"Internet plus" and mobile terminal technology has been accelerating development pace gradually, which bring new challenges and opportunities to learning and education in colleges and universities. This paper analyzes construction of online learning platform in colleges and universities mainly has main problems including incomplete learning resources, inflexible rule design, insufficiently in-depth interaction and communication, imperfect evaluation mechanism and non-extensive application of mobile terminals, etc. Therefore, this paper proposes construction tactics including increasing integrity of learning resources, improving flexibility of rule design, enhancing depth of interaction and communication, building diversified evaluation mechanism and customizing mobile terminal learning platform, etc. which hope to provide reference for improving construction of online learning platform in colleges and universities.
{"title":"Research on Construction of Online learning Platform in Colleges and Universities","authors":"Shiming Ma, Jing Li","doi":"10.1145/3502434.3502472","DOIUrl":"https://doi.org/10.1145/3502434.3502472","url":null,"abstract":"\"Internet plus\" and mobile terminal technology has been accelerating development pace gradually, which bring new challenges and opportunities to learning and education in colleges and universities. This paper analyzes construction of online learning platform in colleges and universities mainly has main problems including incomplete learning resources, inflexible rule design, insufficiently in-depth interaction and communication, imperfect evaluation mechanism and non-extensive application of mobile terminals, etc. Therefore, this paper proposes construction tactics including increasing integrity of learning resources, improving flexibility of rule design, enhancing depth of interaction and communication, building diversified evaluation mechanism and customizing mobile terminal learning platform, etc. which hope to provide reference for improving construction of online learning platform in colleges and universities.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128696785","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}
Negative psychological factors can influence college students’ performance when they are taking tests. Through a survey of 84 students from a Chinese university, this paper probes into what negative psychological factors students have when they take paperless English reading tests. The results present students perceived negative psychological factors include anxiety, inferiority, demotivation, and burnout. Also, it is found that the findings about burnout vary according to students’ genders, grades, and years of using computer. This study is expected to cast light on exploring the negative psychological factors of students in paperless English reading tests and second language education.
{"title":"Examining College Students’ Negative Psychological Factors in Paperless English Reading Tests","authors":"Yang Chen, Guangrui Liu","doi":"10.1145/3502434.3502469","DOIUrl":"https://doi.org/10.1145/3502434.3502469","url":null,"abstract":"Negative psychological factors can influence college students’ performance when they are taking tests. Through a survey of 84 students from a Chinese university, this paper probes into what negative psychological factors students have when they take paperless English reading tests. The results present students perceived negative psychological factors include anxiety, inferiority, demotivation, and burnout. Also, it is found that the findings about burnout vary according to students’ genders, grades, and years of using computer. This study is expected to cast light on exploring the negative psychological factors of students in paperless English reading tests and second language education.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127281012","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}
Yrma Godoy, Maritza Arones, Jackeline Eslava, F. Guerrero
The purpose of this research was to demonstrate that the application of technological tools in the current context significantly influences the level of quality of the teaching-learning process in a Public University of the city of Ica-Peru. The research is of applied type, explanatory level and quasi-experimental design with a single group in the pre-test and post-test modality, where the influence of the independent variable on the dependent variable was established, the sample consisted of 52 university teachers. The results obtained showed that there is influence of the application of technological tools in the improvement of the quality level of the teaching-learning process since the Z test for the difference of population means showed a significant influence between the study variables with a level of significance of 5% (0.05) and a confidence level of 95% (0.95).
{"title":"Quality Level of the Teaching-Learning Process Based on the Application of Technological Tools: Teaching Experience in Virtual Education against COVID-19","authors":"Yrma Godoy, Maritza Arones, Jackeline Eslava, F. Guerrero","doi":"10.1145/3502434.3502442","DOIUrl":"https://doi.org/10.1145/3502434.3502442","url":null,"abstract":"The purpose of this research was to demonstrate that the application of technological tools in the current context significantly influences the level of quality of the teaching-learning process in a Public University of the city of Ica-Peru. The research is of applied type, explanatory level and quasi-experimental design with a single group in the pre-test and post-test modality, where the influence of the independent variable on the dependent variable was established, the sample consisted of 52 university teachers. The results obtained showed that there is influence of the application of technological tools in the improvement of the quality level of the teaching-learning process since the Z test for the difference of population means showed a significant influence between the study variables with a level of significance of 5% (0.05) and a confidence level of 95% (0.95).","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114656923","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 examines the impact of learning environments, educators’ attention, and students’ personal qualities on the outcomes of online learning. To approach conclusions, this paper describes the heterogeneous effect of these three types of factors on online learning outcomes and employs a fixed-effect regression to examine what exact factors constitute a good learning environment, appropriate educators’ attention and personal qualities that benefit students’ learning efficiency. The fixed-effect regression is applied on data of students’ answers to questionnaires and their final exam scores collected anonymously at three high schools in northern China during COVID-19 quarantine periods when Chinese high schools all conduct lessons and mid-term exams online but the final exam off-line, which is a major differentiation factor of this study. This paper contributes to three major findings: students who are more self-disciplined benefit more from the improvement of learning environments, practicing sports regularly improves online learning outcomes, and educators should find a balance between ensuring students are focused and not giving students too much pressure.
