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FL
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er
s
f
a
ce
at
p
r
esen
t
[
1
0
]
.
I
t
b
ec
am
e
clea
r
th
at
th
e
o
n
e
-
s
ize
-
f
its
-
all
m
o
d
el
o
f
tr
ad
itio
n
al
GT
E
P
was
in
ad
eq
u
ate
f
o
r
t
ea
ch
er
s
,
esp
ec
ially
wh
en
th
ey
n
ee
d
e
d
a
d
y
n
a
m
ic,
ad
ap
tab
le,
a
n
d
f
le
x
ib
le
s
y
s
tem
th
at
co
u
l
d
ev
o
lv
e
alo
n
g
s
id
e
t
h
eir
ev
o
l
v
in
g
n
ee
d
s
as e
d
u
ca
to
r
s
.
I
n
th
e
Ph
ilip
p
in
es,
wh
er
e
th
e
c
u
r
r
en
t
s
tu
d
y
is
s
itu
ated
,
HE
I
s
h
ad
alr
ea
d
y
b
eg
u
n
ex
p
lo
r
in
g
FL
m
o
d
els
b
ef
o
r
e
t
h
e
p
an
d
em
ic.
T
o
s
u
p
p
o
r
t
th
e
tr
a
n
s
itio
n
to
n
ew
in
s
tr
u
ctio
n
al
m
o
d
alities
,
th
e
C
o
m
m
is
s
io
n
on
Hig
h
e
r
E
d
u
ca
tio
n
(
C
HE
D)
in
th
e
Ph
ilip
p
in
es
is
s
u
ed
a
m
em
o
r
a
n
d
u
m
in
2
0
2
0
u
r
g
in
g
all
HE
I
s
to
ad
o
p
t
FL
.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
e
d
s
af
ety
b
y
allo
win
g
r
em
o
te
in
s
tr
u
ctio
n
th
r
o
u
g
h
th
e
u
s
e
o
f
b
o
th
d
ig
ital
a
n
d
n
o
n
-
d
ig
ital
to
o
ls
[
1
1
]
.
FL
d
u
r
in
g
th
is
tim
e
p
r
io
r
itized
s
tu
d
en
t
s
af
ety
b
y
m
in
im
izin
g
p
h
y
s
ical
in
ter
ac
ti
o
n
s
wh
ile
e
n
s
u
r
in
g
ac
ad
em
ic
co
n
tin
u
ity
th
r
o
u
g
h
v
ar
io
u
s
p
latf
o
r
m
s
.
I
n
th
e
teac
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
(
T
E
I
)
w
h
er
e
t
h
is
s
tu
d
y
was
co
n
d
u
cted
,
a
co
lleg
e
m
an
ag
in
g
o
n
lin
e
lear
n
i
n
g
p
r
o
g
r
am
s
s
p
ec
if
ically
d
esig
n
ated
an
d
co
d
e
d
“
e
-
co
u
r
s
es
”
s
in
ce
o
th
er
co
ll
eg
es
also
d
eliv
er
ed
th
e
s
am
e
co
u
r
s
es o
n
s
ite.
T
h
e
u
n
iv
er
s
ity
u
s
ed
its
Mo
o
d
le
-
b
ased
lear
n
in
g
m
an
ag
e
m
en
t sy
s
tem
(
L
MS)
alo
n
g
s
id
e
m
o
d
u
le
-
b
ased
to
o
lk
its
to
d
eliv
er
in
s
tr
u
ctio
n
wh
en
th
e
p
an
d
e
m
ic
r
ea
ch
ed
th
e
Ph
ilip
p
in
es in
2
0
2
0
.
T
h
e
teac
h
er
s
m
ig
r
ated
th
e
co
u
r
s
es
o
n
lin
e,
f
o
cu
s
ed
o
n
ess
en
tial
lear
n
in
g
o
u
tco
m
es,
co
n
d
u
cted
team
p
lan
n
in
g
to
b
le
n
d
co
n
ten
t f
r
o
m
m
u
ltip
le
co
u
r
s
es,
an
d
o
f
f
er
ed
in
s
tr
u
ctio
n
th
r
o
u
g
h
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
c
h
r
o
n
o
u
s
m
ea
n
s
.
T
h
e
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
d
ev
elo
p
in
g
a
FL
m
o
d
el
in
g
r
ad
u
ate
p
r
o
g
r
a
m
s
is
g
r
o
u
n
d
ed
in
f
o
u
r
k
ey
lear
n
in
g
th
eo
r
ies:
co
n
s
tr
u
ctiv
is
m
[
1
2
]
,
s
elf
-
r
eg
u
lated
lear
n
in
g
[
1
3
]
,
ex
p
er
ie
n
tial
lear
n
in
g
[
1
4
]
,
a
n
d
s
elf
-
d
eter
m
in
atio
n
t
h
eo
r
y
[
1
5
]
.
T
h
ese
th
e
o
r
ies
co
llectiv
ely
em
p
h
asize
th
at
lear
n
er
s
ac
tiv
ely
co
n
s
tr
u
ct
k
n
o
wled
g
e
th
r
o
u
g
h
ex
p
er
ien
c
e
an
d
s
o
cial
in
ter
ac
tio
n
,
r
eg
u
l
ate
th
eir
o
wn
lear
n
i
n
g
p
r
o
ce
s
s
es,
an
d
ar
e
d
r
iv
e
n
b
y
in
tr
in
s
ic
m
o
tiv
atio
n
s
s
u
ch
as
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
[
1
6
]
,
[
1
7
]
.
I
n
th
e
co
n
tex
t
o
f
g
r
ad
u
ate
ed
u
ca
tio
n
,
p
a
r
ticu
lar
ly
f
o
r
wo
r
k
in
g
p
r
o
f
ess
io
n
als,
lear
n
er
s
ar
e
s
ee
n
as
ca
p
ab
le
o
f
s
ettin
g
g
o
als,
m
an
a
g
in
g
th
eir
lear
n
in
g
s
tr
ateg
ies,
an
d
r
ef
lectin
g
o
n
th
eir
p
r
o
g
r
ess
wit
h
m
in
im
al
s
u
p
er
v
is
io
n
.
T
h
u
s
,
FL
alig
n
s
with
th
eir
n
ee
d
s
an
d
p
r
ef
er
e
n
ce
s
b
y
allo
win
g
ad
a
p
tab
ilit
y
in
co
n
ten
t d
eliv
er
y
a
n
d
lear
n
in
g
p
r
o
ce
s
s
es,
m
ak
in
g
it
ess
en
tial
to
ex
am
in
e
e
x
is
tin
g
co
n
ce
p
tio
n
s
,
p
r
ac
tices,
an
d
c
h
allen
g
es a
s
a
b
asis
f
o
r
d
esig
n
in
g
a
n
ef
f
e
ctiv
e
FL
m
o
d
el.
At
p
r
esen
t,
HE
I
s
im
p
lem
en
t
th
eir
r
esp
ec
tiv
e
FL
s
tr
ateg
ies
to
ac
co
m
m
o
d
ate
th
e
d
iv
e
r
s
e
n
ee
d
s
o
f
s
tu
d
en
ts
en
r
o
lled
in
GT
E
P
.
T
h
ese
s
tr
ateg
ies
ar
e
d
esig
n
ed
t
o
o
f
f
er
g
r
ea
ter
ac
ce
s
s
,
p
e
r
s
o
n
alize
d
lear
n
in
g
,
a
n
d
in
cr
ea
s
ed
en
g
a
g
em
en
t
to
teac
h
er
s
.
Ho
wev
er
,
d
esp
ite
th
e
in
c
r
ea
s
in
g
ad
o
p
tio
n
o
f
FL
ac
r
o
s
s
HE
I
s
,
th
e
liter
atu
r
e
on
FL
r
em
ain
s
lim
ited
[
1
8
]
,
[
1
9
]
,
p
ar
ticu
lar
ly
r
eg
ar
d
in
g
its
ap
p
licatio
n
in
GT
E
P
.
T
h
is
s
tu
d
y
aim
s
to
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
−
W
h
at
FL
p
r
ac
tices d
id
th
e
g
r
a
d
u
ate
f
ac
u
lty
im
p
lem
en
t
d
u
r
in
g
an
d
a
f
ter
th
e
C
OVI
D
-
1
9
p
an
d
em
ic?
−
W
h
at
co
m
p
r
eh
e
n
s
iv
e
FL
m
o
d
el
ca
n
b
e
d
e
v
elo
p
e
d
to
ad
d
r
ess
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
g
r
ad
u
ate
teac
h
er
ed
u
ca
tio
n
s
tu
d
e
n
ts
?
T
h
e
n
o
v
elty
o
f
t
h
is
s
tu
d
y
lies
in
its
d
ev
elo
p
m
en
t
o
f
t
h
e
m
o
d
el
o
f
FL
f
o
r
GT
E
P
(
MFL
-
GT
E
P),
wh
ich
m
o
v
es
b
ey
o
n
d
th
e
u
s
u
al
v
ie
w
o
f
FL
as
m
er
ely
o
n
lin
e,
b
len
d
ed
,
o
r
d
is
tan
ce
d
eliv
er
y
.
T
h
is
s
tu
d
y
p
r
esen
ts
f
lex
ib
ilit
y
as
a
s
y
s
tem
ic
an
d
lear
n
er
-
ce
n
ter
ed
f
r
am
ewo
r
k
co
m
p
o
s
ed
o
f
1
0
in
ter
r
elate
d
d
im
en
s
io
n
s
th
at
is
g
r
o
u
n
d
ed
in
th
e
ac
tu
al
p
r
ac
ti
ce
s
,
ch
allen
g
es,
an
d
ex
p
er
ien
ce
s
o
f
g
r
ad
u
ate
f
ac
u
lty
an
d
s
tu
d
en
ts
.
I
t
o
f
f
er
s
an
em
p
ir
ically
b
ased
a
n
d
c
o
n
tex
t
-
r
esp
o
n
s
iv
e
f
r
am
ewo
r
k
th
at
s
u
p
p
o
r
ts
s
elf
-
ag
en
c
y
,
s
elf
-
r
eg
u
latio
n
,
a
n
d
s
elf
-
d
eter
m
in
atio
n
am
o
n
g
g
r
a
d
u
ate
teac
h
er
ed
u
ca
tio
n
s
tu
d
e
n
ts
.
I
n
ad
d
itio
n
,
th
e
s
ig
n
if
ican
ce
o
f
th
is
s
tu
d
y
lies
in
its
p
o
ten
tial
to
co
n
tr
ib
u
te
to
th
e
ad
v
an
ce
m
en
t
o
f
FL
f
r
am
e
wo
r
k
s
in
h
ig
h
er
ed
u
ca
tio
n
,
o
f
f
er
in
g
in
s
ig
h
ts
th
a
t
ca
n
in
f
o
r
m
p
o
licy
,
im
p
r
o
v
e
te
ac
h
in
g
an
d
lear
n
in
g
s
tr
ateg
ies,
an
d
b
etter
s
u
p
p
o
r
t d
iv
er
s
e
s
tu
d
en
t
p
o
p
u
latio
n
s
in
ac
h
iev
in
g
ac
a
d
em
ic
s
u
cc
ess
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
m
ad
e
u
s
e
o
f
a
m
u
l
tim
eth
o
d
d
esig
n
,
w
h
ich
r
ef
er
s
to
th
e
u
s
e
o
f
m
o
r
e
th
an
o
n
e
m
eth
o
d
o
f
d
ata
co
llectio
n
o
r
an
aly
s
is
with
in
a
s
in
g
le
s
tu
d
y
[
2
0
]
.
Mu
ltip
le
m
eth
o
d
s
wer
e
u
s
ed
i
n
th
is
s
tu
d
y
,
s
u
ch
as
a
s
u
r
v
ey
o
f
th
e
p
r
ac
tices o
f
g
r
ad
u
ate
f
ac
u
lty
,
f
o
cu
s
g
r
o
u
p
d
i
s
cu
s
s
io
n
s
(
FG
D)
,
an
d
in
ter
v
ie
ws.
