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So
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Dep
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v
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m
en
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[
1
]
–
[
4
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.
I
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[
5
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[
6
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.
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k
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[
7
]
,
[
8
]
.
T
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d
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s
f
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C
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S
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A
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3519
tim
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ca
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[
9
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1
1
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.
T
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ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
th
e
p
ed
ag
o
g
ical
s
tr
ateg
ies
u
s
ed
,
th
e
n
atu
r
e
o
f
c
o
m
m
u
n
icatio
n
an
d
th
e
lev
el
o
f
s
tu
d
en
t
in
v
o
lv
e
m
en
t
in
co
llab
o
r
ativ
e
an
d
r
e
f
lex
iv
e
ac
tiv
ities
[
1
2
]
.
T
ec
h
n
o
lo
g
ically
en
r
ic
h
ed
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
cr
ea
te
c
o
n
d
itio
n
s
f
o
r
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
c
o
m
m
u
n
icativ
e,
co
llab
o
r
ativ
e,
c
r
itical
an
d
r
e
g
u
lato
r
y
s
k
ills
,
wh
ich
ar
e
k
ey
t
o
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
o
f
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
[
1
3
]
.
Ho
wev
er
,
tr
ad
itio
n
al
ass
ess
m
e
n
t
m
eth
o
d
s
b
ased
p
r
im
ar
il
y
o
n
s
tan
d
ar
d
ized
q
u
esti
o
n
n
air
es
with
clo
s
ed
-
en
d
ed
q
u
esti
o
n
s
d
o
n
o
t
alwa
y
s
ad
eq
u
ately
r
ef
lect
th
e
co
m
p
lex
ity
an
d
co
n
tex
t
u
al
co
n
d
itio
n
ality
o
f
th
e
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
[
1
4
]
.
I
n
th
is
r
e
g
ar
d
,
th
e
a
n
aly
s
is
o
f
d
ig
ital
e
d
u
ca
tio
n
al
a
r
tifa
cts
cr
ea
ted
b
y
s
tu
d
e
n
ts
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
is
o
f
p
ar
ticu
lar
r
esear
ch
v
alu
e
.
Su
ch
ar
tifa
cts
in
clu
d
e
r
ef
lectiv
e
tex
ts
,
o
n
lin
e
d
is
cu
s
s
io
n
m
ate
r
ials
,
p
r
o
ject
r
esu
lts
,
m
u
ltim
ed
ia
ass
ig
n
m
en
ts
,
an
d
elec
tr
o
n
ic
p
o
r
tf
o
lio
s
th
at
r
ef
lect
th
e
r
ea
l
m
an
if
estatio
n
s
o
f
s
tu
d
en
ts
’
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
q
u
alities
[
1
5
]
.
A
q
u
alitativ
e
an
aly
s
is
o
f
th
ese
ar
tifa
cts
m
ak
es
it
p
o
s
s
ib
le
to
id
e
n
tify
p
ed
ag
o
g
ical
an
d
t
ec
h
n
o
lo
g
ical
f
ac
to
r
s
t
h
at
in
f
lu
en
ce
th
e
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
an
d
g
ain
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
m
ec
h
an
is
m
s
o
f
th
ei
r
d
e
v
elo
p
m
e
n
t
co
m
p
ar
ed
to
u
s
in
g
ex
clu
s
iv
ely
q
u
a
n
titativ
e
ass
ess
m
en
t to
o
ls
[
1
6
]
.
I
n
a
d
ig
ital
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t,
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
atio
n
a
r
e
in
cr
ea
s
in
g
ly
im
p
lem
en
ted
th
r
o
u
g
h
o
n
lin
e
p
latf
o
r
m
s
an
d
to
o
ls
th
at
s
u
p
p
o
r
t
s
y
n
ch
r
o
n
o
u
s
an
d
asy
n
ch
r
o
n
o
u
s
in
ter
ac
tio
n
.
Su
ch
f
o
r
m
s
o
f
in
ter
ac
tio
n
co
n
tr
ib
u
te
to
a
co
n
s
tan
t
ex
ch
a
n
g
e
o
f
o
p
i
n
io
n
s
,
th
e
d
ev
elo
p
m
en
t
o
f
r
ef
lectiv
e
th
in
k
in
g
an
d
th
e
f
o
r
m
atio
n
o
f
th
e
p
r
o
f
ess
io
n
al
id
en
tity
o
f
f
u
tu
r
e
teac
h
er
s
o
f
f
o
r
ei
g
n
lan
g
u
ag
es
[
1
7
]
.
Dig
ital
ar
tifa
cts
cr
ea
ted
in
th
e
co
u
r
s
e
o
f
lear
n
in
g
ac
tiv
ities
r
ef
lect
n
o
t
o
n
ly
c
o
g
n
itiv
e
lear
n
in
g
o
u
tco
m
es,
b
u
t
also
s
o
cial,
em
o
tio
n
al,
an
d
p
r
o
f
ess
io
n
al
-
p
er
s
o
n
al
asp
ec
ts
o
f
s
tu
d
en
t
d
ev
elo
p
m
e
n
t
[
1
8
]
.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
s
o
f
t
s
k
ills
d
ev
elo
p
m
en
t
an
d
d
i
g
ital
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
m
o
s
t
s
tu
d
ies
r
ely
o
n
s
elf
-
r
ep
o
r
t
s
u
r
v
ey
s
o
r
s
tan
d
ar
d
ized
ass
ess
m
en
t
in
s
tr
u
m
en
ts
th
at
m
ea
s
u
r
e
p
er
ce
iv
ed
co
m
p
eten
cies
r
ath
er
th
an
th
eir
au
th
en
tic
m
a
n
if
estatio
n
in
le
ar
n
in
g
p
r
o
ce
s
s
es.
T
h
er
e
r
em
ain
s
a
lim
ited
n
u
m
b
er
o
f
e
m
p
ir
ical
s
tu
d
ies
th
at
s
y
s
tem
atica
lly
an
aly
ze
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts
as
p
r
im
ar
y
d
ata
s
o
u
r
ce
s
f
o
r
id
e
n
tify
i
n
g
c
o
n
tex
tu
al
an
d
p
ed
ag
o
g
ical
f
ac
to
r
s
in
f
lu
en
cin
g
s
o
f
t
s
k
ills
f
o
r
m
atio
n
in
teac
h
er
ed
u
ca
tio
n
.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
ar
tifa
ct
-
b
ased
q
u
alitativ
e
ap
p
r
o
ac
h
,
w
h
ich
s
h
if
ts
t
h
e
f
o
cu
s
f
r
o
m
d
ec
lar
ativ
e
m
ea
s
u
r
em
en
t
o
f
c
o
m
p
eten
cies
t
o
th
e
an
aly
s
is
o
f
r
ea
l
e
d
u
ca
tio
n
al
p
r
o
d
u
cts
cr
ea
te
d
b
y
s
tu
d
en
ts
.
B
y
ex
am
i
n
in
g
d
ig
ital
tr
ac
es
o
f
lear
n
in
g
ac
tiv
ities
with
in
a
ca
s
e
s
tu
d
y
d
esig
n
,
th
is
r
esear
ch
p
r
o
v
id
es
an
in
teg
r
ativ
e
m
o
d
el
o
f
in
ter
r
elate
d
p
ed
ag
o
g
ical,
tech
n
o
lo
g
ical,
a
n
d
p
er
s
o
n
al
f
a
cto
r
s
s
h
ap
in
g
s
o
f
t sk
ills
d
ev
el
o
p
m
en
t in
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
.
I
n
lig
h
t
o
f
t
h
e
id
en
tifie
d
r
esear
ch
g
ap
a
n
d
th
e
lim
ited
n
u
m
b
er
o
f
ar
tifa
ct
-
b
ased
em
p
ir
ical
s
tu
d
ies
in
teac
h
er
ed
u
ca
tio
n
,
th
is
s
tu
d
y
a
im
s
to
id
en
tify
an
d
s
y
s
tem
atize
th
e
f
ac
to
r
s
in
f
lu
en
ci
n
g
s
o
f
t
s
k
ills
d
ev
elo
p
m
en
t
am
o
n
g
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
th
r
o
u
g
h
th
e
a
n
aly
s
is
o
f
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
c
ts
with
in
an
L
MS
-
b
ased
co
u
r
s
e
d
esig
n
.
T
h
e
s
tu
d
y
a
d
o
p
ts
a
q
u
alitativ
e
ca
s
e
s
tu
d
y
a
p
p
r
o
ac
h
with
in
a
n
o
n
-
e
x
p
er
im
en
tal,
cr
o
s
s
-
s
ec
tio
n
al
f
r
am
ewo
r
k
to
ex
p
lo
r
e
co
n
tex
tu
al
m
ec
h
a
n
is
m
s
s
h
ap
in
g
s
o
f
t
s
k
ills
f
o
r
m
atio
n
in
a
d
ig
itally
m
ed
iated
en
v
ir
o
n
m
en
t.
