Pub Date : 2014-10-01DOI: 10.4018/IJQAETE.2014100101
Louis Abrahamson, C. Brady
When the original work appeared (Abrahamson, 2006), it spoke of a huge burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of technology itself, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps more significant is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this technology, which yielded significant gains in student learning. Finally, imbedded within the narrative , are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent. (Note: This work is an updated and expanded version of an original book chapter written eight years ago (Abrahamson, 2006). The present paper is still written in the first person as a narrative, although a second author has been added. Where not specifically identified, use of the first person in the narrative still refers to the first author. The work of the second author also uses the first person, but his name is identified where his narrative appears.)
{"title":"A Brief History of Networked Classrooms to 2013: Effects, Cases, Pedagogy, and Implications with New Developments","authors":"Louis Abrahamson, C. Brady","doi":"10.4018/IJQAETE.2014100101","DOIUrl":"https://doi.org/10.4018/IJQAETE.2014100101","url":null,"abstract":"When the original work appeared (Abrahamson, 2006), it spoke of a huge burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of technology itself, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps more significant is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this technology, which yielded significant gains in student learning. Finally, imbedded within the narrative , are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent. (Note: This work is an updated and expanded version of an original book chapter written eight years ago (Abrahamson, 2006). The present paper is still written in the first person as a narrative, although a second author has been added. Where not specifically identified, use of the first person in the narrative still refers to the first author. The work of the second author also uses the first person, but his name is identified where his narrative appears.)","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"51 1","pages":"1-54"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79993483","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 : 2014-10-01DOI: 10.4018/IJQAETE.2014100102
K. Clark
{"title":"The Strengths and Weaknesses of a \"Learning While Earning\" Variation of Work-Integrated Learning","authors":"K. Clark","doi":"10.4018/IJQAETE.2014100102","DOIUrl":"https://doi.org/10.4018/IJQAETE.2014100102","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"11 1","pages":"52-65"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82283149","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 : 2014-07-01DOI: 10.4018/ijqaete.2014070105
S. Chandrasekaran, A. Oo, G. Littlefair, A. Stojcevski
This paper focuses on aligning engineering design with accreditation requirements in engineering education. To be an accredited curriculum, education programs must incorporate graduate attributes required by program accrediting professional bodies. Graduate attributes are the required benchmarks for students to attain their specific qualities and abilities within a higher education institute. Most higher education institutions identify a list of expected graduate attributes or outcomes that are incorporated in their educational programs to be accredited by an accrediting professional body such as Engineers Australia (EA), Accreditation Board of Engineering and Technology (ABET) in the United States, and the European Accreditation of Engineering Programs (EUR-ACE) in Europe. This paper evaluates the program educational objectives, student outcomes, assessment methods and evaluation of different undergraduate engineering programs. It assesses how engineering design is practiced and incorporated as an important element of the graduate attributes through project oriented design based learning curriculum aligned with professional accreditation requirements.
{"title":"Aligning Engineering Design Education with Accreditation Requirements","authors":"S. Chandrasekaran, A. Oo, G. Littlefair, A. Stojcevski","doi":"10.4018/ijqaete.2014070105","DOIUrl":"https://doi.org/10.4018/ijqaete.2014070105","url":null,"abstract":"This paper focuses on aligning engineering design with accreditation requirements in engineering education. To be an accredited curriculum, education programs must incorporate graduate attributes required by program accrediting professional bodies. Graduate attributes are the required benchmarks for students to attain their specific qualities and abilities within a higher education institute. Most higher education institutions identify a list of expected graduate attributes or outcomes that are incorporated in their educational programs to be accredited by an accrediting professional body such as Engineers Australia (EA), Accreditation Board of Engineering and Technology (ABET) in the United States, and the European Accreditation of Engineering Programs (EUR-ACE) in Europe. This paper evaluates the program educational objectives, student outcomes, assessment methods and evaluation of different undergraduate engineering programs. It assesses how engineering design is practiced and incorporated as an important element of the graduate attributes through project oriented design based learning curriculum aligned with professional accreditation requirements.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"50 1","pages":"110-121"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90662715","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 : 2014-07-01DOI: 10.4018/ijqaete.2014070103
K. Siu