T
h
e
u
s
e
o
f
th
ese
m
eth
o
d
s
allo
wed
th
e
r
esear
ch
er
s
to
g
ath
er
b
o
th
b
r
o
ad
an
d
in
-
d
ep
th
in
f
o
r
m
ati
o
n
,
th
er
e
b
y
p
r
o
v
id
i
n
g
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
FL
p
r
ac
tices,
ex
p
er
ien
c
es,
an
d
ch
allen
g
es
o
f
th
e
p
ar
ti
cip
an
ts
.
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
A
mo
d
el
fo
r
flexib
le
lea
r
n
in
g
i
n
g
r
a
d
u
a
te
tea
ch
er e
d
u
ca
tio
n
p
r
o
g
r
a
ms
(
Ma
r
ilyn
U.
B
a
la
g
t
a
s
)
3195
2
.
2
.
P
a
rt
icipa
nts
T
h
er
e
ar
e
4
3
g
r
ad
u
ate
f
ac
u
lt
y
an
d
2
1
5
g
r
ad
u
ate
s
tu
d
en
ts
wh
o
wer
e
s
elec
ted
u
s
in
g
co
n
v
en
ien
ce
s
am
p
lin
g
f
r
o
m
a
TEI
in
T
er
m
1
o
f
ac
ad
em
ic
y
ea
r
(
AY)
2
0
2
1
-
2
0
2
2
to
d
eter
m
in
e
th
eir
p
r
a
ctice
s
o
n
FL
b
ef
o
r
e
an
d
d
u
r
i
n
g
C
OVI
D
-
1
9
.
T
h
e
t
o
tal
n
u
m
b
er
o
f
s
u
r
v
ey
p
ar
ticip
an
ts
in
th
e
in
itial
p
h
ase
was
2
5
8
,
co
m
p
o
s
ed
o
f
4
3
f
ac
u
lty
m
em
b
er
s
an
d
2
1
5
g
r
ad
u
ate
s
tu
d
en
ts
.
Sin
ce
th
e
s
t
u
d
y
was
p
r
im
ar
ily
d
escr
ip
tiv
e
an
d
d
ev
elo
p
m
en
tal
in
n
atu
r
e,
th
e
s
am
p
le
s
ize
was
n
o
t
d
eter
m
in
ed
th
r
o
u
g
h
p
o
wer
an
aly
s
is
f
o
r
h
y
p
o
th
esis
test
in
g
b
u
t
th
r
o
u
g
h
th
e
av
ailab
ilit
y
o
f
elig
ib
le
p
ar
ticip
an
ts
wh
o
h
ad
d
ir
ec
t
e
x
p
e
r
ien
ce
with
th
e
p
h
en
o
m
en
o
n
b
ein
g
s
tu
d
ied
.
T
h
is
ap
p
r
o
ac
h
is
co
n
s
is
ten
t
w
ith
d
escr
ip
tiv
e
s
u
r
v
ey
r
esear
ch
,
wh
er
e
s
am
p
le
ad
eq
u
ac
y
m
ay
b
e
ju
s
tifie
d
b
ased
o
n
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
,
ac
c
ess
ib
ilit
y
o
f
r
esp
o
n
d
e
n
ts
,
an
d
s
u
f
f
icien
cy
o
f
r
esp
o
n
s
es
to
d
escr
ib
e
th
e
tar
g
et
g
r
o
u
p
[
2
1
]
.
T
h
e
s
ec
o
n
d
b
atch
o
f
r
esp
o
n
d
e
n
ts
was
1
8
g
r
a
d
u
ate
s
tu
d
e
n
ts
i
n
v
o
lv
e
d
d
u
r
in
g
th
e
m
o
d
el
d
ev
elo
p
m
en
t
an
d
tr
y
o
u
t
in
T
er
m
2
o
f
AY
2
0
2
1
-
2
0
2
2
an
d
T
er
m
3
o
f
AY
2
0
2
1
-
2
0
2
2
.
T
h
e
in
clu
s
io
n
cr
iter
ia
in
clu
d
ed
g
r
ad
u
ate
s
tu
d
en
ts
wh
o
wer
e
o
f
f
icially
en
r
o
lled
in
a
g
r
ad
u
ate
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
a
n
d
h
ad
ex
p
er
ie
n
ce
d
FL
.
All
teac
h
er
s
h
an
d
lin
g
g
r
a
d
u
ate
co
u
r
s
es
d
u
r
i
n
g
th
ese
ter
m
s
wh
o
im
p
lem
en
ted
FL
we
r
e
in
v
o
lv
e
d
in
th
e
s
tu
d
y
.
T
h
ey
wer
e
s
u
r
v
e
y
ed
o
n
p
r
ac
tices
o
f
FL
b
ef
o
r
e
a
n
d
af
ter
th
ey
h
a
d
b
ee
n
e
x
p
o
s
ed
to
th
e
p
r
o
p
o
s
ed
FL
m
o
d
el.
T
h
ey
p
a
r
ticip
ated
as
well
in
th
e
F
GD.
T
wo
o
f
f
ici
als
wer
e
in
ter
v
iewe
d
f
o
r
th
eir
lead
er
s
h
ip
r
o
le
in
p
r
o
m
o
tin
g
FL
i
n
th
e
T
E
I
.
Alth
o
u
g
h
th
e
u
s
e
o
f
co
n
v
en
ie
n
c
e
s
am
p
lin
g
m
ay
lim
it
th
e
g
e
n
er
aliza
b
ilit
y
o
f
t
h
e
f
in
d
in
g
s
b
ec
au
s
e
th
e
p
a
r
ticip
a
n
ts
wer
e
s
elec
ted
f
r
o
m
o
n
e
T
E
I
b
ased
o
n
ac
ce
s
s
ib
ilit
y
an
d
d
i
r
ec
t in
v
o
lv
em
e
n
t in
FL
,
it
was
u
s
ed
b
ec
au
s
e
th
e
p
ar
ticip
an
ts
wer
e
ea
s
ily
ac
ce
s
s
ib
le
an
d
d
ir
ec
tly
in
v
o
lv
e
d
in
FL
,
m
ak
in
g
d
ata
co
llectio
n
f
aster
an
d
m
o
r
e
p
r
a
ctica
l.
2
.
3
.
I
ns
t
rum
ent
s
T
h
r
ee
in
s
tr
u
m
en
ts
wer
e
d
e
v
elo
p
ed
,
v
alid
ated
,
a
n
d
u
s
e
d
in
th
is
s
tu
d
y
.
T
h
e
o
n
li
n
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e
is
a
c
o
m
b
in
ati
o
n
o
f
f
o
r
ce
d
-
ch
o
ice
an
d
c
o
n
s
tr
u
cted
-
r
esp
o
n
s
e
f
o
r
m
ats
to
g
ath
er
t
h
e
g
r
ad
u
ate
f
ac
u
lty
an
d
s
tu
d
en
ts
'
co
n
ce
p
ti
o
n
s
an
d
p
r
ac
tices
o
n
FL.
T
h
e
t
o
o
l
was
p
ilo
t
-
test
ed
o
n
2
1
4
g
r
ad
u
ate
s
tu
d
en
ts
an
d
f
ac
u
lty
to
d
eter
m
in
e
its
v
alid
ity
an
d
r
eliab
ilit
y
.
R
esu
lts
o
f
t
h
e
tr
y
o
u
t
s
h
o
w
th
at
th
e
to
o
l
is
v
alid
an
d
r
eliab
le.
T
h
e
r
esu
lts
s
h
o
wed
th
at
all
item
s
lo
ad
ed
s
ig
n
if
ican
tly
(
p
<
.
0
0
1
)
o
n
th
eir
h
y
p
o
th
esized
f
ac
to
r
s
,
with
f
ac
to
r
lo
ad
in
g
s
r
a
n
g
in
g
f
r
o
m
.
4
7
t
o
.
9
2
,
s
u
g
g
esti
n
g
ac
ce
p
tab
le
it
em
-
lev
el
r
elatio
n
s
h
ip
s
with
th
e
p
r
o
p
o
s
ed
s
ev
en
-
f
ac
to
r
s
tr
u
ctu
r
e
.
Ho
wev
er
,
th
e
o
v
er
all
m
o
d
el
f
it
in
d
ices
in
d
icate
d
o
n
ly
m
ar
g
in
al
s
u
p
p
o
r
t
f
o
r
th
e
f
ac
t
o
r
ial
v
alid
ity
o
f
th
e
in
s
tr
u
m
en
t,
a
s
r
ef
lecte
d
in
th
e
co
m
p
ar
ati
v
e
f
it
in
d
ex
(
C
FI
)
=.
8
1
3
,
T
u
ck
er
–
L
ewis’s
in
d
ex
(
TLI
)
=.
7
9
2
,
r
o
o
t
m
ea
n
s
q
u
a
r
e
er
r
o
r
o
f
a
p
p
r
o
x
im
atio
n
(
R
MSE
A
)
=.
0
9
7
(
9
0
%
co
n
f
id
en
ce
in
ter
v
al
(
CI
)
:
.
0
9
2
–
.
1
0
2
)
,
an
d
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR
)
=.
0
9
6
.
T
h
u
s
,
th
e
v
alid
ity
ev
id
en
ce
s
h
o
u
ld
b
e
in
ter
p
r
eted
with
ca
u
tio
n
,
an
d
t
h
e
m
ea
s
u
r
em
en
t m
o
d
el
m
a
y
r
e
q
u
ir
e
f
u
r
th
er
r
e
f
in
em
en
t,
s
u
ch
as r
ev
iewin
g
wea
k
o
r
o
v
er
lap
p
i
n
g
item
s
,
im
p
r
o
v
in
g
item
wo
r
d
i
n
g
,
o
r
r
e
-
ex
am
in
in
g
t
h
e
f
ac
to
r
s
tr
u
ctu
r
e
in
f
u
tu
r
e
v
alid
atio
n
s
tu
d
ies.
T
h
e
o
th
er
in
s
tr
u
m
en
t
s
wer
e
th
e
FG
D
an
d
th
e
in
ter
v
iew
g
u
id
e
,
wh
ich
s
u
p
p
o
r
ted
th
e
p
r
ac
tices
o
n
FL
g
ath
er
ed
f
r
o
m
t
h
e
s
u
r
v
e
y
.
B
o
t
h
in
s
tr
u
m
en
ts
also
u
n
d
er
wen
t
ex
p
er
t v
alid
atio
n
.
2
.
4
.
Da
t
a
g
a
t
hering
pro
ce
du
re
T
h
e
s
tu
d
y
u
n
d
er
we
n
t
f
iv
e
p
h
a
s
es.
T
h
e
f
ir
s
t
p
h
ase
in
v
o
lv
e
d
p
lan
n
in
g
a
n
d
e
n
v
ir
o
n
m
en
tal
s
ca
n
n
in
g
o
f
th
e
FL
p
r
ac
tices
at
th
e
u
n
iv
er
s
ity
.
Dif
f
er
en
t
liter
atu
r
e,
s
tu
d
ie
s
,
an
d
p
o
licies
wer
e
also
r
ev
ie
wed
to
u
n
d
e
r
s
tan
d
h
o
w
FL
was
v
iewe
d
an
d
th
e
m
o
d
els
an
d
p
r
ac
tices
em
p
lo
y
ed
.
T
h
e
s
ec
o
n
d
p
h
ase
in
v
o
l
v
ed
th
e
in
itial
d
ata
co
llectio
n
an
d
m
o
d
el
d
ev
el
o
p
m
en
t.
T
h
e
r
esear
ch
e
r
s
ad
m
in
i
s
ter
ed
an
o
n
lin
e
s
u
r
v
e
y
an
d
c
o
n
d
u
cted
FGDs
with
g
r
ad
u
ate
f
ac
u
lty
an
d
s
tu
d
en
ts
,
an
d
in
ter
v
iewe
d
o
f
f
icials
wh
o
h
ad
e
x
p
er
ie
n
ce
in
FL.
