Pub Date : 2016-07-01DOI: 10.4018/IJQAETE.2016070102
M. Ivanović, Z. Budimac, Z. Putnik, Zivana Komlenov
In this paper, the authors will demonstrate their experiences with the utilization of Web 2.0 elements in teaching computer science courses. The robust, reliable learning management solution the authors have employed for over a decade (Moodle) enabled them to integrate the typical building blocks of current social services and Internet communication in their common educational activities. Moreover, they conducted a number of surveys among both lecturers and students in order to draw inside information about the attitudes, feelings and thoughts of users of the mentioned services. On the general level, opinions are mostly positive within both groups of users, with slight variations regarding different services. Some of the offered possibilities are more appreciated, and used more willingly, while the rest of them are still considered only as a possibility, which suggests that the authors should provide more support and guidance to both their students and colleagues. KEyWoRdS Computers in Education, E-Learning, Teamwork, Web 2.0, Wiki
{"title":"An Example of a Successful Inclusion of Teamwork and Web 2.0 Elements in Teaching Practice","authors":"M. Ivanović, Z. Budimac, Z. Putnik, Zivana Komlenov","doi":"10.4018/IJQAETE.2016070102","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016070102","url":null,"abstract":"In this paper, the authors will demonstrate their experiences with the utilization of Web 2.0 elements in teaching computer science courses. The robust, reliable learning management solution the authors have employed for over a decade (Moodle) enabled them to integrate the typical building blocks of current social services and Internet communication in their common educational activities. Moreover, they conducted a number of surveys among both lecturers and students in order to draw inside information about the attitudes, feelings and thoughts of users of the mentioned services. On the general level, opinions are mostly positive within both groups of users, with slight variations regarding different services. Some of the offered possibilities are more appreciated, and used more willingly, while the rest of them are still considered only as a possibility, which suggests that the authors should provide more support and guidance to both their students and colleagues. KEyWoRdS Computers in Education, E-Learning, Teamwork, Web 2.0, Wiki","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"47 1","pages":"16-31"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90228323","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}
Pub Date : 2016-07-01DOI: 10.4018/IJQAETE.2016070103
D. Möller, H. Vakilzadian
Globalization in international research and development is changing the way universities need to educate and train students. As universities prepare their graduates for the needs of the 21st century and the global market economy, they face significant pressure to overhaul their well-established traditional curriculums and adapt the conventional delivery of course materials to new methodologies appropriate for the cooperative environment. Engineering Science is an emerging area with the potential to provide graduates with the skills needed to meet the challenges of complex designs of cyber-physical systems and shorten their time to market window. To ensure that university graduates are prepared to meet the challenges of a global market, the instructional methodology needs to be broadened. Such technology-enhanced learning is required to provide engineering students with the skills, tools, and training needed to verify and validate the details of complex cyber-physical systems designs and to understand the risk involved in development of inaccurate models. The results obtained from the accurate models can be analyzed to ensure the design of a cyber-physical system will be error-free and the system developed will perform according to the design specification and requirements.
{"title":"Technology-Enhanced Learning in Cyber-Physical Systems Embedding Modeling and Simulation","authors":"D. Möller, H. Vakilzadian","doi":"10.4018/IJQAETE.2016070103","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016070103","url":null,"abstract":"Globalization in international research and development is changing the way universities need to educate and train students. As universities prepare their graduates for the needs of the 21st century and the global market economy, they face significant pressure to overhaul their well-established traditional curriculums and adapt the conventional delivery of course materials to new methodologies appropriate for the cooperative environment. Engineering Science is an emerging area with the potential to provide graduates with the skills needed to meet the challenges of complex designs of cyber-physical systems and shorten their time to market window. To ensure that university graduates are prepared to meet the challenges of a global market, the instructional methodology needs to be broadened. Such technology-enhanced learning is required to provide engineering students with the skills, tools, and training needed to verify and validate the details of complex cyber-physical systems designs and to understand the risk involved in development of inaccurate models. The results obtained from the accurate models can be analyzed to ensure the design of a cyber-physical system will be error-free and the system developed will perform according to the design specification and requirements.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"17 1","pages":"32-45"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76565190","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}
Pub Date : 2016-07-01DOI: 10.4018/IJQAETE.2016070104
S. Bevinakoppa, B. Ray, F. Sabrina
{"title":"Effectiveness of Problem-Based Learning Implementation","authors":"S. Bevinakoppa, B. Ray, F. Sabrina","doi":"10.4018/IJQAETE.2016070104","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016070104","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"30 1","pages":"46-58"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77962281","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}
Pub Date : 2016-07-01DOI: 10.4018/IJQAETE.2016070101
M. Joordens
The modern Tablet PC, such as the Surface Pro® is a flexible teaching tool. It can be used to increase the lecturer's productivity in note taking and in assignment marking. It can be used in the lecture room with increased interaction. With a few minor accessories it can be used to record many aspects of a lecture or presentation. It can also be used to record short topic segments that can be used as references or summaries by students. Containing the abilities of both a tablet device with multi touch, a pen interface for accurate drawing and handwriting and with the power of a full PC, it is a complete teaching studio.