{"title":"A Heterogeneous Study on Online Education Outcomes during the Quarantine Period","authors":"Y. Shi","doi":"10.1145/3502434.3502459","DOIUrl":"https://doi.org/10.1145/3502434.3502459","url":null,"abstract":"This paper examines the impact of learning environments, educators’ attention, and students’ personal qualities on the outcomes of online learning. To approach conclusions, this paper describes the heterogeneous effect of these three types of factors on online learning outcomes and employs a fixed-effect regression to examine what exact factors constitute a good learning environment, appropriate educators’ attention and personal qualities that benefit students’ learning efficiency. The fixed-effect regression is applied on data of students’ answers to questionnaires and their final exam scores collected anonymously at three high schools in northern China during COVID-19 quarantine periods when Chinese high schools all conduct lessons and mid-term exams online but the final exam off-line, which is a major differentiation factor of this study. This paper contributes to three major findings: students who are more self-disciplined benefit more from the improvement of learning environments, practicing sports regularly improves online learning outcomes, and educators should find a balance between ensuring students are focused and not giving students too much pressure.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124401307","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}
Mental health conditions such as depression and anxiety have become very common in young individuals which often go unnoticed easily these days. Every year there is a rise in the number of individuals who have undiagnosed anxiety or depression, which can negatively impact their ability to learn and enjoy time in universities. Within this context, the current pilot study aims to highlight students help seeking behavior in case of mental health conditions such as depression and anxiety. Data was collected from 112 individuals studying at universities in India and Taiwan. Moderation analysis and basic statistical methods were used for data analysis. Results show that depression caused a greater number of individuals to feel ashamed and embarrassed about themselves in Taiwan as compared to India which further raised their worries about hindering academic performance. Also, contrary to previous studies, a higher number of male students were found to experience anxiety and depression than their female student counterparts in this study. We also found that maximum participants were the most comfortable talking to their friends or seeking help from various online platforms and social media networks for their mental health problems, rather than seeking treatment from counseling services. There is an urgent need for the universities to intervene and educate various stakeholders in the universities about mental health problems and their impact on academic performance. It has also become crucial to create awareness around stigma of mental ill-health as it remains one of the key barriers to promote effective mental health care solutions. Fundamentally, there needs to be a shift in the culture in the world, especially in the Asian countries to eliminate stigma and ensure that individuals are not reluctant to timely and openly communicate about their mental health problems.
{"title":"A comparative study on mental health seeking behavior of university students in India and Taiwan","authors":"Somya Agrawal, S. M. Krishna","doi":"10.1145/3502434.3502444","DOIUrl":"https://doi.org/10.1145/3502434.3502444","url":null,"abstract":"Mental health conditions such as depression and anxiety have become very common in young individuals which often go unnoticed easily these days. Every year there is a rise in the number of individuals who have undiagnosed anxiety or depression, which can negatively impact their ability to learn and enjoy time in universities. Within this context, the current pilot study aims to highlight students help seeking behavior in case of mental health conditions such as depression and anxiety. Data was collected from 112 individuals studying at universities in India and Taiwan. Moderation analysis and basic statistical methods were used for data analysis. Results show that depression caused a greater number of individuals to feel ashamed and embarrassed about themselves in Taiwan as compared to India which further raised their worries about hindering academic performance. Also, contrary to previous studies, a higher number of male students were found to experience anxiety and depression than their female student counterparts in this study. We also found that maximum participants were the most comfortable talking to their friends or seeking help from various online platforms and social media networks for their mental health problems, rather than seeking treatment from counseling services. There is an urgent need for the universities to intervene and educate various stakeholders in the universities about mental health problems and their impact on academic performance. It has also become crucial to create awareness around stigma of mental ill-health as it remains one of the key barriers to promote effective mental health care solutions. Fundamentally, there needs to be a shift in the culture in the world, especially in the Asian countries to eliminate stigma and ensure that individuals are not reluctant to timely and openly communicate about their mental health problems.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127977156","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 rapid spread of the new crown pneumonia epidemic on a global scale has rapidly expanded the application scope of online teaching models. The blended teaching mode which combine online and offline teaching has become an important teaching method for higher education in the Post-Covid-19 era. This article uses questionnaire survey and interviews to investigate a double-class university in China. And it analyzes the contribution of blended learning to break through the barriers of disciplines and realize the cultivation of interdisciplinary talents. It found that, firstly, with the help of online seminars, interdisciplinary teacher teams can increase the frequency of interaction with each other, and in this way, the quality of course content has been improved. Secondly, with the help of online and offline teaching methods, the curricula can accommodate teachers from more disciplines to participate in the evaluation of students. Thirdly, affected by the epidemic, many schools and institutions have set up a large number of courses as open online courses to enrich the ways and content of interdisciplinary learning. But at the same time, we should also face up to the shortcomings of blended teaching in order to continuously improve the quality of teaching.