T
o
p
r
o
v
i
d
e
a
s
tr
u
ctu
r
ed
an
aly
tical
f
o
cu
s
an
d
e
n
s
u
r
e
co
n
ce
p
tu
al
cla
r
ity
,
th
e
r
esear
ch
was
g
u
id
e
d
b
y
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
−
W
h
at
p
ed
ag
o
g
ical,
tech
n
o
lo
g
ical,
an
d
p
er
s
o
n
al
f
ac
to
r
s
in
f
lu
en
cin
g
s
o
f
t
s
k
ills
d
ev
el
o
p
m
en
t
ca
n
b
e
id
en
tifie
d
th
r
o
u
g
h
th
e
an
al
y
s
is
o
f
d
ig
ital e
d
u
ca
tio
n
al
ar
tifa
cts
cr
ea
ted
b
y
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
?
−
Ho
w
ar
e
th
ese
f
ac
to
r
s
m
an
i
f
ested
in
s
tu
d
en
ts
’
d
ig
ital p
r
o
d
u
ct
s
with
in
an
L
MS
-
b
ased
co
u
r
s
e
d
esig
n
?
−
Ho
w
ca
n
th
e
id
en
tifie
d
f
ac
to
r
s
b
e
s
y
s
tem
atize
d
in
to
a
n
in
te
g
r
ativ
e
m
o
d
el
r
e
f
lectin
g
th
e
s
tr
u
ctu
r
e
o
f
s
o
f
t
s
k
ills
f
o
r
m
atio
n
in
a
d
ig
itally
m
ed
iated
teac
h
er
e
d
u
ca
tio
n
en
v
ir
o
n
m
e
n
t?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
I
n
s
cien
tific
r
esear
ch
d
ev
o
ted
to
th
e
d
ev
el
o
p
m
en
t
o
f
s
o
f
t
s
k
i
lls
in
th
e
s
y
s
tem
o
f
h
i
g
h
er
p
e
d
ag
o
g
ical
ed
u
ca
tio
n
,
s
p
ec
ial
atten
tio
n
is
p
aid
to
th
e
r
o
le
o
f
d
ig
ital
an
d
L
MS
-
b
ased
co
u
r
s
e
d
esig
n
as
a
m
ea
n
s
o
f
f
o
r
m
in
g
u
n
iv
er
s
al
co
m
p
eten
cies.
Sev
e
r
al
au
th
o
r
s
em
p
h
asize
th
at
th
e
d
ig
ital
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
p
r
o
m
o
tes
t
h
e
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
e
n
ts
’
co
m
m
u
n
icativ
e,
co
llab
o
r
ativ
e
a
n
d
r
e
f
lectiv
e
s
k
ills
b
y
ex
p
an
d
in
g
o
p
p
o
r
tu
n
ities
f
o
r
in
ter
ac
tio
n
,
au
to
n
o
m
y
a
n
d
ac
t
iv
e
p
ar
ticip
atio
n
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
[
1
9
]
–
[
2
1
]
.
I
n
th
e
co
n
tex
t
o
f
tr
ain
in
g
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
a
g
e
teac
h
er
s
,
r
esear
ch
s
h
o
ws
th
at
th
e
u
s
e
o
f
d
ig
ital
p
latf
o
r
m
s
an
d
o
n
lin
e
to
o
ls
allo
ws
cr
ea
tin
g
co
n
d
itio
n
s
f
o
r
th
e
f
o
r
m
atio
n
o
f
p
r
o
f
ess
io
n
ally
s
ig
n
if
ican
t
s
o
f
t
s
k
ills
,
in
clu
d
in
g
s
k
ills
o
f
p
ed
ag
o
g
ical
co
m
m
u
n
icatio
n
,
co
o
p
er
atio
n
,
s
elf
-
o
r
g
an
izatio
n
a
n
d
cr
itic
al
th
in
k
in
g
.
T
h
u
s
,
Ku
zm
in
a
[
2
2
]
d
escr
ib
es
th
e
ex
p
er
ien
ce
o
f
u
s
in
g
d
ig
ital
c
o
m
m
u
n
icatio
n
to
o
ls
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
n
o
tes
th
at
s
tu
d
en
ts
h
ig
h
ly
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
5
1
8
-
3
5
2
8
3520
ap
p
r
ec
iate
th
e
s
p
ee
d
o
f
in
f
o
r
m
atio
n
ex
ch
an
g
e
an
d
th
e
ab
ili
ty
to
f
r
ee
ly
ex
p
r
ess
th
eir
o
wn
o
p
in
io
n
s
,
wh
ich
h
as
a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
d
e
v
elo
p
m
en
t o
f
co
m
m
u
n
icativ
e
an
d
s
o
cio
-
p
er
s
o
n
al
s
k
ills
.
Du
r
in
g
th
e
p
e
r
io
d
o
f
ac
tiv
e
i
n
tr
o
d
u
ctio
n
o
f
d
is
tan
ce
an
d
m
ix
ed
f
o
r
m
s
o
f
ed
u
ca
tio
n
ca
u
s
ed
b
y
th
e
C
OVI
D
-
1
9
p
an
d
em
ic,
i
n
ter
est
in
t
h
e
a
n
aly
s
is
o
f
d
ig
ital
tr
ac
e
s
o
f
s
tu
d
en
ts
’
lear
n
in
g
ac
tiv
ities
h
as
s
ig
n
if
ican
tl
y
in
cr
ea
s
ed
.
T
im
o
th
eo
u
et
a
l.
[
2
3
]
co
n
s
id
er
th
e
im
p
ac
t o
f
d
i
g
ital c
o
m
m
u
n
icatio
n
t
o
o
ls
o
n
tea
ch
in
g
ac
tiv
ities
an
d
em
p
h
asize
th
eir
p
o
ten
tial
to
s
u
p
p
o
r
t
in
ter
ac
tio
n
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
.
Similar
co
n
clu
s
io
n
s
p
r
esen
te
d
by
G
o
p
i
n
a
t
h
a
n
e
t
a
l
.
[
2
4
]
,
w
h
i
c
h
r
e
v
e
a
l
e
d
t
h
e
p
o
s
it
i
v
e
i
m
p
ac
t
o
f
d
i
g
i
t
al
e
d
u
c
a
ti
o
n
a
l
e
n
v
i
r
o
n
m
e
n
t
s
o
n
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
c
o
l
l
a
b
o
r
a
t
i
o
n
s
k
i
l
ls
.
M
ed
v
e
d
e
v
a
e
t
a
l
.
[
2
5
]
d
e
m
o
n
s
t
r
a
te
t
h
a
t
t
h
e
an
aly
s
is
o
f
d
ig
ital
f
o
r
m
s
o
f
i
n
ter
ac
tio
n
m
ak
es
it
p
o
s
s
ib
le
to
id
en
tify
n
o
t
o
n
ly
th
e
lev
el
o
f
s
atis
f
ac
tio
n
o
f
s
tu
d
en
ts
with
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
b
u
t
also
th
e
p
ec
u
liar
ities
o
f
th
e
f
o
r
m
at
io
n
o
f
th
eir
co
m
m
u
n
icativ
e
a
n
d
r
ef
lex
iv
e
s
k
ills
.
W
ek
er
le
et
a
l.
[
2
6
]
em
p
h
asiz
e
th
e
im
p
o
r
ta
n
ce
o
f
d
ig
ital
ch
an
n
els
o
f
in
ter
ac
tio
n
f
o
r
ac
co
m
p
an
y
in
g
lear
n
in
g
ac
tiv
ities
an
d
in
d
iv
id
u
al
s
u
p
p
o
r
t
o
f
s
tu
d
en
ts
,
wh
ich
c
o
n
tr
ib
u
tes
to
th
e
d
e
v
elo
p
m
e
n
t
o
f
t
h
e
ir
in
d
ep
en
d
en
ce
a
n
d
r
esp
o
n
s
ib
ilit
y
f
o
r
lea
r
n
in
g
o
u
t
co
m
es.
A
n
u
m
b
er
o
f
wo
r
k
s
n
o
te
th
at
d
ig
ital
ed
u
ca
tio
n
al
to
o
ls
a
c
t
n
o
t
o
n
l
y
a
s
a
m
e
a
n
s
o
f
c
o
m
m
u
n
i
c
a
t
i
o
n
,
b
u
t
a
l
s
o
a
s
a
n
e
l
e
m
e
n
t
o
f
t
h
e
t
e
ac
h
e
r
’
s
d
i
d
a
c
t
i
c
s
t
r
a
te
g
y
.