{"title":"Teaching with a Tablet PC","authors":"M. Joordens","doi":"10.4018/IJQAETE.2016070101","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016070101","url":null,"abstract":"The modern Tablet PC, such as the Surface Pro® is a flexible teaching tool. It can be used to increase the lecturer's productivity in note taking and in assignment marking. It can be used in the lecture room with increased interaction. With a few minor accessories it can be used to record many aspects of a lecture or presentation. It can also be used to record short topic segments that can be used as references or summaries by students. Containing the abilities of both a tablet device with multi touch, a pen interface for accurate drawing and handwriting and with the power of a full PC, it is a complete teaching studio.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"41 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76902385","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}
Pub Date : 2016-04-01DOI: 10.4018/IJQAETE.2016040102
J. Parker
Until Edwin Hubble’s discoveries in 1924, astronomers thought that our Milky Way galaxy was the entire universe. Hubble provided a model of a larger universe beyond our galaxy and an expanding universe. Since then the Hubble telescope has allowed us to view galaxies farther and farther away and introduce ideas beyond our comprehension nearly a century ago. This seems an appropriate model for the expanding universe of learning that is provided by technology. Technology has provided us with an expanding view of our individual and collective universe of engineering and technology education. It has provided expanded access to information and increased opportunities for communication. Our learning communities can span our neighborhood, field of interest and the globe. However, just as Hubble’s expanded universe brought challenges to astronomy, the expanded access to education comes with challenges in assuring quality. KEywoRdS Astronomy, Education, Hubble Space Telescope, Technology Education, Technology Infused Engineering
{"title":"Hubble's Expanding Universe: a Model for Quality in Technology Infused engineering and Technology Education","authors":"J. Parker","doi":"10.4018/IJQAETE.2016040102","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016040102","url":null,"abstract":"Until Edwin Hubble’s discoveries in 1924, astronomers thought that our Milky Way galaxy was the entire universe. Hubble provided a model of a larger universe beyond our galaxy and an expanding universe. Since then the Hubble telescope has allowed us to view galaxies farther and farther away and introduce ideas beyond our comprehension nearly a century ago. This seems an appropriate model for the expanding universe of learning that is provided by technology. Technology has provided us with an expanding view of our individual and collective universe of engineering and technology education. It has provided expanded access to information and increased opportunities for communication. Our learning communities can span our neighborhood, field of interest and the globe. However, just as Hubble’s expanded universe brought challenges to astronomy, the expanded access to education comes with challenges in assuring quality. KEywoRdS Astronomy, Education, Hubble Space Telescope, Technology Education, Technology Infused Engineering","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"19 1","pages":"16-29"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79186469","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}
Pub Date : 2016-04-01DOI: 10.4018/IJQAETE.2016040104
Pankaj Kamthan
If there is a constant in software development, then it is that its ecosystem is a variable. The agile methodologies are part of a relatively recent shift from predictive to adaptive approach towards software development. This change has had a notable impact on software engineering education (SEE). In this article, a glimpse into the state-of-the-art of incorporating agile methodologies in software engineering courses is presented. In doing so, the reasons for including a project component in software engineering courses, and for committing to agile methodologies in software engineering projects in those courses, are given. The significance of collaboration in the execution of agile methodologies, in general, is underscored, and the pivotal role of collaboration in agile course projects, in particular, is emphasized. To lend an understanding to the notion of collaboration in agile methodologies, a conceptual model for collaboration is proposed and elaborated. The types of collaborations that can occur in agile course projects are classified and discussed. The use technological means for facilitating collaboration, including the Social Web and especially the Wiki, is highlighted.
