This study focuses on academic online course in collaborative database learning environment and examines the conditions for effectiveness of collective and individual knowledge construction in this environment. The purpose of this study was to examine whether learners with a collaborative learning orientation differ from learners with an individual learning orientation, as was measured through their contribution to the process of knowledge construction in a collaborative online database environment. The results of the study showed differential achievements among learners with different learning orientations. The learners with collaborative learning orientation succeeded more in the collective criteria of knowledge construction compared to the less collaborative ones. On the other hand, the less collaborative participants within the forum gained higher scores in the personal criteria of knowledge construction compared to the collaborative ones. While the ‘collaborative learners’ contributed more collective knowledge, the ‘individual learners’ focused on constructing their own personal knowledge. These findings have important implications on planning, coordinating and evaluating collaborative learning environment.
{"title":"Using a Collaborative Database to Enhance Students’ Knowledge Construction","authors":"Yigal Rosen, R. Rimor","doi":"10.28945/72","DOIUrl":"https://doi.org/10.28945/72","url":null,"abstract":"This study focuses on academic online course in collaborative database learning environment and examines the conditions for effectiveness of collective and individual knowledge construction in this environment. The purpose of this study was to examine whether learners with a collaborative learning orientation differ from learners with an individual learning orientation, as was measured through their contribution to the process of knowledge construction in a collaborative online database environment. The results of the study showed differential achievements among learners with different learning orientations. The learners with collaborative learning orientation succeeded more in the collective criteria of knowledge construction compared to the less collaborative ones. On the other hand, the less collaborative participants within the forum gained higher scores in the personal criteria of knowledge construction compared to the collaborative ones. While the ‘collaborative learners’ contributed more collective knowledge, the ‘individual learners’ focused on constructing their own personal knowledge. These findings have important implications on planning, coordinating and evaluating collaborative learning environment.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132249302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Much research has been published which attests to desire felt by educators to improve the quality of student reflection, and engagement with learning, through processes of assessment. This paper describes how research in Systems Analysis is being transformed and applied to educational practice. Staff considered that methods were needed to stimulate students to reflect and engage in higher orders of learning in order to help them to experience ‘success’ in their assessments. The paper describes the background to a Systems Analysis approach and its specific adaptation for support in student learning in the field of creative technologies.
{"title":"Contextual Inquiry: A systemic support for student engagement through reflection","authors":"P. Bednar, R. Eglin, Christine E. Welch","doi":"10.28945/3103","DOIUrl":"https://doi.org/10.28945/3103","url":null,"abstract":"Much research has been published which attests to desire felt by educators to improve the quality of student reflection, and engagement with learning, through processes of assessment. This paper describes how research in Systems Analysis is being transformed and applied to educational practice. Staff considered that methods were needed to stimulate students to reflect and engage in higher orders of learning in order to help them to experience ‘success’ in their assessments. The paper describes the background to a Systems Analysis approach and its specific adaptation for support in student learning in the field of creative technologies.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131912133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper, a subset of a larger experimental longitudinal study, compared students’ perceptions over-time of an e-learning environment. This paper includes an investigation of eight beliefs corresponding to three main categories; course activities, interactions with instructors, and interactions with other students. Both face-to-face and online students’ perceptions were measured over eight years, in a course designed using Chickering’s Seven Principles of Good Practices and the constructivist approach to course activities. The study found that there was a change over time in students’ perceptions and that the students included in the study were satisfied with course activities and interactions with other students. Additionally, the data indicates that online students believe faculty have high expectations and are available to interact, communicate, and present quality feedback to students. The findings of the paper support the opinion that in order to ensure a return on student’s online education investment, colleges and universities should consider following research-based validated frameworks and benchmarks during the planning, designing, delivering, and assessing of online education. The success of an online course depends on effective course design using a student-centered model, delivery, and assessment.