K
i
m
[
2
7
]
s
tated
th
at
t
h
e
ac
tiv
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
en
h
an
ce
s
p
ed
ag
o
g
ical
in
ter
ac
tio
n
an
d
cr
ea
tes
co
n
d
itio
n
s
f
o
r
th
e
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
th
r
o
u
g
h
jo
in
t
ac
t
iv
ities
an
d
th
e
ex
c
h
an
g
e
o
f
e
x
p
er
ien
ce
.
Stu
d
y
b
y
Salas‐Pilco
et
a
l.
[
2
8
]
id
e
n
tif
y
f
ac
to
r
s
af
f
ec
ti
n
g
th
e
q
u
ality
o
f
o
n
lin
e
ed
u
ca
tio
n
,
am
o
n
g
wh
ich
p
ed
a
g
o
g
ical
d
esig
n
,
th
e
n
at
u
r
e
o
f
lear
n
in
g
ass
ig
n
m
en
ts
,
an
d
th
e
lev
el
o
f
s
tu
d
en
t e
n
g
ag
em
en
t
p
lay
a
k
ey
r
o
le
.
Of
p
ar
ticu
lar
in
te
r
est
ar
e
s
tu
d
i
es
in
wh
ich
d
ig
ital
ed
u
ca
tio
n
a
l
ar
tifa
cts
ar
e
co
n
s
id
er
e
d
as
a
s
o
u
r
ce
o
f
em
p
ir
ical
d
ata
f
o
r
th
e
an
al
y
s
is
o
f
lear
n
in
g
p
r
o
ce
s
s
es a
n
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
Per
r
y
et
a
l.
[
2
9
]
s
h
o
w
th
at
s
tu
d
en
ts
p
r
ef
er
to
ex
p
r
ess
th
eir
o
p
in
io
n
s
an
d
r
ef
lectiv
e
j
u
d
g
m
e
n
ts
in
d
ig
ital
f
o
r
m
,
as
it
p
r
o
v
id
es
g
r
ea
ter
f
r
ee
d
o
m
an
d
s
p
o
n
ta
n
eity
o
f
c
o
m
m
u
n
icatio
n
.
L
i
et
a
l.
[
3
0
]
em
p
h
asize
th
at
th
e
an
aly
s
is
o
f
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts
m
ak
es
it
p
o
s
s
ib
le
to
id
en
tify
a
s
et
o
f
f
ac
t
o
r
s
in
f
lu
e
n
cin
g
th
e
f
o
r
m
atio
n
o
f
u
n
iv
er
s
al
s
k
ill
s
,
in
clu
d
in
g
th
e
f
ea
tu
r
es
o
f
p
ed
a
g
o
g
ical
in
ter
ac
tio
n
,
th
e
n
atu
r
e
o
f
tas
k
s
an
d
th
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
u
s
ed
.
T
h
e
an
aly
s
is
o
f
s
cien
tific
p
u
b
licat
io
n
s
s
h
o
ws
th
at
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts
ar
e
a
v
alu
ab
le
s
o
u
r
ce
o
f
d
ata
f
o
r
s
tu
d
y
in
g
th
e
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
in
th
e
s
y
s
tem
o
f
tr
ain
in
g
f
u
tu
r
e
teac
h
er
s
o
f
f
o
r
eig
n
lan
g
u
ag
es.
At
th
e
s
am
e
tim
e,
d
esp
ite
th
e
av
aila
b
ilit
y
o
f
r
esear
c
h
o
n
th
e
u
s
e
o
f
d
ig
ital
tech
n
o
lo
g
ies
an
d
t
h
e
d
ev
elo
p
m
en
t
o
f
u
n
iv
er
s
al
co
m
p
eten
cies,
th
e
is
s
u
e
o
f
id
en
tify
in
g
s
p
ec
if
ic
f
ac
to
r
s
in
th
e
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
b
ased
o
n
a
co
m
p
r
eh
e
n
s
iv
e
an
al
y
s
is
o
f
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts
in
th
e
f
r
a
m
ewo
r
k
o
f
ca
s
e
s
tu
d
ies
r
em
ain
s
in
s
u
f
f
icien
tly
s
tu
d
ied
,
w
h
ich
d
eter
m
in
es th
e
r
elev
an
ce
o
f
th
is
wo
r
k
.
3.
M
E
T
H
O
D
3
.
1
.
F
o
cus
,
lev
el,
a
nd
des
ig
n o
f
t
he
s
t
ud
y
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
alitativ
e
ca
s
e
s
tu
d
y
d
esig
n
to
ex
p
lo
r
e
th
e
f
ac
to
r
s
in
f
lu
e
n
cin
g
s
o
f
t
s
k
ills
d
ev
elo
p
m
e
n
t
am
o
n
g
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
a
g
e
teac
h
e
r
s
th
r
o
u
g
h
th
e
a
n
aly
s
is
o
f
d
ig
ital
ed
u
ca
tio
n
al
a
r
tifa
cts
cr
ea
ted
in
an
L
MS
-
b
ased
c
o
u
r
s
e.
A
q
u
alitativ
e
ap
p
r
o
ac
h
is
ap
p
r
o
p
r
iate
wh
en
th
e
aim
is
t
o
ex
am
in
e
co
n
tex
t
-
d
ep
en
d
e
n
t
ed
u
ca
tio
n
al
p
h
en
o
m
en
a
in
d
e
p
th
a
n
d
to
i
n
ter
p
r
et
m
ea
n
in
g
s
em
b
e
d
d
ed
in
p
a
r
ticip
an
ts
’
lear
n
in
g
p
r
o
d
u
cts
an
d
ex
p
er
ien
ce
s
.
T
h
e
s
tu
d
y
was
ex
p
lo
r
ato
r
y
in
n
a
tu
r
e
b
ec
au
s
e
it
s
o
u
g
h
t
to
id
en
t
if
y
an
d
s
y
s
tem
atize
f
ac
to
r
s
s
h
ap
in
g
s
o
f
t
s
k
ills
d
ev
elo
p
m
en
t
in
a
s
p
ec
if
ic
e
d
u
c
atio
n
al
co
n
te
x
t
r
ath
e
r
th
a
n
to
test
p
r
ed
eter
m
in
e
d
h
y
p
o
th
eses
.
T
h
e
r
esear
ch
was
also
n
o
n
-
ex
p
er
im
en
tal
an
d
c
r
o
s
s
-
s
ec
tio
n
al,
as
th
e
d
ata
wer
e
co
llected
with
in
o
n
e
ac
ad
e
m
ic
s
em
ester
af
ter
p
ar
ticip
an
ts
h
ad
co
m
p
lete
d
t
h
e
co
u
r
s
e
ac
tiv
ities
.
T
h
e
ca
s
e
s
tu
d
y
d
esig
n
was
s
elec
ted
b
ec
au
s
e
it
allo
ws
f
o
r
an
in
-
d
ep
th
in
v
esti
g
atio
n
o
f
a
b
o
u
n
d
e
d
ed
u
ca
tio
n
al
s
ettin
g
an
d
p
r
o
v
id
es
a
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
p
ed
ag
o
g
ical
p
r
o
ce
s
s
es
an
d
le
ar
n
er
d
e
v
elo
p
m
e
n
t
with
in
a
r
ea
l
-
life
co
n
tex
t.
Me
th
o
d
o
lo
g
ically
,
th
e
s
tu
d
y
was
in
f
o
r
m
ed
b
y
estab
lis
h
ed
p
r
in
cip
les
o
f
q
u
alitativ
e
ca
s
e
s
tu
d
y
in
q
u
ir
y
[
3
1
]
,
p
u
r
p
o
s
iv
e
s
am
p
lin
g
[
3
2
]
,
an
d
t
h
em
atic
an
aly
s
is
[
3
3
]
.
3
.
2
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
pro
ce
du
re
T
h
e
s
tu
d
y
in
v
o
lv
e
d
4
8
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
en
r
o
lled
in
a
f
o
r
eig
n
lan
g
u
ag
e
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
a
m
at
a
h
ig
h
e
r
e
d
u
ca
tio
n
in
s
titu
tio
n
in
Kaz
ak
h
s
tan
.
T
h
e
p
ar
ticip
an
ts
wer
e
s
elec
ted
b
ased
o
n
p
u
r
p
o
s
ef
u
l
s
am
p
lin
g
,
wh
ich
is
co
m
m
o
n
l
y
u
s
ed
in
q
u
alitativ
e
r
esear
ch
to
en
s
u
r
e
in
f
o
r
m
atio
n
-
r
ich
c
ases
r
elev
an
t
to
th
e
r
esear
ch
o
b
jectiv
es.