{"title":"On the Nature of Collaborations in Agile Software Engineering Course Projects","authors":"Pankaj Kamthan","doi":"10.4018/IJQAETE.2016040104","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016040104","url":null,"abstract":"If there is a constant in software development, then it is that its ecosystem is a variable. The agile methodologies are part of a relatively recent shift from predictive to adaptive approach towards software development. This change has had a notable impact on software engineering education (SEE). In this article, a glimpse into the state-of-the-art of incorporating agile methodologies in software engineering courses is presented. In doing so, the reasons for including a project component in software engineering courses, and for committing to agile methodologies in software engineering projects in those courses, are given. The significance of collaboration in the execution of agile methodologies, in general, is underscored, and the pivotal role of collaboration in agile course projects, in particular, is emphasized. To lend an understanding to the notion of collaboration in agile methodologies, a conceptual model for collaboration is proposed and elaborated. The types of collaborations that can occur in agile course projects are classified and discussed. The use technological means for facilitating collaboration, including the Social Web and especially the Wiki, is highlighted.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"8 1","pages":"42-59"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91373305","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}
Pub Date : 2016-04-01DOI: 10.4018/IJQAETE.2016040101
Catherine A. Hansman
Mentoring relationships have long been viewed as essential to encourage the career development of engineering and technology students. The purpose of this article is to examine and analyze the concepts of shared power, self-directed learning, critical reflection, and potential for transformative learning in mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The article concludes with an analysis of mentoring models and suggestions for future research and practice for mentoring in higher educational institutions engineering and technology programs that may lead to active and transformative learning among mentors and protégés in these programs. KEywoRDS Communities of Practice, Mentoring Programs, Mentoring, Peer Mentoring, Shared Power, Transformative Learning
{"title":"Developing Mentoring Programs in Engineering and Technology Education","authors":"Catherine A. Hansman","doi":"10.4018/IJQAETE.2016040101","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016040101","url":null,"abstract":"Mentoring relationships have long been viewed as essential to encourage the career development of engineering and technology students. The purpose of this article is to examine and analyze the concepts of shared power, self-directed learning, critical reflection, and potential for transformative learning in mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The article concludes with an analysis of mentoring models and suggestions for future research and practice for mentoring in higher educational institutions engineering and technology programs that may lead to active and transformative learning among mentors and protégés in these programs. KEywoRDS Communities of Practice, Mentoring Programs, Mentoring, Peer Mentoring, Shared Power, Transformative Learning","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"92 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80343590","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}
Pub Date : 2016-04-01DOI: 10.4018/IJQAETE.2016040103
Diego Vergara, M. Lorenzo, M. Rubio
Virtual resources (VR) in the form of interactive media applications (IMA), didactic videos (DV), interactive virtual platforms (IVP) or Small Virtual Resources (SVR), etc. are becoming powerful didactic tools in university teaching. This is particularly important in the case of engineering studies where these VR allow overcoming spatial visualization problems, learning mechanisms operation, etc., and increasing the student motivation in learning process. Thus, the understanding of complex concepts in engineering can be solved. In this paper, a review of the student opinion with regard to the use of diverse VR is presented. To achieve this goal, during the last years (2013-2015) different VR in diverse forms (IMA, DV, IVP and SVR) were used in teaching of engineering degrees at three different engineering schools. The opinion of students was collected in the form of surveys applied at the end of the course. According to obtained results, students considered very useful the use of VR in teaching/learning. However, they do consider them necessary as a complement of the teacher master class. In addition, from students’ surveys, an estimation of the time distribution for each teaching activity can be draft which provides useful information for adapting the teaching of engineering studies. KEywORdS Didactic Videos, Engineering Education, Interactive Media Applications, Interactive Virtual Platforms, Small Virtual Resources, Virtual Environments, Virtual Resources