{"title":"A Longitudinal Comparative Study of Student Perceptions in Online Education","authors":"Y. Mortagy, Seta Boghikian-Whitby","doi":"10.28945/1128","DOIUrl":"https://doi.org/10.28945/1128","url":null,"abstract":"This paper, a subset of a larger experimental longitudinal study, compared students’ perceptions over-time of an e-learning environment. This paper includes an investigation of eight beliefs corresponding to three main categories; course activities, interactions with instructors, and interactions with other students. Both face-to-face and online students’ perceptions were measured over eight years, in a course designed using Chickering’s Seven Principles of Good Practices and the constructivist approach to course activities. The study found that there was a change over time in students’ perceptions and that the students included in the study were satisfied with course activities and interactions with other students. Additionally, the data indicates that online students believe faculty have high expectations and are available to interact, communicate, and present quality feedback to students. The findings of the paper support the opinion that in order to ensure a return on student’s online education investment, colleges and universities should consider following research-based validated frameworks and benchmarks during the planning, designing, delivering, and assessing of online education. The success of an online course depends on effective course design using a student-centered model, delivery, and assessment.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"207 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124657861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction The Brazilian Ministry of Education provides free digital pedagogical content by means of the Virtual and Interactive Net for Education program (RIVED, 2009), distributing these objects through the International Base of Educational Objects repository (BIOE, 2010). The main goal of these programs is to aid in the development and distribution of electronic educational material by using Learning Objects (LO) as the foremost technology to publish and disseminate such material. The material is formed by educational activities, which may contain multimedia resources, animations, and simulations. To locate a particular object in a repository is a difficult problem depending on the rightful indexation and cataloging of its material. This process corresponds to the fulfilling of the LO metadata with correct information. Metadata is information that describes the characteristics of certain documents, material, or LO. The main purpose of metadata is still to be understood and used by people or software agents in cataloging, searching, and similar tasks (Taylor, 2003). The cataloging and indexation process represents one of the greatest issues to locating educational contents, such as learning objects, because it is through this process that these objects can be found through search engines. Incorrect LO cataloging or indexation causes inefficacy in search processes. This situation is aggravated when LO are distributed and maintained in several distinct repositories. The increase of LO production in Brazil (and around the world) by several different institutions has shown the risk that the material remains unused by the general community, or at least with very restricted use, limited only to the members of the institution in case a unified search mechanism exists capable of finding LO in repositories of most anyone in the institution. Currently there is no standard infrastructure that gives support to a unified search and retrieval of educational resources such as LO (CORDRA Management Group, 2009). To assist in this situation, the present work proposes the creation of an agent-based federated catalog of learning objects (AgCAT). The general objective of this system is to provide an infrastructure of federated LO catalogs that are able to help in the search and retrieval of these educational resources. The system will make intensive use of technologies from Distributed Artificial Intelligence (DAI) and Multi-Agent Systems (MAS) research fields (Weiss, 1999; Wooldridge, 2002), seeking to optimize the LO search process. The system will use several protocols and technologies to harvest metadata from LO repositories and digital libraries. Several AgCAT systems can also be federated, forming a federation of LO catalogs. The search for LO in the federation is transparent for its users. A query made in any federated AgCAT system is transparently propagated to all other AgCAT systems in the federation. Therefore, apart from communication delay, a query
{"title":"An Agent-based Federated Learning Object Search Service","authors":"Carla Fillmann Barcelos, J. Gluz, R. Vicari","doi":"10.28945/1355","DOIUrl":"https://doi.org/10.28945/1355","url":null,"abstract":"Introduction The Brazilian Ministry of Education provides free digital pedagogical content by means of the Virtual and Interactive Net for Education program (RIVED, 2009), distributing these objects through the International Base of Educational Objects repository (BIOE, 2010). The main goal of these programs is to aid in the development and distribution of electronic educational material by using Learning Objects (LO) as the foremost technology to publish and disseminate such material. The material is formed by educational activities, which may contain multimedia resources, animations, and simulations. To locate a particular object in a repository is a difficult problem depending on the rightful indexation and cataloging of its material. This process corresponds to the fulfilling of the LO metadata with correct information. Metadata is information that describes the characteristics of certain documents, material, or LO. The main purpose of metadata is still to be understood and used by people or software agents in cataloging, searching, and similar tasks (Taylor, 2003). The cataloging and indexation process represents one of the greatest issues to locating educational contents, such as learning objects, because it is through this process that these objects can be found through search engines. Incorrect LO cataloging or indexation causes inefficacy in search processes. This situation is aggravated when LO are distributed and maintained in several distinct repositories. The increase of LO production in Brazil (and around the world) by several different institutions has shown the risk that the material remains unused by the general community, or at least with very restricted use, limited only to the members of the institution in case a unified search mechanism exists capable of finding LO in repositories of most anyone in the institution. Currently