T
h
e
in
clu
s
io
n
cr
iter
ia
wer
e:
i)
en
r
o
llm
en
t
in
th
e
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
;
ii)
ac
tiv
e
p
ar
ticip
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o
n
in
th
e
L
MS
-
b
ased
co
u
r
s
e
d
u
r
in
g
th
e
s
em
ester
;
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c
o
m
p
letio
n
o
f
k
e
y
d
ig
ital
ed
u
ca
tio
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al
ar
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in
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g
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ef
lectiv
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ess
ay
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,
d
is
cu
s
s
io
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o
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ts
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p
r
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en
ts
; a
n
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iv
)
c
o
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p
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ltip
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atic
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aly
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lin
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ateg
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ca
n
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o
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ased
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e
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esig
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.
T
h
e
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ac
y
o
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th
e
s
am
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le
was
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eter
m
in
ed
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y
th
e
p
r
in
ci
p
les
o
f
in
f
o
r
m
ati
o
n
r
ich
n
ess
an
d
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ata
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c
o
m
m
o
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l
y
u
s
ed
in
q
u
alitativ
e
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ch
.
Data
s
atu
r
atio
n
was
c
o
n
s
id
er
ed
ac
h
iev
ed
wh
en
th
e
co
n
tin
u
ed
an
aly
s
is
o
f
ad
d
itio
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al
d
i
g
ital
ar
tifa
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n
o
lo
n
g
er
g
en
er
ated
s
u
b
s
ta
n
tially
n
ew
co
d
es,
ca
teg
o
r
ies,
o
r
t
h
em
atic
d
im
en
s
io
n
s
r
elate
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to
s
o
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t
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e
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elo
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m
en
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ar
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an
t
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f
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ich
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o
r
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th
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ter
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et
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d
r
ep
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ted
co
m
p
ar
is
o
n
ac
r
o
s
s
ca
s
es.
T
h
u
s
,
th
e
s
am
p
le
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f
4
8
s
tu
d
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3
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3
.
Da
t
a
pro
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s
s
ing
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a
na
ly
s
is
T
h
e
d
ata
an
aly
s
is
p
r
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ce
d
u
r
e
c
o
n
s
is
ted
o
f
s
ev
er
al
s
y
s
tem
atic
s
tag
es.
Firs
t,
th
e
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esear
ch
er
s
co
llected
d
ig
ital
ed
u
ca
tio
n
al
a
r
tifa
cts
p
r
o
d
u
ce
d
b
y
th
e
p
a
r
ticip
an
ts
d
u
r
in
g
th
e
s
em
ester
,
in
clu
d
in
g
r
ef
lectiv
e
ess
ay
s
,
o
n
l
i
n
e
d
i
s
c
u
s
s
i
o
n
p
o
s
ts
,
c
o
l
l
a
b
o
r
a
t
i
v
e
p
r
o
j
e
c
t
o
u
t
p
u
t
s
,
m
u
l
tim
e
d
i
a
a
s
s
i
g
n
m
e
n
t
s
,
a
n
d
d
ig
ital
p
o
r
tf
o
lio
m
ater
ials
.
E
ac
h
p
ar
ticip
an
t
co
n
tr
i
b
u
ted
m
o
r
e
th
an
o
n
e
ar
tifa
ct,
wh
ich
r
esu
lted
in
a
r
ich
co
r
p
u
s
f
o
r
q
u
alitativ
e
an
aly
s
is
.
Seco
n
d
,
all
m
ater
ials
wer
e
p
r
ep
ar
ed
f
o
r
a
n
aly
s
is
th
r
o
u
g
h
d
ata
clea
n
in
g
,
an
o
n
y
m
izatio
n
,
f
o
r
m
attin
g
,
a
n
d
o
r
g
an
izatio
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in
to
a
u
n
if
ied
te
x
tu
al
d
atab
ase.
T
h
e
co
r
p
u
s
w
as
th
en
im
p
o
r
ted
in
t
o
AT
L
AS.ti
2
3
f
o
r
q
u
alitativ
e
d
ata
m
an
ag
em
e
n
t
an
d
c
o
d
in
g
.
T
h
e
u
s
e
o
f
s
o
f
twar
e
s
u
p
p
o
r
ted
th
e
s
y
s
tem
atic
o
r
g
an
izatio
n
o
f
tex
tu
al
s
eg
m
en
ts
,
co
d
e
ass
ig
n
m
en
t,
m
e
m
o
wr
itin
g
,
r
etr
iev
al
o
f
co
d
ed
ex
ce
r
p
ts
,
an
d
co
m
p
ar
is
o
n
ac
r
o
s
s
ar
tifa
ct
ty
p
es.
T
h
ir
d
,
th
e
c
o
d
in
g
p
r
o
ce
s
s
was
co
n
d
u
cte
d
in
s
ev
er
al
iter
ativ
e
p
h
ases
.
At
th
e
in
itial
s
tag
e,
o
p
en
co
d
in
g
was
ap
p
lied
to
id
en
tify
m
ea
n
i
n
g
f
u
l
u
n
its
r
elate
d
to
th
e
m
an
i
f
estatio
n
an
d
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
in
th
e
d
ig
ital
ar
tifa
cts.
T
h
ese
u
n
its
in
clu
d
ed
ex
p
r
ess
io
n
s
o
f
s
elf
-
r
e
g
u
l
atio
n
,
co
llab
o
r
atio
n
,
r
ef
lectio
n
,
co
m
m
u
n
icatio
n
,
r
esp
o
n
s
ib
ilit
y
,
in
itiativ
e,
a
n
d
p
r
o
f
ess
io
n
al
awa
r
e
n
ess
.
At
th
e
s
ec
o
n
d
s
tag
e,
s
im
ilar
c
o
d
es
wer
e
co
m
p
a
r
ed
,
m
er
g
ed
,
an
d
r
ef
in
e
d
in
to
b
r
o
ad
er
co
n
ce
p
t
u
al
ca
teg
o
r
ies
th
r
o
u
g
h
co
n
s
tan
t
co
m
p
a
r
is
o
n
.
At
th
e
th
ir
d
s
tag
e,
th
e
r
ef
in
ed
ca
teg
o
r
ies
wer
e
g
r
o
u
p
ed
i
n
to
h
i
g
h
er
-
o
r
d
e
r
th
em
a
tic
clu
s
ter
s
r
ef
lectin
g
p
ed
ag
o
g
ical,
tech
n
o
lo
g
ical,
o
r
g
an
izatio
n
al,
an
d
p
er
s
o
n
al
d
im
en
s
io
n
s
o
f
s
o
f
t
s
k
ills
d
ev
el
o
p
m
en
t.
T
h
is
s
tep
r
esu
lted
in
th
e
id
en
tific
atio
n
o
f
f
iv
e
in
ter
r
elate
d
ca
teg
o
r
ies:
p
ed
ag
o
g
ical
d
esig
n
a
n
d
teac
h
i
n
g
m
eth
o
d
s
;
p
ed
ag
o
g
ical
s
tr
ateg
ies
an
d
lear
n
in
g
ac
tiv
ities
;
co
m
m
u
n
icatio
n
a
n
d
co
llab
o
r
atio
n
;
o
r
g
an
izatio
n
an
d
m
a
n
ag
em
e
n
t
o
f
lear
n
i
n
g
ac
tiv
ities
;
an
d
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
d
ev
elo
p
m
en
t.
T
o
en
h
a
n
ce
a
n
aly
tical
tr
an
s
p
ar
en
c
y
,
c
o
d
i
n
g
was
co
n
d
u
cted
iter
ativ
ely
r
ath
er
th
an
in
a
s
in
g
le
r
o
u
n
d
.
T
h
e
r
esear
c
h
er
s
r
ep
ea
ted
ly
r
etu
r
n
ed
to
th
e
d
ata,
r
ev
is
ed
co
d
e
d
ef
in
itio
n
s
,
an
d
d
is
cu
s
s
ed
ca
teg
o
r
y
b
o
u
n
d
ar
ies
u
n
til
co
n
ce
p
tu
al
ag
r
ee
m
e
n
t
was
r
ea
ch
ed
.
An
aly
tic
m
em
o
s
wer
e
u
s
ed
th
r
o
u
g
h
o
u
t
th
e
p
r
o
c
ess
to
d
o
cu
m
en
t
co
d
in
g
d
ec
is
i
o
n
s
,
em
er
g
in
g
in
te
r
p
r
etatio
n
s
,
an
d
lin
k
s
b
etwe
en
ca
teg
o
r
ies.
