th
at
eth
ical
tr
an
s
f
o
r
m
atio
n
im
p
ac
ts
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
m
ajo
r
ity
o
f
in
s
tr
u
cto
r
s
(
5
3
%)
an
d
s
tu
d
en
ts
(
5
4
%)
r
ep
o
r
ted
th
at
d
ig
ital
tech
n
o
lo
g
ies
ar
e
n
o
t
u
s
ed
in
th
e
ed
u
c
atio
n
al
p
r
o
c
ess
.
T
h
e
f
o
llo
w
-
u
p
s
u
r
v
ey
s
h
o
wed
h
ig
h
er
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
co
m
p
ar
ed
to
th
e
p
r
e
-
d
is
tan
ce
lear
n
in
g
s
u
r
v
ey
.
Mo
s
t
in
s
tr
u
cto
r
s
(
9
8
%)
an
d
s
tu
d
en
ts
(
9
1
%)
r
ep
o
r
ted
th
at
th
ey
a
d
h
e
r
e
to
eth
ical
co
m
m
u
n
icatio
n
n
o
r
m
s
in
ed
u
ca
tio
n
,
with
o
n
ly
2
%
o
f
in
s
tr
u
cto
r
s
a
n
d
9
%
o
f
s
tu
d
en
ts
n
o
t
d
o
i
n
g
s
o
.
Fu
r
th
er
m
o
r
e,
8
5
%
o
f
in
s
tr
u
cto
r
s
an
d
5
8
%
o
f
s
tu
d
en
ts
in
d
icate
d
th
at
th
ey
f
o
llo
w
eth
ical
n
o
r
m
s
o
f
ac
a
d
em
ic
v
ir
tu
e
in
wr
itin
g
s
cie
n
tific
ar
ticles
an
d
co
m
p
letin
g
h
o
m
ewo
r
k
ass
ig
n
m
en
ts
,
r
esp
ec
tiv
ely
.
A
m
ajo
r
it
y
o
f
in
s
tr
u
cto
r
s
(
8
5
%)
an
d
s
tu
d
en
ts
(
7
0
%)
b
eliev
e
th
at
eth
ical
tr
an
s
f
o
r
m
atio
n
af
f
ec
ts
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
Af
ter
d
is
tan
ce
lear
n
in
g
,
4
6
%
o
f
s
tu
d
en
t
r
esp
o
n
d
en
ts
ac
h
ie
v
ed
a
h
ig
h
le
v
el
o
f
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
.
T
h
e
co
m
p
ar
ativ
e
a
n
aly
s
is
r
ev
e
als
th
at
ad
h
er
e
n
ce
to
eth
ical
n
o
r
m
s
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
r
em
ain
s
at
an
av
er
ag
e
lev
el
p
o
s
t
-
d
is
tan
ce
lear
n
in
g
,
with
5
0
%
o
f
b
o
th
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
s
elec
tin
g
th
is
r
esp
o
n
s
e.
T
h
e
p
r
ac
tical
s
ig
n
if
ican
ce
an
d
p
r
o
s
p
ec
ts
f
o
r
f
u
r
th
e
r
r
esear
ch
ar
e
d
em
o
n
s
tr
ated
b
y
th
e
p
o
te
n
tial
ap
p
licatio
n
o
f
th
e
p
r
o
p
o
s
ed
m
eth
o
d
o
lo
g
y
to
ass
es
s
ad
h
er
en
ce
to
eth
ical
n
o
r
m
s
in
ed
u
ca
tio
n
am
o
n
g
in
s
tr
u
cto
r
s
an
d
s
tu
d
en
ts
f
r
o
m
d
if
f
e
r
en
t
c
o
u
n
tr
ies
i
n
a
co
m
p
ar
ativ
e
co
n
te
x
t.
Mo
r
eo
v
er
,
th
e
d
e
v
elo
p
ed
p
r
o
g
r
a
m
ca
n
b
e
u
tili
ze
d
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
p
ar
ticu
lar
ly
in
its
d
is
tan
ce
lear
n
in
g
f
o
r
m
at.
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
r
C
M
So
Va
Fo
I
R
D
O
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Vi
Su
P
Fu
Z
u
o
Yu
an
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i
u
✓
✓
✓
✓
✓
Alen
a
Gu
r
a
✓
✓
✓
Olg
a
Pav
lo
v
s
k
ay
a
✓
✓
✓
✓
Nata
liy
a
An
to
n
o
v
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
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M
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Au
th
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r
s
s
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f
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I
NF
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NS
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h
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b
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in
f
o
r
m
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c
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t f
r
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m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
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I
n
t
J
E
v
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&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
943
-
954
952
E
T
H
I
CAL AP
P
RO
V
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T
h
e
r
esear
ch
r
elate
d
to
h
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m
a
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as
b
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co
m
p
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d
with
all
th
e
r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
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licies
in
ac
co
r
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ce
with
th
e
te
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He
ls
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Dec
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titu
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e
v
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b
o
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d
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eq
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o
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ittee.
DATA AV
AI
L
AB
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L
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h
e
au
th
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o
f
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is
s
tu
d
y
ar
e
av
ailab
le
with
in
th
e
ar
ticle.
RE
F
E
R
E
NC
E
S
[
1
]
N
.
I
i
v
a
r
i
,
S
.
S
h
a
r
ma,
a
n
d
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V
e
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ä
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k
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o
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,
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:
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[
3
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S
.
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.
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