T
h
e
r
esu
lts
led
to
th
e
d
ev
elo
p
m
e
n
t
o
f
an
FL
m
o
d
el
ca
p
tu
r
ed
in
an
o
u
tco
m
es
-
b
ase
d
s
y
llab
u
s
d
ev
elo
p
ed
b
y
th
e
r
e
s
ea
r
ch
er
s
.
T
h
e
th
ir
d
p
h
ase
in
v
o
lv
ed
m
o
d
el
tr
y
o
u
t
an
d
d
ata
an
aly
s
is
,
wh
er
ein
th
e
FL
m
o
d
el
ca
p
tu
r
ed
in
an
o
u
tc
o
m
es
-
b
ased
co
u
r
s
e
s
y
llab
u
s
was
tr
ied
o
u
t
in
th
e
class
e
s
o
f
f
o
u
r
g
r
ad
u
ate
f
ac
u
lty
.
T
h
e
n
ex
t
p
h
ase
f
o
cu
s
ed
o
n
f
u
r
th
er
d
ata
co
llectio
n
f
o
r
m
o
d
el
r
ef
i
n
em
e
n
t.
T
h
is
was
d
o
n
e
af
ter
o
n
e
ter
m
o
f
tr
y
o
u
t
o
f
th
e
FL
m
o
d
el.
T
h
e
ch
a
n
g
es
in
t
h
e
FL
wer
e
r
ef
lecte
d
in
th
e
o
u
tc
o
m
es
-
b
ased
co
u
r
s
e
d
eliv
er
ed
t
h
e
f
o
llo
win
g
te
r
m
.
Fin
aliza
tio
n
o
f
th
e
m
o
d
el
was
d
o
n
e
in
th
e
last
p
h
ase.
T
h
e
f
in
al
m
o
d
el
was
s
u
b
jecte
d
to
th
e
r
ev
iew
o
f
th
e
g
r
ad
u
ate
s
tu
d
en
ts
h
an
d
led
b
y
th
e
f
o
u
r
g
r
ad
u
ate
f
ac
u
lty
m
em
b
er
s
in
th
e
f
o
llo
win
g
ter
m
.
T
h
e
d
ata
a
n
aly
s
is
o
f
th
e
s
tu
d
y
u
tili
ze
d
b
o
th
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
ap
p
r
o
ac
h
es.
Fo
r
t
h
e
s
u
r
v
ey
in
s
tr
u
m
en
t,
d
escr
ip
tiv
e
s
tatis
tics
wer
e
ap
p
lied
.
Fo
r
t
h
e
q
u
alitativ
e
co
m
p
o
n
en
t,
th
em
atic
an
aly
s
is
was
em
p
lo
y
ed
,
wh
er
ein
r
esp
o
n
s
es
wer
e
s
y
s
tem
atica
lly
co
d
ed
,
c
ateg
o
r
ized
,
a
n
d
o
r
g
an
ize
d
in
t
o
em
er
g
in
g
th
em
es.
T
o
en
h
an
ce
tr
u
s
two
r
th
in
ess
a
n
d
c
o
n
f
ir
m
a
b
ilit
y
,
tr
ia
n
g
u
lati
o
n
was
c
o
n
d
u
cted
b
y
co
m
p
a
r
in
g
a
n
d
v
alid
atin
g
f
in
d
in
g
s
ac
r
o
s
s
d
ata
s
o
u
r
ce
s
f
r
o
m
s
tu
d
en
ts
an
d
g
r
a
d
u
ate
f
ac
u
lty
,
en
s
u
r
in
g
th
at
i
n
ter
p
r
etati
o
n
s
wer
e
co
n
s
is
ten
t
an
d
g
r
o
u
n
d
ed
in
m
u
ltip
le
p
e
r
s
p
ec
tiv
es.
B
ef
o
r
e
th
e
s
tu
d
y
co
m
m
en
ce
d
,
th
e
r
esear
ch
p
r
o
p
o
s
al
was
s
u
b
jecte
d
to
an
E
th
ics
R
ev
i
ew
b
y
th
e
Un
iv
er
s
ity
R
esear
ch
E
th
ics
C
o
m
m
ittee
(
R
E
C
)
.
R
E
C
g
av
e
th
e
r
esear
ch
er
s
th
e
n
o
tice
to
p
r
o
ce
ed
with
th
e
s
tu
d
y
.
T
h
e
g
r
ad
u
ate
s
tu
d
en
ts
a
n
d
f
ac
u
lty
in
v
o
lv
e
d
in
th
e
s
u
r
v
ey
,
FGD,
an
d
in
ter
v
iew
co
n
s
en
ted
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
1
9
3
-
3
2
0
3
3196
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
P
ra
ct
ices o
f
t
he
g
r
a
du
a
t
e
f
a
c
ulty
a
nd
s
t
ud
ent
s
o
n f
lex
ibl
e
lea
rning
bef
o
re
a
nd
du
ring
CO
VID
-
19
T
h
e
p
r
ac
tic
es
o
r
e
x
p
e
r
ie
n
ce
s
o
f
t
h
e
g
r
a
d
u
a
te
f
a
c
u
lt
y
an
d
s
t
u
d
e
n
ts
in
v
o
l
v
e
d
in
t
h
e
s
tu
d
y
wer
e
als
o
class
i
f
i
ed
i
n
te
r
m
s
o
f
t
h
e
8
Ps
:
p
u
r
p
o
s
e
,
p
r
o
ce
s
s
,
p
ed
ag
o
g
y
,
p
ac
e
,
p
l
ac
e,
p
e
o
p
le
,
p
r
o
d
u
ct,
a
n
d
p
er
f
o
r
m
a
n
c
e.
3
.
1
.
1
.
P
urpo
s
e
o
f
lea
rning
T
h
e
s
u
r
v
e
y
d
ata
r
ev
ea
l
t
h
at
t
h
er
e
wer
e
t
h
r
ee
p
r
ac
tices
o
n
FL
in
ter
m
s
o
f
th
e
p
u
r
p
o
s
e
o
f
lear
n
in
g
:
i
)
co
-
d
e
v
elo
p
m
e
n
t
o
f
co
u
r
s
e
i
n
ten
d
ed
lear
n
in
g
o
u
tco
m
es
(
6
6
.
1
%
o
f
s
tu
d
en
ts
claim
ed
th
is
is
alm
o
s
t
alwa
y
s
ev
id
en
t)
;
ii
)
id
en
tific
atio
n
o
f
t
h
e
co
m
p
eten
cies
an
d
s
k
ills
in
a
co
u
r
s
e
(
6
1
.
9
%);
an
d
iii
)
s
ele
ctio
n
o
f
th
e
co
n
ten
t
o
f
th
e
co
u
r
s
e
(
6
2
.
3
%).
Data
f
r
o
m
th
e
in
ter
v
iews
an
d
FGD
s
h
o
wed
th
at
th
er
e
was
a
co
llab
o
r
ativ
e
ef
f
o
r
t
b
etwe
en
th
e
s
tu
d
en
ts
an
d
f
ac
u
lty
m
em
b
er
s
o
f
th
e
in
s
titu
tio
n
in
d
e
v
elo
p
in
g
th
e
co
u
r
s
e’
s
in
ten
d
ed
lear
n
in
g
o
u
tco
m
es.
T
h
r
o
u
g
h
a
s
er
ies
o
f
co
n
s
u
ltatio
n
s
an
d
o
p
en
d
i
alo
g
u
es,
s
tu
d
en
ts
an
d
f
ac
u
lty
co
-
cr
ea
ted
lear
n
in
g
o
b
jectiv
es
th
at
wer
e
n
o
t
o
n
l
y
alig
n
ed
with
th
e
ac
ad
em
ic
s
tan
d
ar
d
s
b
u
t
also
r
ef
lecte
d
t
h
e
d
iv
er
s
e
lear
n
in
g
s
ty
les
an
d
p
r
ef
er
e
n
ce
s
in
h
er
e
n
t
in
FL
en
v
ir
o
n
m
en
ts
.
Acc
o
r
d
i
n
g
to
th
e
p
ar
ticip
an
ts
,
th
e
r
e
w
as
a
5
0
-
5
0
r
atio
o
f
in
p
u
t
co
m
i
n
g
f
r
o
m
t
h
e
s
tu
d
en
t
s
an
d
f
ac
u
lty
m
em
b
e
r
s
in
cr
af
tin
g
th
e
co
n
ten
ts
o
f
t
h
e
co
u
r
s
e
b
ef
o
r
e
an
d
d
u
r
in
g
th
e
p
an
d
e
m
ic.
3
.
1
.
2
.
P
ro
ce
s
s
o
f
l
ea
rning
B
ased
o
n
th
e
s
u
r
v
ey
r
esu
lts
,
t
h
e
p
r
ac
tices
o
f
th
e
g
r
ad
u
ate
f
a
cu
lty
an
d
th
e
e
x
p
er
ien
ce
s
o
f
t
h
e
g
r
ad
u
ate
s
tu
d
en
ts
in
d
if
f
er
en
t
p
r
o
ce
s
s
es
o
f
FL
in
clu
d
e:
i
)
s
eq
u
en
cin
g
o
f
th
e
co
u
r
s
e
co
n
ten
t
(
6
3
.
2
%);
ii
)
d
eter
m
in
in
g
th
eir
o
wn
s
tr
ateg
y
in
ac
q
u
ir
i
n
g
less
o
n
co
n
ten
t
(
8
7
.
9
%);
i
ii
)
ch
o
o
s
in
g
th
e
m
o
d
ality
o
f
lear
n
in
g
(
7
5
.
8
%);
iv
)
p
r
o
v
id
in
g
lear
n
i
n
g
m
ate
r
ials
u
s
in
g
a
r
an
g
e
o
f
m
ed
ia
f
o
r
m
ats
(
9
3
.
7
%);
a
n
d
v
)
u
s
in
g
d
if
f
er
en
t
tech
n
o
lo
g
y
to
o
ls
an
d
p
latf
o
r
m
s
to
s
u
p
p
o
r
t
lear
n
in
g
(
9
5
.
8
%).
T
h
e
an
aly
s
is
o
f
th
e
FGD
d
ata
y
ield
ed
two
d
o
m
in
an
t
t
h
em
e
s
o
n
p
r
ac
tices
r
elate
d
to
th
e
p
r
o
ce
s
s
o
f
lear
n
in
g
:
i
)
lear
n
e
r
s
ar
e
p
r
o
v
id
ed
with
th
e
o
p
p
o
r
tu
n
ity
t
o
in
f
o
r
m
th
e
d
esig
n
an
d
d
eliv
er
y
o
f
co
u
r
s
e
co
n
ten
t a
n
d
lear
n
in
g
ac
tiv
ities
,
an
d
ii
)
th
e
FL
clas
s
es
ar
e
d
esig
n
ed
to
allo
w
lear
n
er
s
to
b
ec
o
m
e
m
o
r
e
ac
tiv
e,
m
o
r
e
en
g
ag
ed
,
an
d
m
o
r
e
r
ef
lectiv
e.
T
h
e
f
o
r
m
er
h
as
o
n
e
c
o
r
e
id
e
a
-
Stu
d
en
ts
p
r
o
v
id
e
in
p
u
ts
to
co
u
r
s
e
co
n
ten
t
an
d
o
th
er
co
u
r
s
e
-
r
elate
d
d
ec
is
io
n
s
,
wh
ile
th
e
latter
h
as th
r
ee
co
r
e
id
ea
s
:
i
)
s
tu
d
en
ts
ar
e
lear
n
er
s
wh
o
ca
n
m
ax
im
ize
th
e
o
p
p
o
r
tu
n
ities
p
r
o
v
id
ed
b
y
FL
d
eliv
e
r
y
,
allo
win
g
th
e
m
to
lea
r
n
i
n
way
s
t
h
at
wer
e
n
o
t
ev
id
en
t
d
u
r
in
g
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
;
ii
)
s
tu
d
en
ts
ac
tiv
ely
en
g
ag
e
in
clas
s
r
o
o
m
ac
tiv
ities
an
d
d
is
cu
s
s
io
n
;
an
d
iii
)
s
tu
d
en
ts
p
ar
ticip
ate
as
r
ef
lectiv
e
lear
n
er
s
.