Alth
o
u
g
h
th
e
s
tu
d
y
r
em
ai
n
ed
q
u
alitativ
e
in
o
r
i
en
tatio
n
,
th
e
f
r
eq
u
e
n
cy
o
f
co
d
ed
u
n
its
was
also
ex
am
in
ed
to
in
cr
ea
s
e
an
aly
tic
al
clar
ity
an
d
t
o
in
d
icate
th
e
r
elativ
e
p
r
o
m
in
e
n
ce
o
f
th
em
es
ac
r
o
s
s
th
e
d
ataset.
On
th
is
b
asis
,
an
in
teg
r
ativ
e
m
o
d
el
o
f
f
ac
to
r
s
in
f
lu
e
n
cin
g
s
o
f
t sk
ills
d
ev
elo
p
m
en
t w
as c
o
n
s
t
r
u
cted
.
As
a
r
esu
lt
o
f
th
e
co
n
ten
t
an
aly
s
is
o
f
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts
cr
ea
ted
b
y
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
,
f
iv
e
in
ter
r
elate
d
ca
t
eg
o
r
ies
o
f
f
ac
t
o
r
s
in
f
lu
en
cin
g
s
o
f
t
s
k
ills
d
ev
el
o
p
m
en
t
wer
e
id
en
tifie
d
.
T
h
ese
ca
teg
o
r
ies
in
clu
d
e
p
ed
a
g
o
g
ica
l
d
esig
n
an
d
teac
h
in
g
m
eth
o
d
s
,
p
ed
ag
o
g
ical
s
tr
ateg
ies
an
d
lear
n
in
g
ac
tiv
ities
,
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
a
tio
n
,
o
r
g
a
n
izatio
n
an
d
m
a
n
ag
em
en
t
o
f
lear
n
in
g
ac
tiv
ities
,
an
d
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
d
ev
elo
p
m
en
t.
Fig
u
r
e
1
p
r
esen
ts
th
e
in
teg
r
ativ
e
co
n
c
ep
tu
al
m
o
d
el
d
er
iv
e
d
f
r
o
m
th
e
q
u
alitativ
e
co
d
in
g
p
r
o
ce
s
s
an
d
s
h
o
ws
h
o
w
th
es
e
f
iv
e
g
r
o
u
p
s
o
f
f
ac
t
o
r
s
ar
e
s
tr
u
ctu
r
ally
r
elate
d
with
in
th
e
d
ig
itally
m
ed
iated
teac
h
er
ed
u
ca
tio
n
en
v
ir
o
n
m
e
n
t.
3
.
4
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
T
o
en
s
u
r
e
tr
u
s
two
r
th
i
n
ess
,
th
e
s
tu
d
y
f
o
llo
wed
th
e
cr
iter
ia
o
f
cr
ed
i
b
ilit
y
,
tr
an
s
f
er
ab
ilit
y
,
d
ep
en
d
a
b
ilit
y
,
an
d
co
n
f
i
r
m
ab
ilit
y
.
C
r
ed
ib
ilit
y
was
s
tr
en
g
t
h
en
ed
th
r
o
u
g
h
p
r
o
lo
n
g
ed
en
g
ag
em
en
t
with
th
e
ar
tifa
ct
co
r
p
u
s
,
r
ep
ea
te
d
r
ea
d
i
n
g
,
iter
ativ
e
co
d
in
g
,
a
n
d
p
ee
r
d
eb
r
ief
in
g
am
o
n
g
t
h
e
r
esear
ch
er
s
.
T
r
an
s
f
er
ab
ilit
y
was
s
u
p
p
o
r
ted
b
y
a
d
etailed
d
escr
ip
tio
n
o
f
th
e
ed
u
ca
tio
n
al
c
o
n
tex
t,
p
ar
ticip
an
t
c
h
ar
ac
ter
is
tics
,
an
d
th
e
n
atu
r
e
o
f
th
e
d
ig
ital
ar
tifa
cts.
Dep
en
d
ab
ilit
y
was
en
h
an
ce
d
th
r
o
u
g
h
a
tr
an
s
p
ar
e
n
t
d
o
c
u
m
en
t
atio
n
o
f
an
aly
tical
p
r
o
ce
d
u
r
es,
in
clu
d
in
g
d
ata
p
r
ep
ar
atio
n
,
co
d
e
d
ev
elo
p
m
en
t
,
ca
teg
o
r
y
r
ef
in
e
m
en
t,
an
d
m
o
d
el
co
n
s
tr
u
ctio
n
.
C
o
n
f
ir
m
ab
ilit
y
was
s
u
p
p
o
r
ted
th
r
o
u
g
h
r
ef
lex
i
v
e
m
em
o
in
g
,
p
r
eser
v
atio
n
o
f
o
r
ig
i
n
al
ar
tifa
cts,
an
d
g
r
o
u
n
d
in
g
in
ter
p
r
etatio
n
s
in
co
d
ed
e
x
ce
r
p
ts
r
ath
er
th
an
i
n
u
n
s
u
p
p
o
r
ted
ass
u
m
p
tio
n
s
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
As
a
r
esu
lt
o
f
th
e
co
n
ten
t
an
aly
s
is
o
f
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts
cr
ea
ted
b
y
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
ag
e
teac
h
er
s
(
r
ef
lectiv
e
tex
ts
,
o
n
li
n
e
d
is
cu
s
s
io
n
m
ater
ials
,
p
r
o
ject
wo
r
k
,
a
n
d
m
u
ltime
d
ia
p
r
o
d
u
cts),
k
ey
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
in
th
e
co
n
tex
t
o
f
L
MS
-
b
ased
co
u
r
s
e
d
esig
n
h
a
v
e
b
ee
n
id
en
tifie
d
.
T
h
e
g
en
er
alize
d
s
tr
u
ctu
r
e
o
f
th
e
f
ac
to
r
s
is
s
h
o
wn
in
Fig
u
r
e
1
,
wh
ile
th
e
q
u
a
n
titativ
e
r
atio
s
with
in
ea
ch
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
5
1
8
-
3
5
2
8
3522
ca
teg
o
r
y
ar
e
d
etailed
in
Fig
u
r
es
2
–
6
.
T
h
e
f
ir
s
t
g
r
o
u
p
o
f
f
ac
to
r
s
was
class
if
ied
as
“p
ed
ag
o
g
ical
d
esig
n
a
n
d
teac
h
in
g
m
eth
o
d
s
”,
r
ef
lecte
d
i
n
th
e
f
ac
to
r
m
o
d
el.
T
h
ese
f
ac
t
o
r
s
ar
e
r
elate
d
to
th
e
f
o
r
m
atio
n
o
f
s
tu
d
en
ts
’
g
o
al
-
s
ettin
g
s
k
ills
,
s
elf
-
r
eg
u
latio
n
,
an
d
r
esp
o
n
s
ib
ilit
y
f
o
r
lear
n
in
g
o
u
tco
m
es.
I
n
d
ig
ital
e
d
u
ca
ti
o
n
al
ar
tifa
cts,
th
ey
m
an
if
ested
th
em
s
elv
es
th
r
o
u
g
h
th
e
s
tr
u
ct
u
r
in
g
o
f
ed
u
ca
t
io
n
al
g
o
als,
p
lan
n
in
g
th
e
s
ta
g
es
o
f
co
m
p
letin
g
ass
ig
n
m
en
ts
,
an
d
m
ee
tin
g
d
e
ad
lin
es.
T
h
e
q
u
a
n
titativ
e
d
is
tr
ib
u
tio
n
o
f
f
ac
to
r
s
in
t
h
is
ca
t
eg
o
r
y
is
s
h
o
wn
in
Fig
u
r
e
2
,
wh
er
e
it
ca
n
b
e
s
ee
n
th
at
th
e
g
r
ea
test
co
n
tr
ib
u
tio
n
to
th
e
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
is
m
ad
e
b
y
f
ac
to
r
s
r
elate
d
to
g
o
al
s
ettin
g
a
n
d
in
f
o
r
m
ed
p
lan
n
in
g
o
f
ed
u
ca
tio
n
al
ac
tiv
ities
.
T
h
is
co
n
f
ir
m
s
th
e
r
esear
ch
f
i
n
d
in
g
s
th
at
clea
r
p
ed
ag
o
g
ical
d
esig
n
is
a
b
asic
co
n
d
itio
n
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
u
n
iv
er
s
al
co
m
p
eten
cies
am
o
n
g
f
u
tu
r
e
teac
h
e
r
s
.
Fig
u
r
e
1
.