In recent years, postgraduate research students have been more expected to gain knowledge and experience through work-integrated learning. The key advantages of work-integrated learning include non-conventional university support and facility for research. Students can also gain alternative and other in-depth and comprehensive experience in the research area. This off-campus learning also provides opportunities for students to explore other research interests. On the other hand, work-integrated learning has its deficiencies and limitations. Since the learning is conducted outside the university, it is difficult to make arrangement and be available, in particular most of the time not the best available locally. Therefore, work-integrated learning is sometimes necessary to be carried out in remote regions. This situation creates more barriers and un-predictable matters for planning, implementation and management of the learning. To review the needs of work-integrated learning, this paper takes a collaboration of work-integrated learning for postgraduate design research students between the Chinese mainland and Hong Kong as a case study. The paper then identifies some key issues and problems. After that, the paper identifies and discusses possibilities for improvement and directions for further investigation. Problems and Possibilities to Enhance Non-Local Work-Integrated Learning Experience for Postgraduate Design Research
{"title":"Problems and Possibilities to Enhance Non-Local Work-Integrated Learning Experience for Postgraduate Design Research","authors":"K. Siu","doi":"10.4018/ijqaete.2014070103","DOIUrl":"https://doi.org/10.4018/ijqaete.2014070103","url":null,"abstract":"In recent years, postgraduate research students have been more expected to gain knowledge and experience through work-integrated learning. The key advantages of work-integrated learning include non-conventional university support and facility for research. Students can also gain alternative and other in-depth and comprehensive experience in the research area. This off-campus learning also provides opportunities for students to explore other research interests. On the other hand, work-integrated learning has its deficiencies and limitations. Since the learning is conducted outside the university, it is difficult to make arrangement and be available, in particular most of the time not the best available locally. Therefore, work-integrated learning is sometimes necessary to be carried out in remote regions. This situation creates more barriers and un-predictable matters for planning, implementation and management of the learning. To review the needs of work-integrated learning, this paper takes a collaboration of work-integrated learning for postgraduate design research students between the Chinese mainland and Hong Kong as a case study. The paper then identifies some key issues and problems. After that, the paper identifies and discusses possibilities for improvement and directions for further investigation. Problems and Possibilities to Enhance Non-Local Work-Integrated Learning Experience for Postgraduate Design Research","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"3 1","pages":"68-87"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75430397","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 : 2014-04-01DOI: 10.4018/ijqaete.2014040106
Giang Tran Thi Huong
Online instructional technology supports an organization’s capability in the online environment for training hands-on skills. This study uses the modeling theory by developing an online three-stage training environment of technical skills. This paper describes the implementation of the online environment for the course “making of a network cable”, and evaluates the effectiveness of the online method. A survey was used in comparing the online instruction with face-to-face teaching by using the following criteria: learning content’s presentation; students’ attitude; students’ completion of the skills; the effectiveness of online learning; the organisational capability of online courses; the requirement of IT skills for online teachers. The results prove that effective teaching strategies can encourage the learners to practice technical skills in online courses. Implementation of Online Instructional Technology and Hands-On Skills Training
{"title":"Implementation of Online Instructional Technology and Hands-On Skills Training","authors":"Giang Tran Thi Huong","doi":"10.4018/ijqaete.2014040106","DOIUrl":"https://doi.org/10.4018/ijqaete.2014040106","url":null,"abstract":"Online instructional technology supports an organization’s capability in the online environment for training hands-on skills. This study uses the modeling theory by developing an online three-stage training environment of technical skills. This paper describes the implementation of the online environment for the course “making of a network cable”, and evaluates the effectiveness of the online method. A survey was used in comparing the online instruction with face-to-face teaching by using the following criteria: learning content’s presentation; students’ attitude; students’ completion of the skills; the effectiveness of online learning; the organisational capability of online courses; the requirement of IT skills for online teachers. The results prove that effective teaching strategies can encourage the learners to practice technical skills in online courses. Implementation of Online Instructional Technology and Hands-On Skills Training","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"27 1","pages":"65-76"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87586893","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 : 2014-04-01DOI: 10.4018/ijqaete.2014040105