R
elate
d
to
th
e
f
ir
s
t
th
em
e,
a
g
r
ad
u
ate
f
ac
u
lty
p
ar
ticip
an
t
s
tated
:
“
w
e
p
la
n
o
th
er
w
a
ys
fo
r
th
e
s
u
b
mis
s
io
n
o
f
th
e
r
eq
u
ir
eme
n
ts
s
o
ev
er
yth
in
g
is
co
ve
r
ed
,
b
ec
a
u
s
e
s
o
metime
s
w
e
ca
n
n
o
t
a
vo
id
th
a
t so
me
g
r
a
d
u
a
te
s
tu
d
en
ts
w
h
o
a
ls
o
h
a
ve
o
th
er w
o
r
k
ca
n
n
o
t
a
tten
d
a
ll a
ctivities in
a
ll mo
d
a
liti
es
.”
3
.
1
.
3
.
P
eda
g
o
g
y
o
f
l
ea
rning
T
h
e
p
e
d
a
g
o
g
ies
p
r
ac
tic
e
d
b
y
t
h
e
g
r
a
d
u
at
e
f
ac
u
l
ty
i
n
cl
u
d
e
d
e
ter
m
i
n
i
n
g
t
h
e
ir
o
w
n
s
t
r
ate
g
y
i
n
a
cq
u
i
r
i
n
g
less
o
n
c
o
n
te
n
t
(
8
1
.
9
%
)
a
n
d
i
m
p
le
m
e
n
ti
n
g
a
r
a
n
g
e
o
f
i
n
s
t
r
u
ct
io
n
al
s
t
r
ate
g
i
es
a
n
d
lea
r
n
i
n
g
ac
ti
v
ities
(
8
7
.
9
%
)
.
A
g
r
ea
t
m
aj
o
r
it
y
o
f
t
h
e
g
r
ad
u
a
te
f
a
c
u
lt
y
r
ep
o
r
te
d
t
h
at
t
h
ey
p
r
ac
ti
ce
a
ll
o
wi
n
g
t
h
e
g
r
a
d
u
at
e
s
t
u
d
e
n
ts
t
o
d
e
te
r
m
in
e
th
e
ir
o
w
n
s
tr
ate
g
y
in
a
c
q
u
ir
i
n
g
less
o
n
co
n
te
n
t
.
T
h
is
w
as s
u
p
p
o
r
te
d
b
y
t
h
e
r
ep
o
r
t
f
r
o
m
g
r
ad
u
ate
s
t
u
d
e
n
ts
.
A
g
r
ea
t
m
ajo
r
ity
o
f
th
e
g
r
a
d
u
ate
f
ac
u
lty
claim
ed
th
at
th
ey
im
p
lem
en
t
a
r
an
g
e
o
f
i
n
s
tr
u
ctio
n
al
s
tr
ateg
ies
an
d
lear
n
in
g
ac
tiv
it
ies
(
e.
g
.
,
lectu
r
e,
i
n
d
ep
e
n
d
en
t
s
tu
d
y
,
a
n
d
g
am
es)
f
o
r
th
eir
g
r
ad
u
ate
s
tu
d
en
ts
.
Mo
r
e
o
f
t
h
em
claim
e
d
to
h
a
v
e
b
ee
n
p
r
ac
ticin
g
t
h
is
p
r
o
ce
s
s
o
f
FL
d
u
r
in
g
C
OVI
D
-
1
9
t
h
an
b
ef
o
r
e
it.
T
h
is
was
s
u
p
p
o
r
ted
b
y
th
e
r
ep
o
r
t
f
r
o
m
th
e
g
r
ad
u
ate
s
tu
d
en
ts
th
at
n
o
n
e
o
f
th
e
f
ac
u
lt
y
claim
ed
th
at
th
ey
h
ad
n
e
v
er
p
r
ac
ticed
th
is
way
o
f
FL
b
ef
o
r
e
an
d
d
u
r
in
g
C
OVI
D
-
1
9
.
Ped
ag
o
g
ies
in
FL
allo
w
g
r
ad
u
ate
s
tu
d
en
ts
to
en
g
ag
e
with
d
iv
er
s
e
lear
n
in
g
m
ater
ials
an
d
m
eth
o
d
s
,
p
r
o
m
o
tin
g
a
m
o
r
e
p
er
s
o
n
alize
d
an
d
a
d
ap
tiv
e
ed
u
ca
tio
n
al
ex
p
er
ien
ce
.
3
.
1
.
4
.
P
a
ce
o
f
l
ea
rning
T
h
e
p
r
ac
tices
o
f
th
e
g
r
ad
u
ate
f
ac
u
lty
an
d
th
e
ex
p
e
r
ien
ce
s
o
f
th
e
g
r
ad
u
ate
s
tu
d
e
n
ts
in
ter
m
s
o
f
th
e
p
ac
e
o
f
lear
n
in
g
o
b
s
er
v
e
d
i
n
th
e
g
r
ad
u
ate
p
r
o
g
r
am
s
in
clu
d
e
g
r
ad
u
ate
s
tu
d
en
ts
m
a
k
in
g
d
ec
is
io
n
s
o
n
th
e:
i
)
tim
e
to
s
p
en
d
in
lear
n
i
n
g
th
e
co
u
r
s
e
co
n
ten
t/to
p
ic
(
8
0
.
9
%);
ii
)
tim
e
to
s
p
e
n
d
in
d
o
in
g
a
lear
n
in
g
tas
k
(
8
2
.
4
%);
iii
)
tim
e
t
o
in
te
r
ac
t
with
o
th
er
s
a
n
d
to
s
tu
d
y
(
7
8
.
6
%);
an
d
iv
)
tim
e
o
n
e
wan
ts
t
o
s
u
b
m
it
a
co
m
p
leted
task
o
r
wo
r
k
(
9
3
.
1
%).
T
h
e
an
aly
s
is
o
f
FGD
d
ata
y
i
eld
ed
o
n
e
s
in
g
u
lar
th
e
m
e
o
n
p
r
ac
tices
r
elate
d
to
p
ac
e
-
ad
j
u
s
tm
en
t
in
s
ch
ed
u
le
an
d
wo
r
k
l
o
ad
to
p
r
o
m
o
te
o
p
tim
al
f
lex
ib
ilit
y
–
p
r
esen
ts
two
co
r
e
id
ea
s
:
i
)
f
lex
ib
ilit
y
in
th
e
s
u
b
m
is
s
io
n
o
f
co
u
r
s
e
r
eq
u
ir
e
m
en
ts
an
d
ii
)
p
r
o
v
is
io
n
f
o
r
welln
ess
b
r
ea
k
o
r
ac
a
d
em
ic
ea
s
e
f
o
r
f
ac
u
lt
y
an
d
s
tu
d
e
n
ts
.
T
h
e
p
ac
e
o
f
lear
n
in
g
i
n
FL
,
ac
co
r
d
in
g
to
t
h
e
p
ar
ticip
a
n
ts
,
was
ch
ar
ac
ter
ized
b
y
its
ad
ap
tab
ili
ty
to
th
e
in
d
iv
id
u
al
n
ee
d
s
an
d
p
r
ef
er
e
n
ce
s
o
f
th
e
g
r
ad
u
ate
s
tu
d
en
ts
.
Un
lik
e
tr
ad
itio
n
al,
r
ig
id
s
tr
u
ctu
r
es,
FL
allo
wed
s
tu
d
en
ts
to
p
r
o
g
r
ess
at
th
eir
o
wn
s
p
ee
d
,
a
cc
o
m
m
o
d
atin
g
v
ar
iatio
n
s
in
p
r
io
r
k
n
o
wled
g
e
an
d
lear
n
i
n
g
s
ty
les.
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
A
mo
d
el
fo
r
flexib
le
lea
r
n
in
g
i
n
g
r
a
d
u
a
te
tea
ch
er e
d
u
ca
tio
n
p
r
o
g
r
a
ms
(
Ma
r
ilyn
U.
B
a
la
g
t
a
s
)
3197
3
.
1
.
5
.
P
la
ce
o
f
l
ea
rning
T
h
e
p
r
ac
tices
o
f
g
r
ad
u
ate
s
tu
d
en
ts
in
ter
m
s
o
f
p
lace
in
clu
d
e
ch
o
o
s
in
g
th
eir
p
lace
o
f
lear
n
in
g
(
8
5
.
9
%)
an
d
co
m
p
letin
g
th
eir
lear
n
i
n
g
ac
tiv
ities
an
d
task
s
r
eg
ar
d
less
o
f
th
eir
lo
ca
tio
n
o
r
p
lace
(
8
8
.
8
%).
T
h
is
was
co
n
f
ir
m
e
d
b
y
th
e
g
r
ad
u
ate
s
tu
d
en
ts
th
em
s
elv
es.
I
n
ter
esti
n
g
ly
,
th
er
e
is
o
n
e
f
ac
u
lty
m
em
b
er
wh
o
claim
ed
n
o
t t
o
h
av
e
p
r
ac
ticed
th
is
b
ef
o
r
e
th
e
p
an
d
em
ic
b
u
t h
as lea
r
n
e
d
to
p
r
ac
tice
th
is
d
u
r
in
g
C
OVI
D
-
1
9
.
Fro
m
th
e
FGD
d
ata,
two
th
em
es
o
n
p
r
ac
tices
r
elate
d
to
th
e
p
lace
o
f
lear
n
in
g
we
r
e
id
en
tifie
d
.
First
is
lear
n
in
g
o
p
p
o
r
tu
n
ities
ar
e
e
x
p
an
d
ed
as
lear
n
i
n
g
b
ec
o
m
es
m
o
r
e
s
ea
m
less
,
wh
ich
h
as
o
n
e
s
in
g
u
lar
c
o
r
e
i
d
ea
:
lear
n
in
g
b
ec
o
m
es
m
o
r
e
s
ea
m
less
(
lear
n
in
g
wh
er
ev
e
r
,
w
h
en
ev
er
)
.
T
h
e
s
ec
o
n
d
is
o
n
p
r
o
v
is
io
n
f
o
r
o
n
lin
e
lear
n
in
g
class
es,
ty
p
ically
th
r
o
u
g
h
a
d
ed
icate
d
L
MS
with
t
wo
co
r
e
id
ea
s
:
i
)
p
r
o
v
is
io
n
f
o
r
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
ch
r
o
n
o
u
s
class
es
an
d
ii
)
t
h
e
u
s
e
o
f
av
ailab
le
L
MS
f
o
r
o
n
lin
e
class
es.
T
h
e
d
ata
r
ev
ea
l
ed
th
at
th
e
p
lace
o
f
lear
n
in
g
f
o
r
g
r
ad
u
ate
s
tu
d
e
n
ts
was
n
o
t
co
n
f
in
ed
to
a
s
p
ec
if
ic
p
h
y
s
ical
class
r
o
o
m
,
b
u
t
i
t
was
ex
ten
d
ed
to
v
ir
tu
al
s
p
ac
es
-
p
r
o
m
o
tin
g
ac
c
ess
ib
ilit
y
,
in
clu
s
iv
ity
,
an
d
ad
a
p
tab
ilit
y
.
3
.
1
.
6
.
P
eo
ple t
o
le
a
rn
wit
h
T
h
e
p
r
ac
tices
o
f
th
e
g
r
ad
u
ate
f
ac
u
lty
an
d
th
e
e
x
p
er
ien
ce
s
o
f
th
eir
g
r
a
d
u
ate
s
tu
d
e
n
ts
in
ter
m
s
o
f
th
e
p
eo
p
le
th
ey
lear
n
with
in
th
e
g
r
ad
u
ate
p
r
o
g
r
am
s
in
clu
d
e:
i
)
c
h
o
o
s
in
g
f
r
o
m
a
r
an
g
e
o
f
o
p
tio
n
s
o
n
h
o
w
to
s
tu
d
y
(
8
5
.