Facto
r
s
in
f
l
u
en
cin
g
t
h
e
f
o
r
m
atio
n
o
f
s
o
f
t sk
ills
o
f
f
u
tu
r
e
f
o
r
eig
n
la
n
g
u
a
g
e
teac
h
er
s
b
ased
o
n
th
e
an
aly
s
is
o
f
d
ig
ital e
d
u
ca
tio
n
al
ar
tifa
cts
Fig
u
r
e
2
.
Per
ce
n
ta
g
e
d
is
tr
ib
u
ti
o
n
o
f
p
ed
a
g
o
g
ical
d
esig
n
f
ac
to
r
s
an
d
teac
h
in
g
m
eth
o
d
s
T
h
e
s
ec
o
n
d
g
r
o
u
p
o
f
f
ac
to
r
s
was
cla
s
s
if
ied
a
s
“p
ed
ag
o
g
i
ca
l
s
tr
ateg
ies”.
T
h
is
ca
teg
o
r
y
in
clu
d
es
p
r
o
ject
-
b
ased
lear
n
in
g
,
r
esear
ch
ass
ig
n
m
en
ts
,
g
r
o
u
p
wo
r
k
,
an
d
f
o
r
m
ativ
e
f
ee
d
b
ac
k
.
I
n
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts,
th
ese
f
ac
to
r
s
m
an
if
e
s
ted
th
em
s
elv
es
th
r
o
u
g
h
th
e
ac
tiv
e
p
ar
ticip
atio
n
o
f
s
tu
d
e
n
ts
in
jo
in
t
p
r
o
jects,
ar
g
u
m
en
tatio
n
o
f
d
ec
is
io
n
s
an
d
in
itiativ
e
in
d
is
cu
s
s
io
n
s
.
As
s
h
o
wn
in
Fig
u
r
e
3
,
r
esear
ch
an
d
p
r
o
ject
36%
29%
23%
22%
Pedagogic
al
desi
gn
f
act
ors
and
t
eachi
ng
m
et
hods
G
o
a
l
s
e
tt
in
g
Pro
jec
t-ba
s
e
d
learn
in
g
Form
at
iv
e
a
s
s
e
s
s
m
e
n
t
Re
f
le
ctio
n
o
n
le
ar
n
in
g
ac
tiv
itie
s
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
S
o
ft skill
s
d
ev
elo
p
men
t in
fu
tu
r
e
fo
r
eig
n
la
n
g
u
a
g
e
tea
c
h
ers
:
ev
id
en
ce
fr
o
m
d
ig
ita
l
…
(
A
k
b
i
ke
B
o
r
a
n
b
a
ye
va
)
3523
ass
ig
n
m
en
ts
h
av
e
th
e
h
ig
h
est
f
r
eq
u
e
n
cy
in
th
is
ca
teg
o
r
y
,
in
d
icatin
g
th
eir
lea
d
in
g
r
o
le
in
t
h
e
d
ev
elo
p
m
en
t
o
f
cr
itical
th
in
k
in
g
,
cr
ea
tiv
ity
,
a
n
d
d
ec
is
io
n
-
m
ak
i
n
g
.
T
h
ese
r
e
s
u
lts
ar
e
co
n
s
i
s
ten
t
with
cu
r
r
en
t
r
esear
ch
in
th
e
f
ield
o
f
c
o
m
p
eten
ce
-
b
ased
lea
r
n
in
g
.
T
h
e
th
ir
d
g
r
o
u
p
o
f
f
ac
to
r
s
b
el
o
n
g
s
to
th
e
ca
te
g
o
r
y
o
f
“c
o
m
m
u
n
icatio
n
a
n
d
co
llab
o
r
atio
n
”
,
p
r
esen
ted
in
th
e
f
ac
t
o
r
m
o
d
el
as
o
n
e
o
f
th
e
k
e
y
m
ec
h
an
is
m
s
f
o
r
th
e
f
o
r
m
atio
n
o
f
s
o
f
t
s
k
ills
.
T
h
e
an
aly
s
is
o
f
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts h
as sh
o
wn
th
at
th
ese
f
ac
to
r
s
ar
e
m
an
if
e
s
ted
in
th
e
ab
ilit
y
o
f
s
tu
d
en
ts
to
ex
p
r
ess
th
eir
o
w
n
p
o
s
itio
n
in
a
r
ea
s
o
n
ed
m
an
n
er
,
in
ter
ac
t
in
g
r
o
u
p
s
an
d
p
r
o
v
id
e
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
.
T
h
e
p
er
ce
n
tag
e
d
is
tr
ib
u
tio
n
o
f
f
ac
to
r
s
in
th
is
ca
teg
o
r
y
is
s
h
o
wn
in
Fig
u
r
e
4
,
wh
er
e
f
o
r
m
s
o
f
in
ter
ac
tio
n
r
elate
d
to
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
s
tu
d
en
t
–
s
tu
d
en
t
co
m
m
u
n
icatio
n
p
r
ev
ail.
T
h
is
co
n
f
ir
m
s
th
at
co
llab
o
r
ativ
e
f
o
r
m
s
o
f
wo
r
k
in
th
e
d
ig
ital
en
v
ir
o
n
m
en
t
ar
e
a
s
ig
n
if
ican
t
f
ac
to
r
in
th
e
d
e
v
elo
p
m
en
t
o
f
c
o
m
m
u
n
icativ
e
a
n
d
s
o
cio
-
em
o
tio
n
al
s
o
f
t sk
ills
am
o
n
g
f
u
tu
r
e
f
o
r
eig
n
lan
g
u
a
g
e
teac
h
er
s
.
Fig
u
r
e
3
.
Per
ce
n
ta
g
e
d
is
tr
ib
u
ti
o
n
o
f
f
ac
to
r
s
o
f
p
ed
a
g
o
g
ical
s
t
r
ateg
ies an
d
ed
u
ca
tio
n
al
ac
tiv
i
ty
Fig
u
r
e
4
.
Per
ce
n
ta
g
e
d
is
tr
ib
u
ti
o
n
o
f
co
m
m
u
n
icatio
n
a
n
d
co
ll
ab
o
r
atio
n
f
ac
to
r
s
T
h
e
f
o
u
r
th
g
r
o
u
p
o
f
f
ac
to
r
s
was
class
if
ied
as
“o
r
g
an
iz
atio
n
an
d
m
an
a
g
em
en
t
o
f
e
d
u
ca
tio
n
al
ac
tiv
ities
”.
T
h
ese
f
ac
to
r
s
r
ef
lect
th
e
f
o
r
m
atio
n
o
f
s
elf
-
d
is
cip
lin
e,
tim
e
m
an
ag
em
e
n
t,
an
d
lear
n
in
g
o
r
ien
tatio
n
s
k
ills
.
I
n
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts,
th
ey
m
an
if
ested
t
h
em
s
elv
es
th
r
o
u
g
h
t
h
e
lo
g
ical
s
tr
u
ctu
r
e
o
f
th
e
p
r
esen
tatio
n
o
f
m
ater
ials
an
d
th
e
s
eq
u
en
ce
o
f
task
s
.
As
s
h
o
wn
in
Fig
u
r
e
5
,
t
h
e
m
o
s
t
s
ig
n
i
f
ican
t
f
ac
to
r
in
th
is
ca
teg
o
r
y
is
co
m
p
lian
ce
with
th
e
lo
g
ic
an
d
in
teg
r
ity
o
f
ed
u
ca
tio
n
al
ac
tiv
ities
,
wh
ich
co
n
tr
ib
u
tes
to
th
e
f
o
r
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g
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.
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o
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eg
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45%
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C
om
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ro
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
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Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
5
1
8
-
3
5
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8
3524
T
h
e
f
if
th
g
r
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u
p
o
f
f
ac
to
r
s
b
elo
n
g
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to
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ca
teg
o
r
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“p
r
o
f
e
s
s
io
n
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d
p
er
s
o
n
al
q
u
alities
”,
wh
ich
in
th
e
f
ac
to
r
m
o
d
el
r
ef
lects
th
e
f
in
al
lev
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o
f
s
o
f
t
s
k
ills
f
o
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at
io
n
.
I
n
d
ig
ital
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u
ca
tio
n
al
ar
ti
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ac
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th
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f
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m
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ested
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elv
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r
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ab
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t
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em
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tr
atio
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ath
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esp
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ilit
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d
r
ea
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r
p
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m
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n
t.