{"title":"On the Use of Virtual Environments in Engineering Education","authors":"Diego Vergara, M. Lorenzo, M. Rubio","doi":"10.4018/IJQAETE.2016040103","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016040103","url":null,"abstract":"Virtual resources (VR) in the form of interactive media applications (IMA), didactic videos (DV), interactive virtual platforms (IVP) or Small Virtual Resources (SVR), etc. are becoming powerful didactic tools in university teaching. This is particularly important in the case of engineering studies where these VR allow overcoming spatial visualization problems, learning mechanisms operation, etc., and increasing the student motivation in learning process. Thus, the understanding of complex concepts in engineering can be solved. In this paper, a review of the student opinion with regard to the use of diverse VR is presented. To achieve this goal, during the last years (2013-2015) different VR in diverse forms (IMA, DV, IVP and SVR) were used in teaching of engineering degrees at three different engineering schools. The opinion of students was collected in the form of surveys applied at the end of the course. According to obtained results, students considered very useful the use of VR in teaching/learning. However, they do consider them necessary as a complement of the teacher master class. In addition, from students’ surveys, an estimation of the time distribution for each teaching activity can be draft which provides useful information for adapting the teaching of engineering studies. KEywORdS Didactic Videos, Engineering Education, Interactive Media Applications, Interactive Virtual Platforms, Small Virtual Resources, Virtual Environments, Virtual Resources","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"87 1","pages":"30-41"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75214938","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}
Pub Date : 2016-01-01DOI: 10.4018/IJQAETE.2016010104
Liguo Yu
This paper describes the teaching methods and teaching experiences of an instructor who has been teaching computer science freshmen for more than ten years. Problem-based learning has been used in introductory programming courses to enhance the quality of learning. The common problem in introductory programming courses is that instructors quite often focus mainly on programming language syntax and usage but ignore the real world applications of these language features. Accordingly, students are likely to find out that it is difficult to apply their programming skills on solving complex problems in their high level courses. Through introducing problem-based learning in introductory programming courses, students not only could obtain experience of dealing with complex problems, but also could practice other soft skills, such as team working skills, which could better prepare them for junior and senior level coursework and capstone projects. In addition, other philosophy issues related to teaching introductory courses are discussed and tentative solutions are presented. KEywoRdS Computer Science Education, Introductory Programming Education, Lab Assignments, Problem-based Learning, Projects, Teaching Philosophy, Teaching Quality, Teamwork
{"title":"Experience Teaching Introductory Programming Courses","authors":"Liguo Yu","doi":"10.4018/IJQAETE.2016010104","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016010104","url":null,"abstract":"This paper describes the teaching methods and teaching experiences of an instructor who has been teaching computer science freshmen for more than ten years. Problem-based learning has been used in introductory programming courses to enhance the quality of learning. The common problem in introductory programming courses is that instructors quite often focus mainly on programming language syntax and usage but ignore the real world applications of these language features. Accordingly, students are likely to find out that it is difficult to apply their programming skills on solving complex problems in their high level courses. Through introducing problem-based learning in introductory programming courses, students not only could obtain experience of dealing with complex problems, but also could practice other soft skills, such as team working skills, which could better prepare them for junior and senior level coursework and capstone projects. In addition, other philosophy issues related to teaching introductory courses are discussed and tentative solutions are presented. KEywoRdS Computer Science Education, Introductory Programming Education, Lab Assignments, Problem-based Learning, Projects, Teaching Philosophy, Teaching Quality, Teamwork","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"302 1 1","pages":"40-53"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73186483","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}
Pub Date : 2016-01-01DOI: 10.4018/IJQAETE.2016010103
R. Moalosi, J. Uziak, M. T. Oladiran
The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning. KEywoRDS Blackboard Technology, Blended Learning, eLearning, Face-to-Face Learning, Online learning, University of Botswana
{"title":"Using Blended Learning Approach to Deliver Courses in An Engineering Programme","authors":"R. Moalosi, J. Uziak, M. T. Oladiran","doi":"10.4018/IJQAETE.2016010103","DOIUrl":"https://doi.org/10.4018/IJQAETE.2016010103","url":null,"abstract":"The paper discusses how the use of blended learning approach was adopted to deliver a 3rd year Mechanics of Machines course for Mechanical Engineering students at the University of Botswana. The course delivery involved a mix of both face-to-face and Blackboard technology to create an efficient and effective learning environment. A survey of 101 students was conducted over a period of 3 years for the respondents to evaluate their teaching and learning preferences. The results show that students accepted the blended learning approach because of its benefits. More lecturers are encouraged to use blended learning and teaching approaches to promote active, independent and lifelong learning. KEywoRDS Blackboard Technology, Blended Learning, eLearning, Face-to-Face Learning, Online learning, University of Botswana","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"59 2 1","pages":"23-39"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79760407","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：