2
%);
ii
)
ch
o
o
s
in
g
m
em
b
e
r
s
o
f
th
e
class
to
s
tu
d
y
o
r
co
lla
b
o
r
ate
with
(
7
5
.
8
%);
iii
)
ch
o
o
s
in
g
th
e
in
s
tr
u
ct
o
r
o
r
f
ac
u
lty
to
lear
n
with
(
5
1
.
5
%);
an
d
iv
)
c
h
o
o
s
in
g
t
h
e
p
e
o
p
le
to
ev
alu
ate
o
n
e’
s
lear
n
in
g
(
5
6
.
3
%).
Vir
tu
al
f
o
r
u
m
s
,
d
is
cu
s
s
io
n
b
o
ar
d
s
,
an
d
c
o
llab
o
r
ativ
e
o
n
li
n
e
p
latf
o
r
m
s
wer
e
claim
e
d
t
o
b
ec
o
m
e
ess
en
tial
to
o
ls
in
f
o
s
ter
in
g
in
ter
ac
tio
n
s
am
o
n
g
s
tu
d
en
ts
.
T
h
ese
p
latf
o
r
m
s
f
ac
ilit
ated
th
e
ex
ch
an
g
e
o
f
id
ea
s
,
d
iv
er
s
e
p
er
s
p
ec
tiv
es,
an
d
co
ll
ec
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
.
B
u
ild
in
g
a
s
tr
o
n
g
s
en
s
e
o
f
co
m
m
u
n
ity
is
p
ar
ticu
lar
l
y
cr
u
cial
f
o
r
g
r
ad
u
ate
s
tu
d
e
n
ts
wh
o
m
a
y
b
e
p
u
r
s
u
in
g
ad
v
an
c
ed
d
e
g
r
ee
s
in
s
p
ec
ialized
f
ield
s
,
an
d
b
y
f
o
s
ter
in
g
co
n
n
ec
tio
n
s
with
f
ello
w
s
tu
d
e
n
ts
an
d
f
ac
u
lty
,
g
r
a
d
u
ate
s
tu
d
en
ts
b
en
ef
it
f
r
o
m
a
n
etwo
r
k
o
f
d
iv
er
s
e
ex
p
er
tis
e,
ex
p
er
ien
ce
s
,
an
d
in
s
ig
h
ts
.
3
.
1
.
7
.
P
er
f
o
r
m
a
nce
in
l
ea
rning
T
h
e
p
r
ac
tices
in
clu
d
e
g
r
ad
u
a
te
s
tu
d
en
ts
:
i
)
d
ec
id
in
g
o
n
h
o
w
to
d
em
o
n
s
tr
ate
ac
q
u
ir
e
d
k
n
o
wled
g
e
f
r
o
m
th
e
co
u
r
s
e
(
6
5
.
1
%);
ii
)
d
ec
id
in
g
o
n
h
o
w
to
d
em
o
n
s
tr
ate
ac
q
u
ir
ed
s
k
ills
f
r
o
m
th
e
co
u
r
s
e
(
6
6
.
0
%);
iii
)
d
ec
id
in
g
o
n
h
o
w
f
r
e
q
u
en
tly
o
n
e
is
as
s
es
s
ed
(
6
1
.
4
%);
iv
)
d
ec
id
in
g
o
n
h
o
w
f
r
eq
u
en
t
ly
o
n
e
is
as
s
ess
ed
(
6
4
.
2
%);
v
)
d
ec
i
d
in
g
o
n
th
e
p
i
ec
es o
f
ev
id
en
ce
o
f
lear
n
in
g
(
6
6
.
0
%).
B
ased
o
n
th
e
an
al
y
s
is
o
f
FGD
d
ata,
two
th
e
m
es
o
n
p
r
ac
tice
s
r
elate
d
to
th
e
p
er
f
o
r
m
an
ce
o
f
lear
n
in
g
em
er
g
ed
.
T
h
e
f
ir
s
t
is
th
e
u
s
e
o
f
m
o
r
e
in
n
o
v
ativ
e
an
d
m
o
r
e
au
th
en
tic
m
eth
o
d
s
in
ass
ess
in
g
lear
n
in
g
o
u
tco
m
es
with
th
r
ee
co
r
e
id
ea
s
:
i
)
e
m
p
h
asis
o
n
p
er
f
o
r
m
a
n
ce
-
b
as
ed
ass
ess
m
en
t
an
d
o
th
er
al
ter
n
ativ
e
f
o
r
m
s
o
f
ass
es
s
m
en
t
;
ii
)
co
u
r
s
e
r
e
q
u
ir
e
m
en
ts
th
at
s
tim
u
late
r
ef
lectiv
e
th
in
k
in
g
,
cr
itical
th
in
k
in
g
,
an
d
cr
ea
tiv
ity
,
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
p
ee
r
s
;
an
d
iii
)
u
s
e
o
f
au
th
en
tic
an
d
in
n
o
v
ati
v
e
ass
ess
m
en
t
m
eth
o
d
s
.
T
h
e
s
ec
o
n
d
th
em
e
is
o
n
I
n
cr
ea
s
ed
em
p
h
asis
o
n
f
ac
u
lt
y
f
ee
d
b
ac
k
t
o
lear
n
e
r
s
,
with
o
n
e
co
r
e
id
ea
-
em
p
h
asis
o
n
th
e
f
ac
u
lty
’
s
r
o
le
o
f
p
r
o
v
id
i
n
g
f
ee
d
b
ac
k
an
d
c
o
ac
h
in
g
to
s
tu
d
en
ts
.
I
n
ter
m
s
o
f
th
e
f
i
r
s
t
th
em
e,
o
n
e
p
ar
ticip
a
n
t
s
h
ar
ed
th
at
“
fo
cu
s
is
n
o
w
g
iven
to
p
erfo
r
ma
n
ce
-
b
a
s
ed
typ
es
o
f
a
s
s
ess
men
t
a
n
d
a
lter
n
a
tive
typ
es
o
f
a
s
s
ess
men
t
i
n
th
e
o
n
lin
e
tea
ch
in
g
a
n
d
le
a
r
n
in
g
mo
d
a
lity
.
”
R
elate
d
to
th
e
s
ec
o
n
d
th
em
e,
a
p
ar
ticip
an
t
s
h
ar
ed
,
“
I
a
m
in
t
eres
ted
in
imp
r
o
vin
g
mysel
f
i
n
r
esea
r
ch
w
r
itin
g
,
s
o
I
w
o
u
ld
r
ea
lly
like
to
kn
o
w
th
e
feed
b
a
ck
o
f
th
e
p
r
o
fess
o
r
s
.
”
Similar
ly
,
an
o
th
er
p
ar
ticip
an
t
co
m
m
en
ted
,
“
and
o
f
co
u
r
s
e,
I
s
u
g
g
est th
a
t
feed
b
a
ck
b
e
g
iven
,
t
o
o
.
”
3
.
1
.
8
.
P
ro
du
ct
in
l
ea
rning
T
h
e
p
r
ac
tices
o
f
th
e
g
r
ad
u
ate
f
ac
u
lty
an
d
th
e
e
x
p
er
ien
ce
s
o
f
th
eir
g
r
a
d
u
ate
s
tu
d
e
n
ts
in
ter
m
s
o
f
th
e
ass
es
s
m
en
t
o
f
th
e
p
er
f
o
r
m
a
n
c
e
o
f
th
e
g
r
ad
u
ate
s
tu
d
en
ts
’
le
ar
n
in
g
in
clu
d
e
g
r
a
d
u
ate
s
tu
d
e
n
ts
:
i
)
ch
o
o
s
in
g
th
e
ev
id
en
ce
o
f
lear
n
i
n
g
(
6
7
.
9
%)
;
ii
)
d
ec
id
in
g
o
n
th
e
g
r
ad
e
o
r
m
ar
k
to
o
n
e’
s
ev
id
e
n
ce
o
f
lear
n
in
g
(
6
1
.
9
%);
iii
)
d
ec
id
in
g
o
n
h
o
w
to
r
ec
eiv
e
a
g
r
ad
e
o
r
m
ar
k
f
r
o
m
th
e
co
u
r
s
e
(
6
5
.
9
%);
an
d
iv
)
ad
o
p
tin
g
a
f
lex
ib
le
g
r
a
d
in
g
s
y
s
tem
(
7
9
.
1
%).
Me
an
wh
ile,
th
e
an
aly
s
is
o
f
FGD
d
ata
y
ield
ed
o
n
e
s
in
g
u
lar
th
em
e
o
n
p
r
ac
tices
r
elate
d
to
th
e
p
r
o
d
u
ct
o
f
lear
n
i
n
g
-
lear
n
er
s
b
ec
o
m
e
m
o
r
e
in
d
ep
e
n
d
en
t,
r
ef
lectiv
e,
an
d
s
elf
-
r
eg
u
lated
,
an
d
h
av
e
two
c
o
r
e
id
ea
s
:
i
)
th
e
FLD
allo
wed
s
tu
d
en
ts
to
b
ec
o
m
e
m
o
r
e
in
d
e
p
e
n
d
en
t
an
d
s
elf
-
r
eg
u
lated
lear
n
er
s
an
d
ii
)
g
r
ad
u
ate
s
tu
d
en
ts
wh
o
ar
e
teac
h
e
r
s
lear
n
ed
to
b
e
m
o
r
e
co
m
p
ass
io
n
ate
with
th
eir
o
wn
s
tu
d
e
n
ts
.
As d
is
cu
s
s
ed
b
y
a
p
ar
ticip
an
t
,
“
I
th
in
k
th
e
mo
s
t v
a
lu
a
b
le
b
en
efit I
g
o
t fro
m
F
LD is to
b
e
a
b
etter self
-
d
ir
ec
ted
lea
r
n
er.
S
o
meh
o
w
,
it
b
ec
a
me
ea
s
ier
fo
r
me
to
h
a
ve
a
w
o
r
k
-
life
b
a
la
n
ce
b
ec
a
u
s
e
o
f
th
e
mu
ch
fr
ee
r
time
th
a
t
th
e
F
LD
g
ives.
I
t
h
e
lp
s
en
h
a
n
ce
my
w
o
r
k
h
a
b
its
s
o
I
c
a
n
a
ls
o
ma
n
a
g
e
my
o
w
n
men
ta
l
w
ell
-
b
ein
g
.
”
I
n
a
FL
en
v
i
r
o
n
m
e
n
t,
d
ata
s
h
o
wed
th
at
g
r
ad
u
ate
s
tu
d
en
ts
h
a
v
e
th
e
au
to
n
o
m
y
to
c
h
o
o
s
e
t
h
e
f
o
r
m
at
o
r
m
ed
i
u
m
th
r
o
u
g
h
wh
ich
th
ey
p
r
esen
t e
v
id
en
ce
o
f
th
eir
lear
n
in
g
.
T
h
is
ch
o
ice
allo
wed
s
tu
d
en
ts
to
alig
n
ass
ess
m
en
ts
with
th
eir
s
tr
en
g
th
s
,
in
ter
ests
,
an
d
ca
r
ee
r
g
o
als.
T
h
is
k
in
d
o
f
f
le
x
ib
ilit
y
f
o
s
ter
ed
a
m
o
r
e
p
er
s
o
n
alize
d
an
d
r
elev
an
t
lear
n
in
g
ex
p
er
ien
ce
,
ca
ter
in
g
t
o
th
e
d
iv
e
r
s
e
n
ee
d
s
o
f
g
r
ad
u
at
e
s
tu
d
en
ts
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
1
9
3
-
3
2
0
3
3198
3
.
1
.
9
.
P
la
t
f
o
rm
in
l
ea
rning
T
h
e
p
latf
o
r
m
o
f
lear
n
in
g
h
as
em
er
g
e
d
as
a
n
o
th
er
d
im
e
n
s
io
n
o
f
FL
d
r
awn
f
r
o
m
th
e
o
p
en
-
en
d
ed
r
esp
o
n
s
es
o
f
th
e
g
r
ad
u
ate
s
tu
d
en
ts
an
d
f
ac
u
lty
.