there is no standard infrastructure that gives support to a unified search and retrieval of educational resources such as LO (CORDRA Management Group, 2009). To assist in this situation, the present work proposes the creation of an agent-based federated catalog of learning objects (AgCAT). The general objective of this system is to provide an infrastructure of federated LO catalogs that are able to help in the search and retrieval of these educational resources. The system will make intensive use of technologies from Distributed Artificial Intelligence (DAI) and Multi-Agent Systems (MAS) research fields (Weiss, 1999; Wooldridge, 2002), seeking to optimize the LO search process. The system will use several protocols and technologies to harvest metadata from LO repositories and digital libraries. Several AgCAT systems can also be federated, forming a federation of LO catalogs. The search for LO in the federation is transparent for its users. A query made in any federated AgCAT system is transparently propagated to all other AgCAT systems in the federation. Therefore, apart from communication delay, a query ","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114398736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The transition from face to face learning to the delivery of instruction through re-usable online learning objects has been shown by Salas and Ellis (2006) to be not only effective but have benefits to students, instructors, and administrators. Course websites are learning objects that when used in conjunction with sound pedagogy, learning outcomes, and content can support traditional, authentic, and alternative learning and assessment protocols (Bennett, 2002). The adoption of standards and guidelines for the design and evaluation of learning objects is an important means of quality assurance (Friesen, 2005; Krauss & Ally, 2005; Valarmis & Apostolakis, 2006) that supports the communication of meaningful feedback to instructional designers for product improvement (Krauss & Ally, 2005). In order to ensure that learning objects that support fully online instruction are well developed, a set of standards has been developed by the Office of Instructional Technology at the University of Maryland Eastern Shore that are supported by an evaluation rubric. The goal of this paper is to encourage the establishment of guidelines and a method for evaluating e-learning quality by providing a model that can be adapted and adopted by interested institutions.
{"title":"Guidelines and Standards for the Development of Fully Online Learning Objects","authors":"Nicole A. Buzzetto-More, Kaye Pinhey","doi":"10.28945/403","DOIUrl":"https://doi.org/10.28945/403","url":null,"abstract":"The transition from face to face learning to the delivery of instruction through re-usable online learning objects has been shown by Salas and Ellis (2006) to be not only effective but have benefits to students, instructors, and administrators. Course websites are learning objects that when used in conjunction with sound pedagogy, learning outcomes, and content can support traditional, authentic, and alternative learning and assessment protocols (Bennett, 2002). The adoption of standards and guidelines for the design and evaluation of learning objects is an important means of quality assurance (Friesen, 2005; Krauss & Ally, 2005; Valarmis & Apostolakis, 2006) that supports the communication of meaningful feedback to instructional designers for product improvement (Krauss & Ally, 2005). In order to ensure that learning objects that support fully online instruction are well developed, a set of standards has been developed by the Office of Instructional Technology at the University of Maryland Eastern Shore that are supported by an evaluation rubric. The goal of this paper is to encourage the establishment of guidelines and a method for evaluating e-learning quality by providing a model that can be adapted and adopted by interested institutions.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125179237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study explored college instructors' and students' attitudes towards the usage of mobile devices (laptops and cell phone), for non-academic purposes, during lectures. Students report excessive multitasking: usages of mobile devices for communicating with friends, gaming, etc. Instructors seem to have pretty good perceptions about the distribution of such usages. Most students accurately perceive the usage of mobile devices as disturbing instructors and peers, but they still believe such usage is legitimate! Instructors, on the contrary, feel it is not. Older students, as well, tend to think the usage of mobile devices during lectures is illegitimate. Results are discussed from the perspective of McLuhan's laws of media, and from perspectives related to millennial students' unique characteristics.
{"title":"Mobile Culture in College Lectures: Instructors’ and Students’ Perspectives","authors":"","doi":"10.28945/1316","DOIUrl":"https://doi.org/10.28945/1316","url":null,"abstract":"The study explored college instructors' and students' attitudes towards the usage of mobile devices (laptops and cell phone), for non-academic purposes, during lectures. Students report excessive multitasking: usages of mobile devices for communicating with friends, gaming, etc. Instructors seem to have pretty good perceptions about the distribution of such usages. Most students accurately perceive the usage of mobile devices as disturbing instructors and peers, but they still believe such usage is legitimate! Instructors, on the contrary, feel it is not. Older students, as well, tend to think the usage of mobile devices during lectures is illegitimate. Results are discussed from the perspective of McLuhan's laws of media, and from perspectives related to millennial students' unique characteristics.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126094058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Luksic, Boris Horvat, Andrej Bauer, T. Pisanski
This paper presents the practical issues involved in introducing e-learning for the Faculty of Mathematics and Physics (FMF) at the University of Ljubljana, Slovenia. It begins with a short history of e-learning at FMF and is followed by a discussion about the choice of the open source software (Moodle, svn, wiki platform) as the foundation for the web based learning; its advantages and disadvantages. The focus is on materials that enhance classroom learning, conform to learning standards, and at the same time address the needs of the end users − the students. In the end, the results of a survey about the students' attitudes towards e-learning are presented; in general and specific to the e-learning environment at FMF.