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e
p
e
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ce
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tag
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d
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tr
ib
u
tio
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o
f
f
ac
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th
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teg
o
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h
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wn
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Fig
u
r
e
6
,
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th
e
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ac
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e
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cio
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to
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r
d
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h
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n
g
ac
tiv
ities
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T
h
is
h
ig
h
lig
h
ts
th
e
i
m
p
o
r
ta
n
ce
o
f
p
r
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k
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n
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m
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ati
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o
f
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e
d
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o
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h
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Fig
u
r
es
2
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6
all
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s
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u
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1
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ates
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ally
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ateg
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ies.
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u
r
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5
.
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izatio
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l a
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Fig
u
r
e
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ce
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is
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ib
u
ti
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o
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n
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l d
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t f
ac
to
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s
4
.
1
.
Dis
cus
s
io
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he
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o
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ea
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T
h
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o
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ly
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ir
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itally
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ir
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ates
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t
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lect
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ased
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R
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men
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
S
o
ft skill
s
d
ev
elo
p
men
t in
fu
tu
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r
eig
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la
n
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a
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:
ev
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fr
o
m
d
ig
ita
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(
A
k
b
i
ke
B
o
r
a
n
b
a
ye
va
)
3525
o
f
m
etac
o
g
n
itiv
e
an
d
s
elf
-
r
e
g
u
lato
r
y
s
k
ills
,
wh
ile
d
is
cu
s
s
io
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o
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ts
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d
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tp
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ig
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in
to
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n
icativ
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m
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eten
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,
ar
g
u
m
en
tatio
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,
an
d
team
wo
r
k
.
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h
is
f
in
d
i
n
g
ex
ten
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s
p
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ev
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esear
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h
o
win
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ills
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t
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ly
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ater
ialized
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ig
it
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T
h
e
p
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m
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p
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clu
s
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s
o
f
S
a
l
a
s
‐
Pi
l
c
o
e
t
a
l
.
[
2
8
]
wh
o
em
p
h
asize
th
e
r
o
le
o
f
s
tr
u
ctu
r
ed
in
s
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atin
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w
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ag
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ical
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atter
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estatio
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tu
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Similar
ly
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im
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o
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co
llab
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ativ
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r
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s
with
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in
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s
o
f
Go
p
in
ath
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et
a
l.
[
2
4
]
wh
o
h
ig
h
lig
h
t
d
ig
ital
co
llab
o
r
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as
a
k
ey
d
r
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tu
d
en
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ticip
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ely
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ased
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ter
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atter
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ig
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ased
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a
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cr
itical
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in
k
in
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d
cr
ea
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alig
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s
with
T
an
g
[
1
9
]
,
b
u
t
th
is
s
tu
d
y
r
e
f
in
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f
in
d
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em
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atin
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ch
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k
ills
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ex
p
licitly
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ef
lecte
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t,
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atter
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s
o
f
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tu
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en
t
-
g
e
n
er
at
ed
ar
tifa
cts.
Fro
m
a
p
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ag
o
g
ical
p
er
s
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ec
tiv
e,
th
e
r
esu
lts
h
ig
h
lig
h
t
th
at
ef
f
ec
tiv
e
s
o
f
t
s
k
ills
d
ev
elo
p
m
en
t
in
d
ig
itally
m
ed
iated
en
v
ir
o
n
m
en
ts
r
e
q
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ir
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d
elib
er
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e
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etwe
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esig
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task
s
tr
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r
e
,
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d
o
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p
o
r
tu
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ities
f
o
r
r
e
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lectio
n
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n
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o
llab
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.
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ch
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to
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ly
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ate
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e
s
tu
d
y
also
h
as
s
ev
er
al
lim
ita
tio
n
s
th
at
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
wh
en
in
ter
p
r
etin
g
th
e
r
esu
lts
.
First,
th
e
r
esear
c
h
was
co
n
d
u
cted
with
in
a
s
in
g
le
ed
u
ca
tio
n
al
p
r
o
g
r
am
an
d
a
r
elativ
ely
lim
ited
s
am
p
le,
wh
ich
m
ay
a
f
f
ec
t
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
Seco
n
d
,
t
h
e
q
u
alitativ
e
d
esi
g
n
,
wh
ile
p
r
o
v
id
in
g
r
ich
co
n
te
x
tu
al
in
s
ig
h
ts
,
d
o
es
n
o
t
allo
w
f
o
r
s
tatis
tical
g
en
er
aliza
tio
n
.
T
h
ir
d
,
th
e
a
n
aly
s
is
f
o
cu
s
ed
o
n
a
s
p
ec
if
ic
s
et
o
f
d
ig
ital
ar
tifa
cts
with
in
o
n
e
L
MS
-
b
ased
en
v
i
r
o
n
m
e
n
t,
wh
ich
m
ay
n
o
t
f
u
lly
ca
p
tu
r
e
th
e
d
i
v
er
s
ity
o
f
d
ig
ital le
ar
n
in
g
c
o
n
tex
ts
.
Fu
tu
r
e
r
esear
ch
m
a
y
ad
d
r
ess
th
ese
lim
itatio
n
s
b
y
ap
p
ly
i
n
g
m
ix
ed
-
m
eth
o
d
ap
p
r
o
ac
h
es,
ex
p
an
d
in
g
th
e
s
am
p
le
ac
r
o
s
s
m
u
ltip
le
in
s
titu
tio
n
s
,
an
d
co
n
d
u
ctin
g
lo
n
g
itu
d
in
al
s
tu
d
ies
to
ex
am
in
e
th
e
d
ev
elo
p
m
en
t
o
f
s
o
f
t
s
k
ills
o
v
er
tim
e.
Ad
d
itio
n
ally
,
f
u
r
th
er
v
alid
atio
n
o
f
t
h
e
p
r
o
p
o
s
ed
f
iv
e
-
f
ac
to
r
m
o
d
el
u
s
in
g
q
u
an
titativ
e
m
eth
o
d
s
wo
u
ld
s
tr
en
g
t
h
en
its
ap
p
licab
i
lity
an
d
g
en
er
aliza
b
ilit
y
.
Ov
er
all,
th
is
s
tu
d
y
a
d
v
an
ce
s
th
e
u
n
d
er
s
tan
d
in
g
o
f
s
o
f
t
s
k
ills
d
ev
elo
p
m
en
t
b
y
d
em
o
n
s
tr
atin
g
th
at
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts
s
er
v
e
n
o
t
o
n
ly
as
lear
n
in
g
p
r
o
d
u
cts
b
u
t
also
as
an
aly
tical
len
s
e
s
th
r
o
u
g
h
wh
ich
th
e
d
y
n
am
ics
o
f
co
m
p
eten
cy
f
o
r
m
atio
n
ca
n
b
e
s
y
s
tem
atica
lly
ex
am
in
ed
.
4
.
2
.
T
heo
re
t
ica
l c
o
ntr
ibu
t
io
n
T
h
is
s
tu
d
y
m
ak
es
a
n
o
v
el
an
d
th
eo
r
etica
lly
g
r
o
u
n
d
ed
co
n
tr
ib
u
tio
n
to
th
e
liter
atu
r
e
o
n
teac
h
er
ed
u
ca
tio
n
an
d
s
o
f
t
s
k
ills
d
ev
elo
p
m
en
t
in
d
ig
itally
m
ed
iated
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
First,
th
e
s
tu
d
y
ex
ten
d
s
co
m
p
eten
cy
-
b
ased
an
d
s
o
f
t
s
k
ills
d
ev
elo
p
m
en
t
th
eo
r
ie
s
[
4
]
,
[
7
]
b
y
in
tr
o
d
u
cin
g
an
ar
tifa
ct
-
o
r
ien
ted
co
n
ce
p
tu
aliza
tio
n
o
f
s
o
f
t
s
k
i
lls
.
Un
lik
e
tr
ad
itio
n
al
ap
p
r
o
ac
h
es
th
at
tr
ea
t
s
o
f
t
s
k
ills
a
s
laten
t
co
n
s
tr
u
cts
m
ea
s
u
r
ed
th
r
o
u
g
h
s
elf
-
r
ep
o
r
t
i
n
s
tr
u
m
en
ts
,
th
is
r
esear
ch
co
n
c
ep
tu
alize
s
s
o
f
t
s
k
ills
as
o
b
s
er
v
ab
le,
s
itu
ated
,
an
d
m
ater
ialized
in
d
ig
ital
ed
u
ca
t
io
n
al
ar
tifa
cts
.
T
h
is
r
ep
r
esen
ts
a
s
h
if
t
f
r
o
m
p
er
ce
p
tio
n
-
b
a
s
ed
ass
ess
m
en
t
to
ev
id
en
ce
-
b
ased
th
eo
r
etica
l r
e
p
r
esen
tatio
n
o
f
c
o
m
p
eten
cies
.