I
n
th
e
co
n
tex
t
o
f
FL
,
a
p
latf
o
r
m
was
p
er
ce
i
v
ed
to
r
e
f
er
t
o
th
e
d
ig
ital
en
v
ir
o
n
m
en
t
o
r
o
n
lin
e
s
p
ac
e
wh
er
e
e
d
u
ca
tio
n
al
a
ctiv
ities
,
r
eso
u
r
ce
s
,
an
d
in
ter
ac
tio
n
s
tak
e
p
lace
.
I
t
s
er
v
es
as
th
e
v
i
r
tu
al
in
f
r
astr
u
ctu
r
e
t
h
at
s
u
p
p
o
r
ts
th
e
d
eliv
e
r
y
o
f
c
o
n
ten
t,
co
m
m
u
n
icatio
n
,
co
llab
o
r
atio
n
,
an
d
ass
es
s
m
en
t.
Platfo
r
m
s
in
FL
wer
e
f
o
u
n
d
to
p
lay
a
c
r
u
cial
r
o
le
in
cr
ea
tin
g
a
d
y
n
am
ic
an
d
ac
ce
s
s
ib
le
lear
n
in
g
en
v
ir
o
n
m
en
t.
At
th
e
g
r
a
d
u
ate
lev
el,
L
MS
p
latf
o
r
m
s
wer
e
p
o
s
ited
to
s
er
v
e
as
ce
n
tr
al
h
u
b
s
wh
er
e
s
tu
d
en
ts
ac
ce
s
s
co
u
r
s
e
m
ater
ials
,
s
u
b
m
it
ass
ig
n
m
en
ts
,
en
g
ag
e
in
d
is
cu
s
s
io
n
s
,
an
d
r
ec
eiv
e
f
ee
d
b
ac
k
.
T
h
ese
s
y
s
tem
s
o
f
ten
o
f
f
er
f
ea
tu
r
es
s
u
ch
as
d
is
cu
s
s
io
n
f
o
r
u
m
s
,
f
ile
s
h
ar
in
g
,
g
r
ad
in
g
to
o
ls
,
an
d
co
llab
o
r
ativ
e
s
p
ac
es.
T
h
e
in
s
titu
tio
n
in
th
is
s
tu
d
y
m
ad
e
u
s
e
o
f
an
L
MS
th
at
b
o
th
s
tu
d
en
ts
an
d
teac
h
er
s
u
s
e
in
f
ac
ilit
atin
g
th
e
o
n
lin
e
m
o
d
e
o
f
in
s
tr
u
ctio
n
.
3
.
1
.
1
0
.
P
o
licy
o
f
l
e
a
rning
Po
licy
o
f
lear
n
in
g
is
a
n
ew
d
i
m
en
s
io
n
o
f
FL
th
at
h
as
em
e
r
g
ed
d
u
r
in
g
th
e
ac
tu
al
tr
y
o
u
t
o
f
th
e
m
o
d
el.
As
o
n
e
g
r
ad
u
ate
f
ac
u
lty
p
ar
tic
ip
an
t
m
en
tio
n
e
d
d
u
r
in
g
t
h
e
FGD:
“
w
e
s
a
w
th
a
t
th
ere’
s
r
ea
lly
a
n
ee
d
to
crea
te,
s
o
meh
o
w
,
a
n
in
tern
a
l
p
o
licy
w
h
erein
w
e
s
h
o
u
ld
b
e
a
b
le
to
mo
n
ito
r
th
e
in
tera
ctio
n
o
f
th
e
s
tu
d
en
ts
a
n
d
th
e
co
h
o
r
t.
Wh
en
th
is
b
eg
a
n
,
th
e
r
e
w
e
r
e
n
ew
p
o
licies
to
b
e
in
tr
o
d
u
ce
d
,
like
h
a
vin
g
s
yn
ch
r
o
n
o
u
s
cla
s
s
es
ev
er
y
o
th
er
w
ee
k.
S
o
,
fr
o
m
th
a
t
time
o
n
,
I
mu
s
t
s
a
y
th
a
t
s
tu
d
en
ts
b
ec
o
me
mo
r
e
r
eflec
tive
w
h
en
it
co
mes
to
th
e
ta
s
ks
th
a
t
w
e
g
ive
th
em,
p
a
p
ers
,
o
r
r
eq
u
ir
eme
n
ts
th
a
t
w
e
a
s
k
t
h
em
to
d
o
.”
T
h
is
d
im
en
s
io
n
ex
p
lain
s
th
at
in
FL,
th
e
g
r
a
d
u
ate
f
ac
u
lty
en
g
ag
es
th
e
s
tu
d
en
ts
in
f
o
r
m
u
latin
g
t
h
e
p
o
licy
to
b
e
f
o
llo
we
d
b
y
th
e
class
,
allo
ws
th
e
s
tu
d
en
ts
to
ev
alu
ate
th
e
ap
p
li
ca
b
ilit
y
an
d
r
elev
an
ce
o
f
p
o
li
cies
o
b
s
er
v
ed
in
class
,
an
d
allo
ws
th
e
s
tu
d
en
ts
to
r
ec
o
m
m
en
d
im
p
r
o
v
em
e
n
t o
r
b
etter
p
o
licies to
b
e
o
b
s
er
v
ed
in
class
.
3
.
2
.
P
ro
po
s
ed
f
lex
ibl
e
lea
rning
m
o
del
ba
s
ed
o
n
co
ncept
io
ns
,
pra
ct
ices,
a
nd
cha
lleng
es
o
f
t
he
g
ra
du
a
t
e
f
a
cult
y
a
nd
s
t
ud
ent
s
T
h
e
p
r
o
p
o
s
ed
MFL
-
GT
E
P
wa
s
d
ev
elo
p
ed
b
ased
o
n
th
e
an
a
ly
s
is
o
f
th
e
s
u
r
v
ey
an
d
th
e
FGD
o
n
th
e
p
r
ac
tices
in
FL
,
co
n
d
u
cted
in
a
T
E
I
b
ef
o
r
e
an
d
d
u
r
in
g
th
e
p
an
d
em
ic.
Fig
u
r
e
1
s
h
o
ws
th
e
p
r
o
p
o
s
ed
1
0
co
m
p
o
n
en
ts
o
f
th
e
p
r
o
p
o
s
ed
PNU
-
MFL
eX,
an
d
th
ey
al
l
b
eg
in
with
P.
T
h
e
f
ir
s
t
eig
h
t
wer
e
d
ev
elo
p
ed
b
ased
o
n
th
e
r
ev
iewe
d
liter
atu
r
e,
wh
ich
was
co
n
s
o
lid
ated
an
d
co
n
f
ir
m
ed
th
r
o
u
g
h
th
e
s
u
r
v
ey
th
at
was
co
n
d
u
cte
d
.
T
h
ese
8
Ps
ar
e
p
u
r
p
o
s
e,
p
r
o
ce
s
s
,
p
ed
ag
o
g
y
,
p
e
o
p
le,
p
lace
,
p
ac
e,
p
er
f
o
r
m
an
ce
,
an
d
p
r
o
d
u
ct
o
f
lear
n
in
g
.
T
h
ese
8
Ps
wer
e
s
u
p
p
o
r
ted
b
y
th
e
co
n
ce
p
tio
n
s
,
p
r
a
ctice
s
,
an
d
ch
allen
g
es
th
at
h
av
e
b
ee
n
ex
p
er
ie
n
ce
d
b
y
th
e
g
r
ad
u
ate
f
ac
u
lty
an
d
s
tu
d
en
ts
wh
o
ca
m
e
o
u
t
d
u
r
in
g
t
h
e
co
n
d
u
ct
o
f
th
e
in
ter
v
iew
a
n
d
FGD.
Ho
wev
er
,
ad
d
itio
n
al
2
Ps
h
av
e
e
m
er
g
e
d
f
r
o
m
th
ese
d
ata
g
ath
er
in
g
m
eth
o
d
s
,
an
d
t
h
ese
ar
e
p
latf
o
r
m
an
d
p
o
licy
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
MFL
-
GT
E
P
T
h
e
f
i
n
d
i
n
g
s
s
u
g
g
e
s
t
t
h
a
t
t
h
e
1
0
P
s
o
f
t
h
e
M
F
L
-
G
T
E
P
o
p
e
r
a
t
e
n
o
t
a
s
i
s
o
l
at
e
d
e
l
e
m
e
n
t
s
b
u
t
a
s
a
n
i
n
t
e
r
d
e
p
e
n
d
e
n
t
s
y
s
t
e
m
i
n
w
h
ic
h
p
u
r
p
o
s
e
a
n
c
h
o
r
s
l
e
a
r
n
i
n
g
g
o
a
l
s
,
p
r
o
c
es
s
a
n
d
p
e
d
a
g
o
g
y
s
h
a
p
e
m
ea
n
i
n
g
f
u
l
e
n
g
a
g
e
m
e
n
t
,
p
l
a
t
f
o
r
m
a
n
d
p
l
ac
e
e
n
a
b
l
e
a
c
c
es
s
,
p
e
o
p
le
a
n
d
p
o
l
i
c
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s
u
s
t
a
i
n
c
o
ll
a
b
o
r
a
t
i
o
n
a
n
d
g
o
v
e
r
n
a
n
c
e
,
w
h
i
l
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
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N:
2252
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8
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,
o
u
tco
m
es
-
b
ased
a
n
d
r
a
g
o
g
ical
f
r
am
ewo
r
k
g
r
o
u
n
d
ed
in
s
elf
-
ag
en
cy
,
i
n
teg
r
atin
g
s
tr
u
ctu
r
al
(
p
o
licy
,
p
latf
o
r
m
)
,
p
ed
ag
o
g
ical
(
p
r
o
ce
s
s
,
p
e
d
ag
o
g
y
)
,
an
d
lear
n
e
r
-
ce
n
ter
e
d
(
p
ac
e,
p
er
f
o
r
m
a
n
ce
,
p
r
o
d
u
ct)
d
im
en
s
io
n
s
s
p
ec
if
ically
tailo
r
ed
f
o
r
g
r
ad
u
ate
teac
h
er
ed
u
ca
tio
n
.
T
h
e
tr
u
s
two
r
th
in
ess
o
f
t
h
e
f
i
n
d
in
g
s
is
s
u
p
p
o
r
ted
b
y
m
eth
o
d
o
lo
g
ical
r
ig
o
r
,
in
cl
u
d
in
g
m
u
ltime
th
o
d
d
ata
co
llectio
n
(
s
u
r
v
ey
,
FGD,
an
d
in
ter
v
iews),
tr
ia
n
g
u
latio
n
ac
r
o
s
s
f
ac
u
lty
an
d
s
tu
d
en
t
p
er
s
p
ec
tiv
es,
m
u
ltip
le
im
p
lem
en
tatio
n
p
h
ases
(
f
r
o
m
d
ev
elo
p
m
e
n
t
to
tr
y
o
u
t
an
d
r
ef
i
n
em
en
t)
,
v
alid
ated
in
s
tr
u
m
en
ts
,
an
d
f
o
r
m
al
eth
i
cs
ap
p
r
o
v
al,
en
s
u
r
in
g
b
o
th
c
r
ed
ib
ilit
y
an
d
co
n
f
ir
m
ab
ilit
y
.
C
o
n
s
eq
u
en
tly
,
th
e
m
o
d
el
co
n
tr
ib
u
tes
n
ew
k
n
o
w
led
g
e
b
y
o
f
f
er
i
n
g
a
n
e
m
p
ir
ic
ally
g
r
o
u
n
d
e
d
,
co
n
tex
t
-
s
en
s
iti
v
e
f
r
a
m
ewo
r
k
th
at
ex
p
licates
h
o
w
f
lex
ib
ilit
y
ca
n
b
e
s
y
s
tem
ically
d
esig
n
ed
to
p
r
o
m
o
te
s
elf
-
r
eg
u
latio
n
,
p
r
o
f
e
s
s
io
n
al
au
to
n
o
m
y
,
an
d
ad
ap
tiv
e
ex
p
e
r
tis
e
am
o
n
g
g
r
ad
u
ate
-
lev
el
teac
h
er
-
lea
r
n
er
s
,
th
er
eb
y
ex
te
n
d
in
g
th
e
d
is
co
u
r
s
e
b
ey
o
n
d
m
o
d
ality
-
d
r
iv
en
a
p
p
r
o
ac
h
es to
war
d
a
m
o
r
e
in
teg
r
ated
an
d
s
u
s
tain
ab
le
m
o
d
el
o
f
f
lex
ib
le
g
r
a
d
u
ate
ed
u
ca
tio
n
.