{"title":"Practical E-Learning for the Faculty of Mathematics and Physics at the University of Ljubljana","authors":"P. Luksic, Boris Horvat, Andrej Bauer, T. Pisanski","doi":"10.28945/387","DOIUrl":"https://doi.org/10.28945/387","url":null,"abstract":"This paper presents the practical issues involved in introducing e-learning for the Faculty of Mathematics and Physics (FMF) at the University of Ljubljana, Slovenia. It begins with a short history of e-learning at FMF and is followed by a discussion about the choice of the open source software (Moodle, svn, wiki platform) as the foundation for the web based learning; its advantages and disadvantages. The focus is on materials that enhance classroom learning, conform to learning standards, and at the same time address the needs of the end users − the students. In the end, the results of a survey about the students' attitudes towards e-learning are presented; in general and specific to the e-learning environment at FMF.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127879212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper depicts the sustainability of Open Educational Resources (OERs) in terms of the three models: funding, technical, and content. Discussion and recommendations are focused on the sustainability of OERs and the requirement that we think of OERs as only part of a larger picture – one that includes volunteers and incentives, community and partnerships, co-production and sharing, distributed management and control.
{"title":"Models for Sustainable Open Educational Resources","authors":"S. Downes","doi":"10.28945/384","DOIUrl":"https://doi.org/10.28945/384","url":null,"abstract":"This paper depicts the sustainability of Open Educational Resources (OERs) in terms of the three models: funding, technical, and content. Discussion and recommendations are focused on the sustainability of OERs and the requirement that we think of OERs as only part of a larger picture – one that includes volunteers and incentives, community and partnerships, co-production and sharing, distributed management and control.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128247557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Focused Crawling for Downloading Learning Objects","authors":"Y. Biletskiy, Michael Wojcenovic, H. Baghi","doi":"10.28945/70","DOIUrl":"https://doi.org/10.28945/70","url":null,"abstract":"","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"509 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134143660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Edith Manny-Ikan, Osnat Dagan, Tal Berger Tikochinski, Rachel Zorman
In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community. The findings indicated the following: a) student motivation and engagement in the learning process increased when studying with the IWB; b) teachers reported on their professional development and enhanced technology skills. The findings also showed that the integration of technology into instruction posed some difficulties and challenges, such as a sense of over-burdening among teachers. The main conclusions were the following: a) there is a need to focus on the pedagogical training of the teachers, with an emphasis on the ways that technology can assist interactive teaching; b) in order to help relieve the over-burdening of teachers, a database of instructional tools should be established providing suggestions for lesson plans and instructional materials; c) accessibility to the technology should be extended to more teachers and students by adding smart classrooms to every school in the project.
{"title":"Using the Interactive White Board in Teaching and Learning - An Evaluation of the SMART CLASSROOM Pilot Project","authors":"Edith Manny-Ikan, Osnat Dagan, Tal Berger Tikochinski, Rachel Zorman","doi":"10.28945/1523","DOIUrl":"https://doi.org/10.28945/1523","url":null,"abstract":"In 2008, an educational organization that works in 60 countries across the world, established a pilot project whereby smart classrooms were installed for use in six middle and senior high schools in Israel. In this project, each school received 10 Interactive White Boards (IWBs) (25% of the total number of classrooms in the school), 32 laptops, internet connection, communication software and teacher training. Formative evaluation accompanied the pilot project for two years in order to examine the effects of integrating technology into instruction on teachers, students, and the school community. The findings indicated the following: a) student motivation and engagement in the learning process increased when studying with the IWB; b) teachers reported on their professional development and enhanced technology skills. The findings also showed that the integration of technology into instruction posed some difficulties and challenges, such as a sense of over-burdening among teachers. The main conclusions were the following: a) there is a need to focus on the pedagogical training of the teachers, with an emphasis on the ways that technology can assist interactive teaching; b) in order to help relieve the over-burdening of teachers, a database of instructional tools should be established providing suggestions for lesson plans and instructional materials; c) accessibility to the technology should be extended to more teachers and students by adding smart classrooms to every school in the project.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130379080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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