{"title":"Contributions of Blended Teaching Mode to Interdisciplinary Education in the Post-Covid-19 era","authors":"Jiayue Shi","doi":"10.1145/3502434.3502475","DOIUrl":"https://doi.org/10.1145/3502434.3502475","url":null,"abstract":"The rapid spread of the new crown pneumonia epidemic on a global scale has rapidly expanded the application scope of online teaching models. The blended teaching mode which combine online and offline teaching has become an important teaching method for higher education in the Post-Covid-19 era. This article uses questionnaire survey and interviews to investigate a double-class university in China. And it analyzes the contribution of blended learning to break through the barriers of disciplines and realize the cultivation of interdisciplinary talents. It found that, firstly, with the help of online seminars, interdisciplinary teacher teams can increase the frequency of interaction with each other, and in this way, the quality of course content has been improved. Secondly, with the help of online and offline teaching methods, the curricula can accommodate teachers from more disciplines to participate in the evaluation of students. Thirdly, affected by the epidemic, many schools and institutions have set up a large number of courses as open online courses to enrich the ways and content of interdisciplinary learning. But at the same time, we should also face up to the shortcomings of blended teaching in order to continuously improve the quality of teaching.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134024627","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}
In the era of intelligence, the new generation of information technology with 5G mobile communication, big data and artificial intelligence as its core has triggered a new round of education reform and promoted the transformation and upgrading of human education to smart education. As a new educational idea and practice, how should the public understand smart education? What are the characteristics of smart education? And what changes have been made in education? This paper aims to construct the ecological system of smart education by studying these three problems, and provide some useful references for the practice promotion and related research of smart education in the future.
{"title":"Smart Education: Education Reform in the Age of Intelligence","authors":"Yu-Han Lian","doi":"10.1145/3502434.3502478","DOIUrl":"https://doi.org/10.1145/3502434.3502478","url":null,"abstract":"In the era of intelligence, the new generation of information technology with 5G mobile communication, big data and artificial intelligence as its core has triggered a new round of education reform and promoted the transformation and upgrading of human education to smart education. As a new educational idea and practice, how should the public understand smart education? What are the characteristics of smart education? And what changes have been made in education? This paper aims to construct the ecological system of smart education by studying these three problems, and provide some useful references for the practice promotion and related research of smart education in the future.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123239644","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}
China's higher education has provided reserve talents for social development after two expansions of enrollment, but with the expansion of the scale of higher education, the quality of graduate students has gradually become an important topic of discussion in the education circle. Professional recognition and learning investment play an important role in the achievement of outstanding academic performance of graduate students. This paper collects data through questionnaire surveys, uses descriptive statistics, independent sample T-test, correlation analysis, regression analysis, etc. to process 500 valid data, and draws the following conclusion: the professional identification and learning investment of master's students are at the upper-middle level; There are significant differences between professional identification and learning input in terms of whether they are cross-professionals and whether there are scientific research results; there is a significant positive correlation between professional identification and learning investment of postgraduates, and professional identification has a positive predictive effect on learning investment. Colleges and universities can broaden the channels for students to understand professional knowledge, so that students have a more comprehensive understanding of the major; carry out high-quality academic exchange activities to enable students to participate in it; focus on the quality of teaching so that students can truly feel the charm of the profession. Colleges and universities strengthen students' sense of professional identity, which in turn has an impact on learning input and lays the foundation for students to achieve good learning results.