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
th
e
1
0
Ps
o
f
th
e
MFL
-
GT
E
P
em
er
g
ed
b
ec
au
s
e
g
r
a
d
u
ate
teac
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
n
ee
d
ed
a
FL
s
y
s
tem
t
h
at
r
esp
o
n
d
s
to
th
e
r
ea
liti
es
o
f
ad
u
lt
lear
n
er
s
wh
o
b
alan
ce
g
r
ad
u
ate
s
tu
d
ies
with
wo
r
k
,
f
am
ily
,
an
d
p
r
o
f
ess
io
n
al
r
esp
o
n
s
ib
ilit
ies.
Pu
r
p
o
s
e
b
ec
am
e
im
p
o
r
tan
t
b
ec
au
s
e
p
ar
ticip
an
ts
v
alu
ed
th
e
co
-
d
ev
elo
p
m
en
t
o
f
lear
n
in
g
o
u
tco
m
es,
co
m
p
ete
n
cies,
an
d
c
o
u
r
s
e
co
n
ten
t,
allo
win
g
b
o
th
f
ac
u
lty
an
d
s
tu
d
e
n
ts
to
clar
if
y
wh
at
lear
n
i
n
g
s
h
o
u
ld
ac
h
iev
e.
T
h
is
em
p
h
asized
th
e
v
alu
e
o
f
co
llab
o
r
ativ
e
in
q
u
ir
y
in
t
h
e
co
u
r
s
e
d
esig
n
am
o
n
g
g
r
a
d
u
ate
s
tu
d
en
ts
[
2
2
]
,
[
2
3
]
.
Pro
ce
s
s
was
co
n
s
id
er
ed
ess
en
tial
b
ec
a
u
s
e
s
tu
d
e
n
ts
n
ee
d
ed
f
lex
i
b
le
way
s
o
f
ac
ce
s
s
in
g
less
o
n
s
,
c
h
o
o
s
in
g
m
o
d
alities
,
a
n
d
p
ar
ti
cip
atin
g
in
th
e
d
esig
n
an
d
d
eliv
er
y
o
f
lear
n
in
g
ac
tiv
ities
.
T
h
is
p
r
o
m
o
tes
eq
u
ity
an
d
ac
ce
s
s
in
th
e
d
eliv
er
y
o
f
FL
[
2
4
]
.
Ped
ag
o
g
y
was
also
em
p
h
asized
b
ec
au
s
e
v
ar
ie
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
allo
wed
f
ac
u
lty
to
a
d
d
r
ess
d
if
f
e
r
en
t
lear
n
in
g
s
ty
les,
p
r
o
m
o
te
ac
tiv
e
p
ar
ticip
atio
n
,
an
d
m
ak
e
g
r
a
d
u
ate
lear
n
in
g
m
o
r
e
m
ea
n
in
g
f
u
l
an
d
r
esp
o
n
s
iv
e
[
2
5
]
.
T
h
ese
f
in
d
in
g
s
ar
e
co
m
p
ar
ab
le
to
p
r
e
v
io
u
s
s
tu
d
ies,
wh
ich
em
p
h
asized
t
h
at
co
llab
o
r
ativ
e
ap
p
r
o
ac
h
es
b
et
wee
n
s
tu
d
en
ts
a
n
d
teac
h
er
s
m
ak
e
lear
n
in
g
m
o
r
e
r
esp
o
n
s
iv
e
to
in
d
i
v
id
u
al
n
ee
d
s
[
2
6
]
,
wh
ile
b
len
d
e
d
an
d
I
C
T
-
s
u
p
p
o
r
ted
in
s
tr
u
ctio
n
ca
n
in
cr
ea
s
e
s
tu
d
e
n
t
en
g
ag
em
e
n
t,
p
ar
ticip
atio
n
,
an
d
ap
p
r
ec
iatio
n
o
f
FL
m
o
d
ali
ties
[
2
7
]
.
T
h
ey
also
s
u
p
p
o
r
t
th
e
v
iew
th
at
f
lex
ib
le
p
ed
ag
o
g
ies
en
co
u
r
a
g
e
s
elf
-
d
i
r
ec
ted
lear
n
in
g
b
y
allo
win
g
s
tu
d
en
ts
to
m
an
ag
e
th
eir
tim
e,
lear
n
in
g
s
tr
ateg
ies,
an
d
r
eso
u
r
ce
s
m
o
r
e
e
f
f
ec
tiv
el
y
.
I
n
ad
d
itio
n
,
t
h
e
m
o
d
el
s
h
o
ws
th
at
f
lex
ib
ilit
y
d
ep
en
d
s
o
n
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
an
d
th
e
r
elatio
n
s
h
ip
s
th
at
s
u
p
p
o
r
t
it.
Platfo
r
m
b
ec
am
e
a
k
ey
d
im
e
n
s
io
n
b
ec
a
u
s
e
o
n
lin
e
s
y
s
tem
s
an
d
d
i
g
ital
to
o
ls
s
er
v
ed
as
s
p
ac
es
f
o
r
ac
ce
s
s
in
g
m
ater
ials
,
s
u
b
m
itti
n
g
o
u
tp
u
t
s
,
jo
in
in
g
d
is
cu
s
s
io
n
s
,
an
d
r
ec
eiv
in
g
f
ee
d
b
ac
k
.
I
t
s
er
v
es
as
th
e
v
ir
tu
al
in
f
r
astru
ctu
r
e
th
at
co
n
n
ec
ts
th
e
d
if
f
er
en
t
d
im
en
s
io
n
s
o
f
FL
[
2
8
]
,
[
2
9
]
.
Peo
p
le
wer
e
im
p
o
r
tan
t
b
ec
a
u
s
e
p
ar
ticip
an
ts
r
ec
o
g
n
ized
th
at
lear
n
i
n
g
in
g
r
ad
u
ate
e
d
u
ca
tio
n
is
s
tr
en
g
th
en
e
d
th
r
o
u
g
h
co
llab
o
r
atio
n
with
class
m
ates,
f
ac
u
lty
,
an
d
lea
r
n
in
g
c
o
m
m
u
n
ities
.
T
h
e
in
ter
v
iew
d
ata
ar
ticu
lates
th
at
s
tu
d
en
ts
do
n
o
t
lear
n
ef
f
ec
tiv
ely
th
r
o
u
g
h
in
d
ep
en
d
en
t
ac
ce
s
s
to
m
ater
ials
alo
n
e;
th
ey
also
n
ee
d
m
ea
n
in
g
f
u
l
in
ter
ac
tio
n
with
f
ac
u
lty
,
p
ee
r
s
,
an
d
lear
n
i
n
g
co
m
m
u
n
ities
f
o
r
g
u
id
an
ce
,
f
ee
d
b
ac
k
,
co
llab
o
r
atio
n
,
m
o
ti
v
atio
n
,
a
n
d
s
h
ar
e
d
r
ef
lectio
n
[
3
0
]
.
Place
em
er
g
e
d
as
v
ital
b
ec
a
u
s
e
s
tu
d
en
ts
n
ee
d
ed
o
p
p
o
r
tu
n
ities
to
lear
n
b
ey
o
n
d
th
e
p
h
y
s
ical
class
r
o
o
m
,
esp
ec
ially
wh
en
g
eo
g
r
ap
h
ic,
p
r
o
f
ess
io
n
al,
an
d
p
er
s
o
n
al
co
n
d
itio
n
s
af
f
ec
te
d
th
eir
p
ar
ticip
atio
n
.
Pace
was
eq
u
ally
s
ig
n
if
ican
t b
ec
au
s
e
f
lex
ib
le
s
ch
ed
u
les,
s
u
b
m
is
s
io
n
ar
r
an
g
em
e
n
ts
,
an
d
wo
r
k
lo
ad
ad
ju
s
tm
en
ts
h
elp
ed
g
r
ad
u
ate
s
tu
d
en
ts
m
a
n
ag
e
ac
ad
em
ic
r
eq
u
ir
em
en
ts
alo
n
g
s
id
e
wo
r
k
an
d
o
th
e
r
r
e
s
p
o
n
s
ib
ilit
ies.
T
h
is
im
p
lies
t
h
a
t t
h
e
i
n
c
l
u
s
i
o
n
o
f
p
la
c
e
a
n
d
p
a
c
e
i
n
t
h
e
m
o
d
el
s
h
o
w
s
t
h
a
t
F
L
a
r
r
a
n
g
e
m
e
n
ts
e
x
p
an
d
a
c
c
e
s
s
,
s
t
r
e
n
g
t
h
e
n
i
n
t
e
r
a
c
ti
o
n
,
a
n
d
h
e
l
p
g
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s
m
a
n
a
g
e
le
a
r
n
i
n
g
d
e
s
p
i
te
p
r
o
f
e
s
s
i
o
n
a
l
a
n
d
p
e
r
s
o
n
a
l
c
o
n
s
t
r
a
i
n
ts
[
3
1
]
,
[
3
2
]
.
Fin
ally
,
th
e
f
in
d
in
g
s
r
ev
ea
l
t
h
at
f
lex
ib
ilit
y
m
u
s
t
also
b
e
e
v
id
en
t
in
h
o
w
lear
n
in
g
is
d
e
m
o
n
s
tr
ated
,
ev
alu
ated
,
a
n
d
g
o
v
e
r
n
ed
.
Per
f
o
r
m
an
ce
b
ec
am
e
im
p
o
r
ta
n
t
b
e
ca
u
s
e
p
ar
ticip
an
ts
s
aw
th
e
v
al
u
e
o
f
au
th
e
n
tic
an
d
p
er
f
o
r
m
an
ce
-
b
ased
ass
ess
m
en
ts
th
at
allo
wed
s
tu
d
en
ts
to
d
em
o
n
s
tr
ate
k
n
o
wled
g
e
an
d
s
k
ills
in
m
ea
n
in
g
f
u
l
way
s
.
Pro
d
u
ct
was
em
p
h
asized
b
ec
au
s
e
s
tu
d
e
n
ts
n
ee
d
ed
o
p
tio
n
s
in
p
r
esen
tin
g
ev
i
d
en
ce
o
f
lear
n
in
g
th
r
o
u
g
h
o
u
tp
u
ts
th
at
r
ef
lect
th
eir
s
tr
en
g
th
s
,
in
ter
ests
,
an
d
p
r
o
f
es
s
io
n
al
co
n
tex
ts
.
Po
licy
em
er
g
ed
as
a
n
ec
ess
ar
y
d
im
en
s
io
n
b
ec
a
u
s
e
p
ar
ticip
an
ts
r
ec
o
g
n
ized
t
h
e
n
ee
d
f
o
r
s
h
ar
ed
class
ag
r
ee
m
e
n
ts
,
clea
r
ex
p
ec
tatio
n
s
,
an
d
p
ar
ticip
ato
r
y
d
ec
is
io
n
-
m
ak
i
n
g
to
s
u
s
tain
FL
p
r
ac
tices.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
liter
atu
r
e
s
h
o
win
g
th
at
a
u
th
en
tic
a
n
d
p
e
r
f
o
r
m
a
n
ce
-
b
ased
ass
ess
m
en
ts
,
f
lex
ib
le
g
r
ad
in
g
,
f
ee
d
b
ac
k
,
s
e
lf
-
ass
ess
m
en
t,
an
d
p
ee
r
ev
al
u
atio
n
p
r
o
m
o
te
r
e
f
lectio
n
,
co
llab
o
r
atio
n
,
lear
n
e
r
a
u
to
n
o
m
y
,
a
n
d
s
h
a
r
ed
r
esp
o
n
s
i
b
ilit
y
f
o
r
lear
n
in
g
,
wh
ile
clea
r
lear
n
in
g
p
o
licies h
elp
s
u
s
tain
f
air
n
ess
an
d
ac
co
u
n
tab
ilit
y
in
FL
en
v
ir
o
n
m
e
n
ts
[
3
3
]
,
[
3
4
]
.