Seco
n
d
,
th
e
s
tu
d
y
r
ef
in
es
co
n
s
tr
u
ctiv
is
t
an
d
s
o
cio
-
cu
ltu
r
al
l
ea
r
n
in
g
t
h
eo
r
ies
b
y
d
e
m
o
n
s
tr
atin
g
th
at
lear
n
in
g
o
u
tco
m
es
ar
e
n
o
t
o
n
ly
s
o
cially
co
n
s
tr
u
cted
t
h
r
o
u
g
h
in
ter
ac
tio
n
b
u
t
a
r
e
also
ex
ter
n
alize
d
an
d
s
tab
ilized
in
d
ig
ital
lear
n
in
g
p
r
o
d
u
cts.
T
h
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
d
ig
ital
ar
tifa
cts
f
u
n
ctio
n
a
s
m
ed
iatin
g
o
b
jects
th
at
co
n
n
ec
t
i
n
ter
n
al
co
g
n
itiv
e
p
r
o
ce
s
s
es
with
ex
ter
n
ally
o
b
s
er
v
ab
le
m
an
i
f
estatio
n
s
o
f
c
o
m
p
eten
ce
,
t
h
er
eb
y
d
ee
p
en
in
g
th
e
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
o
f
t
s
k
ills
ar
e
f
o
r
m
e
d
an
d
e
x
p
r
ess
ed
in
d
i
g
ital
en
v
ir
o
n
m
e
n
ts
.
T
h
ir
d
,
th
e
s
tu
d
y
in
te
g
r
ates
m
u
ltip
le
th
eo
r
etica
l
p
er
s
p
ec
tiv
e
s
,
in
clu
d
in
g
co
m
p
eten
cy
-
b
ase
d
ed
u
ca
tio
n
,
d
ig
ital
p
ed
ag
o
g
y
,
an
d
r
ef
lectiv
e
lear
n
in
g
th
eo
r
y
,
in
to
a
co
h
er
e
n
t
an
d
em
p
ir
ically
g
r
o
u
n
d
e
d
f
iv
e
-
f
ac
to
r
m
o
d
el
o
f
s
o
f
t
s
k
ills
d
ev
elo
p
m
en
t.
T
h
is
in
te
g
r
ativ
e
m
o
d
el
ad
v
a
n
ce
s
ex
is
tin
g
f
r
am
ew
o
r
k
s
b
y
ex
p
licitly
l
in
k
in
g
p
e
d
ag
o
g
ical
d
esig
n
,
lear
n
in
g
s
tr
ateg
ies,
in
t
er
ac
tio
n
p
atter
n
s
,
o
r
g
an
izatio
n
al
p
r
o
ce
s
s
es,
an
d
i
d
en
tity
d
e
v
elo
p
m
en
t
with
in
a
s
in
g
le
co
n
ce
p
tu
al
s
tr
u
ctu
r
e.
Fo
u
r
th
,
t
h
e
s
tu
d
y
ch
allen
g
es
t
h
e
d
o
m
in
an
ce
o
f
s
elf
-
r
ep
o
r
t
-
b
ased
ass
ess
m
en
t
p
ar
ad
ig
m
s
b
y
p
r
o
v
id
in
g
em
p
ir
ical
an
d
th
e
o
r
etica
l
ju
s
ti
f
icatio
n
f
o
r
u
s
in
g
d
ig
ital
e
d
u
ca
tio
n
al
ar
tifa
cts
as
v
alid
i
n
d
i
ca
to
r
s
o
f
au
th
e
n
tic
co
m
p
eten
cy
d
ev
el
o
p
m
en
t
.
T
h
is
co
n
tr
ib
u
tio
n
ad
d
r
ess
es
a
cr
itical
g
ap
in
t
h
e
liter
atu
r
e
b
y
b
r
id
g
in
g
th
e
d
iv
id
e
b
etwe
en
d
ec
lar
ed
c
o
m
p
eten
ci
es
an
d
th
eir
ac
tu
al
m
an
if
esta
tio
n
in
lear
n
in
g
p
r
ac
tice
.
Ov
er
all,
th
is
r
esear
ch
co
n
tr
ib
u
tes
t
o
th
e
o
r
y
b
y
r
e
f
r
am
in
g
s
o
f
t
s
k
ills
as
d
y
n
a
m
ic,
co
n
tex
t
-
d
ep
e
n
d
en
t,
an
d
ar
tifa
ct
-
m
ed
iate
d
co
n
s
tr
u
cts
,
th
er
e
b
y
o
f
f
e
r
in
g
a
n
o
v
el
co
n
ce
p
tu
al
len
s
f
o
r
u
n
d
er
s
tan
d
in
g
co
m
p
eten
c
y
f
o
r
m
atio
n
in
d
ig
itally
m
ed
iated
teac
h
er
e
d
u
ca
tio
n
.
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
5
1
8
-
3
5
2
8
3526
5.
CO
NCLU
SI
O
N
I
n
ac
co
r
d
an
ce
with
th
e
aim
o
f
th
e
s
tu
d
y
,
it
was
f
o
u
n
d
th
at
t
h
ese
f
ac
to
r
s
ca
n
b
e
s
y
s
tem
atize
d
in
to
f
iv
e
in
ter
r
elate
d
g
r
o
u
p
s
:
p
ed
ag
o
g
i
ca
l
d
esig
n
a
n
d
teac
h
in
g
m
eth
o
d
s
,
p
e
d
ag
o
g
ical
s
tr
ateg
ies
an
d
lear
n
in
g
ac
tiv
ity
,
co
m
m
u
n
icatio
n
an
d
co
llab
o
r
a
tio
n
,
o
r
g
an
izatio
n
an
d
m
an
ag
em
en
t
o
f
ed
u
ca
tio
n
al
ac
tiv
ities
,
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
q
u
alities
.
T
h
e
r
esu
lts
co
n
f
ir
m
th
e
m
u
ltifa
cto
r
ial
an
d
co
m
p
lex
n
atu
r
e
o
f
th
e
s
o
f
t
s
k
ills
f
o
r
m
atio
n
p
r
o
ce
s
s
in
th
e
co
n
tex
t
o
f
t
h
e
u
s
e
o
f
LMS
-
b
ased
co
u
r
s
e
d
es
ig
n
.
An
an
al
y
s
is
o
f
d
ig
ital
ed
u
ca
tio
n
al
ar
tifa
cts,
in
clu
d
in
g
r
ef
lectiv
e
tex
ts
,
o
n
l
in
e
d
is
cu
s
s
io
n
s
,
p
r
o
ject
wo
r
k
,
an
d
m
u
ltime
d
ia
p
r
o
d
u
cts
-
h
as
s
h
o
wn
th
at
th
is
ap
p
r
o
ac
h
m
ak
es
it
p
o
s
s
ib
le
to
id
en
tify
r
ea
l
m
a
n
if
estatio
n
s
o
f
s
tu
d
en
ts
’
u
n
iv
e
r
s
al
co
m
p
eten
cies
th
at
ca
n
n
o
t
alwa
y
s
b
e
ca
p
tu
r
ed
u
s
in
g
tr
ad
itio
n
al
ass
es
s
m
en
t
to
o
ls
b
as
ed
p
r
im
ar
ily
o
n
s
tan
d
ar
d
ized
q
u
esti
o
n
n
air
es
with
clo
s
ed
-
en
d
ed
q
u
esti
o
n
s
.
Un
lik
e
f
o
r
m
alize
d
m
ea
s
u
r
e
m
en
t
m
e
th
o
d
s
,
th
e
an
aly
s
is
o
f
d
ig
ital
a
r
tifa
cts
p
r
o
v
i
d
es
a
d
ee
p
er
an
d
co
n
te
x
tu
ally
d
ete
r
m
in
ed
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
p
r
o
ce
s
s
es
o
f
s
o
f
t
s
k
ills
f
o
r
m
atio
n
,
wh
ich
ar
e
s
ig
n
if
ican
t
b
o
th
f
r
o
m
th
e
p
e
r
s
p
ec
tiv
e
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
an
d
f
r
o
m
th
e
p
o
in
t
o
f
v
ie
w
o
f
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t o
f
s
tu
d
en
ts
th
em
s
elv
es.
T
h
e
r
esu
lts
o
f
t
h
e
ca
s
e
s
tu
d
y
in
d
icate
th
at
th
e
u
s
e
o
f
d
ig
i
tal
ed
u
ca
tio
n
al
ar
tifa
cts
as
a
s
o
u
r
ce
o
f
em
p
ir
ical
d
ata
h
elp
s
t
o
r
e
d
u
ce
th
e
g
ap
b
etwe
en
f
o
r
m
ally
d
ec
lar
ed
lear
n
i
n
g
o
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3527
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