{"title":"The Relationship between Professional Identity and Learning Input of Master Students","authors":"Wan-Chi Wu, Yuze Dai","doi":"10.1145/3502434.3502474","DOIUrl":"https://doi.org/10.1145/3502434.3502474","url":null,"abstract":"China's higher education has provided reserve talents for social development after two expansions of enrollment, but with the expansion of the scale of higher education, the quality of graduate students has gradually become an important topic of discussion in the education circle. Professional recognition and learning investment play an important role in the achievement of outstanding academic performance of graduate students. This paper collects data through questionnaire surveys, uses descriptive statistics, independent sample T-test, correlation analysis, regression analysis, etc. to process 500 valid data, and draws the following conclusion: the professional identification and learning investment of master's students are at the upper-middle level; There are significant differences between professional identification and learning input in terms of whether they are cross-professionals and whether there are scientific research results; there is a significant positive correlation between professional identification and learning investment of postgraduates, and professional identification has a positive predictive effect on learning investment. Colleges and universities can broaden the channels for students to understand professional knowledge, so that students have a more comprehensive understanding of the major; carry out high-quality academic exchange activities to enable students to participate in it; focus on the quality of teaching so that students can truly feel the charm of the profession. Colleges and universities strengthen students' sense of professional identity, which in turn has an impact on learning input and lays the foundation for students to achieve good learning results.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127395269","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 study conducted a questionnaire survey of 483 primary education undergraduate normal students from Y University to explore the professional identity (cognitive identity, emotional identity, behavioral identity, appropriateness identity) and academic self-efficacy ( efficacy of learning ability, efficacy of learning behavior) and the learning input (vitality, dedication, professionalism). The research found that: the professional identity of undergraduate teachers in elementary education can significantly positively predict their academic self-efficacy; The professional identity and academic self-efficacy of primary education undergraduate normal students can significantly positively predict their learning input; The academic self-efficacy of elementary education undergraduate normal students plays a part of the mediating role between professional identification and learning input.
{"title":"The Relationship between Professional Identity and Learning Input of Primary School Undergraduate Normal Students: The mediating role of academic self-efficacy","authors":"Zhenzhen Shi","doi":"10.1145/3502434.3502473","DOIUrl":"https://doi.org/10.1145/3502434.3502473","url":null,"abstract":"This study conducted a questionnaire survey of 483 primary education undergraduate normal students from Y University to explore the professional identity (cognitive identity, emotional identity, behavioral identity, appropriateness identity) and academic self-efficacy ( efficacy of learning ability, efficacy of learning behavior) and the learning input (vitality, dedication, professionalism). The research found that: the professional identity of undergraduate teachers in elementary education can significantly positively predict their academic self-efficacy; The professional identity and academic self-efficacy of primary education undergraduate normal students can significantly positively predict their learning input; The academic self-efficacy of elementary education undergraduate normal students plays a part of the mediating role between professional identification and learning input.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115311427","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}
To achieve the deliverables of the 21st-century learning agendas, the education system needs to innovate itself in a multi-faceted manner, enabling schools as agents of organisational change through innovation, collaboration, empowerment and effective school functioning. A learning organisation model has been proposed based on review of articles suitable for the Indian Education System. Lack of a comprehensive tool assessing the school effectiveness and educational outcomes necessitates development and validation of school learning organisation scale for Indian setting. The current study examines the psychometrics of the school learning organisation (SLO) scale, exploratory factor analyses (EFA) revealed five factors: School Vision, Professional Development of Teachers, Embedded systems, Learning Community & Collegiality and Leadership & Technology Usage. Finally, the proposed model was examined to test its goodness of fit by applying SEM through confirmatory factor analysis.
{"title":"Development of School Learning Organisation Scale and its Validation in the Indian Context","authors":"Mounika Prashanthi Vavilala, Tanu Shukla, Virendra Singh Nirban","doi":"10.1145/3502434.3502466","DOIUrl":"https://doi.org/10.1145/3502434.3502466","url":null,"abstract":"To achieve the deliverables of the 21st-century learning agendas, the education system needs to innovate itself in a multi-faceted manner, enabling schools as agents of organisational change through innovation, collaboration, empowerment and effective school functioning. A learning organisation model has been proposed based on review of articles suitable for the Indian Education System. Lack of a comprehensive tool assessing the school effectiveness and educational outcomes necessitates development and validation of school learning organisation scale for Indian setting. The current study examines the psychometrics of the school learning organisation (SLO) scale, exploratory factor analyses (EFA) revealed five factors: School Vision, Professional Development of Teachers, Embedded systems, Learning Community & Collegiality and Leadership & Technology Usage. Finally, the proposed model was examined to test its goodness of fit by applying SEM through confirmatory factor analysis.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125605369","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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