Ho
lis
tically
,
th
e
d
ev
elo
p
ed
m
o
d
el
im
p
lies
th
at
GT
E
P
m
ay
in
s
titu
tio
n
alize
FL
n
o
t
o
n
ly
as
a
d
eliv
er
y
m
o
d
e
b
u
t
as
a
c
o
m
p
r
e
h
en
s
iv
e
in
s
tr
u
ctio
n
al
s
y
s
tem
th
at
in
t
eg
r
ates
f
lex
ib
le
co
u
r
s
e
d
esig
n
,
d
ig
ital
p
latf
o
r
m
s
,
co
llab
o
r
ativ
e
lear
n
i
n
g
s
tr
u
ctu
r
es,
au
th
en
tic
ass
ess
m
en
t,
a
n
d
lear
n
er
-
r
esp
o
n
s
iv
e
p
o
licies.
Fo
r
ed
u
ca
tio
n
al
p
o
licy
,
t
h
e
1
0
Ps
m
ay
s
er
v
e
a
s
a
f
r
am
ew
o
r
k
f
o
r
d
e
v
elo
p
in
g
in
s
titu
tio
n
al
g
u
id
elin
es
o
n
FL
,
f
ac
u
lty
tr
ain
in
g
,
L
MS
s
u
p
p
o
r
t,
ass
ess
m
en
t p
r
ac
tices,
an
d
s
tu
d
en
t p
ar
ticip
atio
n
in
s
h
ap
in
g
lea
r
n
in
g
ar
r
an
g
em
en
ts
.
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
.
4
,
Au
g
u
s
t
20
26
:
3
1
9
3
-
3
2
0
3
3200
5.
CO
NCLU
SI
O
N
T
h
e
d
ev
elo
p
m
en
t
o
f
a
m
o
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el
in
th
e
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n
d
u
ct
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f
FL
ap
p
r
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p
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iate
to
g
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ad
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ate
p
r
o
g
r
a
m
s
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teac
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ased
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if
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er
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t
p
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tices
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ce
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y
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e
g
r
a
d
u
ate
f
a
cu
lty
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d
s
tu
d
en
ts
in
a
TEI
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is
an
in
itial
s
tep
to
f
u
r
th
er
in
g
a
r
ea
s
o
f
s
tr
en
g
th
o
f
th
is
an
d
r
ag
o
g
y
f
o
r
ad
u
lt
lear
n
er
s
.
Su
ch
a
m
o
d
e
l
p
r
o
m
o
tes
s
elf
-
ag
en
c
y
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elf
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eg
u
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d
s
elf
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m
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atio
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wh
ich
ad
u
lt
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s
u
s
u
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esire
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eir
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to
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m
y
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d
ec
is
io
n
-
m
ak
in
g
f
o
r
t
h
e
f
u
r
th
er
a
n
ce
o
f
t
h
eir
lear
n
in
g
.
T
h
e
d
e
v
elo
p
m
e
n
t
p
r
o
ce
s
s
ca
n
b
e
a
g
o
o
d
r
ef
er
e
n
ce
in
cr
ea
tin
g
m
o
r
e
m
o
d
els
th
at
co
u
ld
s
u
p
p
o
r
t
th
e
u
s
e
o
f
FL
in
a
d
v
an
ce
d
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
m
o
d
el
o
f
FL
p
r
o
v
id
es
1
0
ar
ea
s
wh
er
e
f
lex
ib
ilit
y
ca
n
b
e
ap
p
lied
a
n
d
a
p
p
r
ec
iated
b
y
p
r
o
f
ess
io
n
als
in
th
eir
attem
p
t to
ad
v
a
n
ce
th
eir
k
n
o
w
led
g
e
an
d
s
k
ills
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
an
d
e
d
u
ca
tio
n
lead
er
s
h
ip
.
T
h
is
s
tu
d
y
h
as sev
er
al
lim
itatio
n
s
th
at
n
ee
d
to
b
e
ad
d
r
ess
ed
in
f
u
tu
r
e
iter
atio
n
s
o
r
th
e
d
ev
el
o
p
m
en
t o
f
n
ew
FL
m
o
d
els.
T
h
e
lim
ited
n
u
m
b
er
o
f
p
ar
ticip
an
ts
(
o
n
ly
f
o
u
r
class
es
r
ep
r
esen
tin
g
d
i
f
f
er
en
t
s
p
ec
ializatio
n
s
)
p
r
ev
en
ts
g
e
n
er
aliza
tio
n
o
f
t
h
e
m
o
d
el'
s
ef
f
ec
tiv
en
ess
ac
r
o
s
s
all
g
r
ad
u
ate
p
r
o
g
r
am
s
at
t
h
e
in
s
titu
tio
n
.
A
b
r
o
ad
er
f
ac
u
lty
im
p
lem
en
tatio
n
o
f
th
e
m
o
d
el
wo
u
ld
p
r
o
v
id
e
a
m
o
r
e
co
n
clu
s
iv
e
r
esu
lt.
L
im
itatio
n
s
o
f
r
eso
u
r
ce
s
,
b
o
th
in
ter
m
s
o
f
p
r
in
t
a
n
d
d
ig
ital
m
ater
ials
,
h
in
d
er
th
e
m
o
d
el’
s
p
o
ten
tial,
esp
ec
ially
f
o
r
g
r
ad
u
ate
s
tu
d
en
ts
in
m
atu
r
e
p
r
o
f
ess
io
n
al
p
r
o
g
r
am
s
,
s
u
g
g
e
s
tin
g
th
e
n
ee
d
f
o
r
m
o
r
e
v
a
r
i
ed
lear
n
in
g
r
eso
u
r
ce
s
an
d
m
o
d
ality
ch
o
ices
to
ac
co
m
m
o
d
ate
a
wid
er
s
tu
d
en
t
p
o
p
u
latio
n
,
in
clu
d
in
g
in
ter
n
a
tio
n
al
s
tu
d
en
ts
.
A
d
d
itio
n
ally
,
th
er
e
is
a
n
ee
d
f
o
r
s
tr
o
n
g
er
tec
h
n
o
lo
g
ical
s
u
p
p
o
r
t
an
d
im
p
r
o
v
ed
f
ac
u
lty
an
d
s
tu
d
en
t
tr
ain
in
g
to
ad
d
r
ess
th
e
la
ck
o
f
u
n
d
er
s
tan
d
in
g
an
d
p
r
ac
tices
r
elate
d
to
FL
.
T
o
f
o
s
ter
a
co
llectiv
e
p
r
ac
tice,
co
n
tin
u
i
n
g
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
p
r
o
g
r
am
s
an
d
k
n
o
wled
g
e
-
s
h
ar
in
g
s
ess
i
o
n
s
s
h
o
u
ld
b
e
o
r
g
an
ized
.
T
h
e
lack
o
f
ex
is
tin
g
liter
atu
r
e
o
n
FL
m
o
d
els
in
g
r
ad
u
ate
teac
h
er
e
d
u
ca
tio
n
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
d
is
s
em
in
atin
g
th
is
s
tu
d
y
an
d
co
n
d
u
ctin
g
f
u
r
t
h
er
r
esear
ch
to
v
alid
ate
a
n
d
r
e
f
in
e
th
e
m
o
d
el
f
o
r
m
aster
'
s
an
d
d
o
cto
r
al
p
r
o
g
r
am
s
in
th
e
f
ield
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
r
esear
ch
er
s
ar
e
g
r
atef
u
l
to
th
e
o
f
f
icials
o
f
th
e
Ph
ilip
p
in
e
No
r
m
al
Un
iv
er
s
ity
,
h
ea
d
ed
b
y
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Pre
s
id
en
t,
Dr
.
B
er
t
J
.
T
u
g
a,
f
o
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e
ap
p
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o
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n
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c
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th
is
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y
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n
d
er
t
h
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Pro
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t
-
b
ased
R
esear
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Gr
an
t
(
PB
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G)
.
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h
e
r
esear
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ld
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to
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Dea
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Gr
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ate
Stu
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ea
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h
er
E
d
u
ca
ti
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n
R
esear
ch
,
Dr
.
An
tr
im
an
V
Or
lean
s
,
f
o
r
th
e
cr
ea
tio
n
o
f
th
e
C
o
m
m
ittee
o
n
Flex
ib
le
L
ea
r
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i
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g
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co
m
p
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o
f
th
e
m
ain
r
ese
ar
ch
er
s
o
f
t
h
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s
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d
y
.
F
UNDING
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NF
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M
A
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N
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h
is
r
esear
ch
is
f
u
n
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e
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y
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Ph
ilip
p
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No
r
m
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U
n
iv
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ity
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u
g
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Pro
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b
ase
d
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Gr
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t (
PB
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.
AUTHO
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s
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C
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y
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ip
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Ad
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in
ter
est.
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
A
mo
d
el
fo
r
flexib
le
lea
r
n
in
g
i
n
g
r
a
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a
te
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ca
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p
r
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(
Ma
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U.
B
a
la
g
t
a
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)
3201
E
T
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CAL AP
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h
is
r
esear
ch
h
as
r
ec
eiv
ed
eth
ical
clea
r
an
ce
f
r
o
m
th
e
Un
iv
e
r
s
ity
R
esear
ch
E
th
ics
C
o
m
m
ittee
(
R
E
C
)
o
f
th
e
Ph
ilip
p
in
e
No
r
m
al
Un
i
v
er
s
ity
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
co
m
p
lete
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ata
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at
s
u
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o
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s
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le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
AB
B
]
,
u
p
o
n
r
ea
s
o
n
a
b
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r
eq
u
est.
Du
e
to
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an
d
eth
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s
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s
,
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e
d
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ta
ar
e
n
o
t
p
u
b
licly
av
ailab
le.
RE
F
E
R
E
NC
E
S
[
1
]
N
.
A
.
F
a
r
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u
i
,
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.
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sl
a
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.
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a
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1
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[
2
]
P
.
D
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sa
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,
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/
I
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2
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8
.
[
3
]
S
.
N
a
i
d
u
,
“
H
o
w
f
l
e
x
i
b
l
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i
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m
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D
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1
9
.
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1
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3
1
.
[
4
]
M
.
B
.
A
b
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sa
d
o
,
“
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f
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b
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,”
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n
t
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rn
a
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a
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J
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a
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2
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3
2
0
2
0
.
[
5
]
J.
E.
D
e
l
g
a
d
o
a
n
d
J.
A
r
e
l
l
a
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o
,
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C
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V
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-
19
p
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mi
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,
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2
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v
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4
3
0
3
8
5
.
[
6
]
J.
Z.
Tr
i
a
,
“
Th
e
C
O
V
I
D
-
19
p
a
n
d
e
mi
c
t
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P
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l
i
p
p
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s:
t
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w
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ma
l
,
”
I
n
t
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rn
a
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a
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J
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.
[
7
]
A
.
Jö
n
ss
o
n
a
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d
F
.
P
r
i
n
s,
“
Ed
i
t
o
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l
:
t
r
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s
p
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,
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n
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d
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,
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d
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2
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1
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.
0
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1
1
9
.
[
8
]
T.
T.
R
u
n
g
d
u
i
n
a
n
d
P
.
A
.
M
i
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a
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d
a
,
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n
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(
TEI
)
:
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n
p
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s
f
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d
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EN
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v
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0
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.
[
9
]
F
.
C
.
Y
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a
n
,
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a
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s
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f
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t
(
C
P
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)
:
a
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a
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[
1
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.
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.
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.
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.
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[
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.
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.
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d
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.
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,
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.
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.
[
1
3
]
A
.
F
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Evaluation Warning : The document was created with Spire.PDF for Python.