A. Oo, J. Chandran, A. Stojcevski
{"title":"Technology Adoption in Engineering Design for Distance Education","authors":"A. Oo, J. Chandran, A. Stojcevski","doi":"10.4018/ijqaete.2014040105","DOIUrl":"https://doi.org/10.4018/ijqaete.2014040105","url":null,"abstract":"","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"15 1","pages":"54-64"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91474728","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 : 2014-04-01DOI: 10.4018/ijqaete.2014040101
M. Symes, A. Carew, D. Ranmuthugala
Intra-team peer assessments have become the norm for performance and attribute assessment in problem and project based learning activities. However, research on the effects of interpersonal variables on these assessment practices is limited. This study examined the relationship between interpersonal variables and student perceptions on the validity of peer assessment. In order to understand the relationship between social interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. Preliminary findings from this study and evidence from other studies support the view that interpersonal variables have the potential to affect peer assessment and influence the learning outcomes
{"title":"Interpersonal Variables and Their Impact on the Perceived Validity of Peer Assessment in Engineering PBL","authors":"M. Symes, A. Carew, D. Ranmuthugala","doi":"10.4018/ijqaete.2014040101","DOIUrl":"https://doi.org/10.4018/ijqaete.2014040101","url":null,"abstract":"Intra-team peer assessments have become the norm for performance and attribute assessment in problem \u0000and project based learning activities. However, research on the effects of interpersonal variables on these \u0000assessment practices is limited. This study examined the relationship between interpersonal variables and \u0000student perceptions on the validity of peer assessment. In order to understand the relationship between social \u0000interaction and its effects on peer assessment, four interpersonal variables were identified in this study: psychological \u0000safety, value diversity, interdependence, and trust. Fifty five undergraduate engineering students \u0000working in teams of 5 to 6 participated in a survey after having completed their first formative peer assessment. \u0000Preliminary findings from this study and evidence from other studies support the view that interpersonal \u0000variables have the potential to affect peer assessment and influence the learning outcomes","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"23 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75281475","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 : 2014-04-01DOI: 10.4018/ijqaete.2014040103
D. Thambiratnam
Structural Dynamics has gained prominence recently due to (i) vibration problems in slender structures that have emerged as a result of new materials technology and aesthetic requirements, (ii) ageing bridge structures whose health needs to be monitored and appropriate retrofitting carried out to prevent failure and (iii) increased vulnerability of structures to seismic, impact and blast loads. Knowledge of structural dynamics is necessary to address these issues and their consequences. In recent times, structural dynamics research has generated considerable amount of new knowledge to address these issue, but this is not readily available to practicing engineers as very little or none of it enters the class rooms. This paper argues for the need to include structural dynamics and the new research knowledge into the syllabus of all civil engineering courses, especially those with a major in structural engineering. This will enable our future structural engineers to design and maintain safe and efficient structures.
{"title":"Significance of Structural Dynamics in Engineering Education in the New Millennium","authors":"D. Thambiratnam","doi":"10.4018/ijqaete.2014040103","DOIUrl":"https://doi.org/10.4018/ijqaete.2014040103","url":null,"abstract":"Structural Dynamics has gained prominence recently due to (i) vibration problems in slender structures that have emerged as a result of new materials technology and aesthetic requirements, (ii) ageing bridge structures whose health needs to be monitored and appropriate retrofitting carried out to prevent failure and (iii) increased vulnerability of structures to seismic, impact and blast loads. Knowledge of structural dynamics is necessary to address these issues and their consequences. In recent times, structural dynamics research has generated considerable amount of new knowledge to address these issue, but this is not readily available to practicing engineers as very little or none of it enters the class rooms. This paper argues for the need to include structural dynamics and the new research knowledge into the syllabus of all civil engineering courses, especially those with a major in structural engineering. This will enable our future structural engineers to design and maintain safe and efficient structures.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"3 1","pages":"28-42"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79790702","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 : 2014-04-01DOI: 10.4018/ijqaete.2014040102
Long H. Pham, Giang V. Trinh, Mai-Huong Dinh, Nam P. Mai, T. Quan, H. Ngo
Teaching experience shows that programming is time consuming and can be acquired with substantial practice. Besides, students need to know whether their solutions are correct or incorrect and the root causes of their errors. Thus, teaching programming in a large class requires considerably many teaching assistants, which is costly. More importantly, a communication means that can support students virtually anytime is also desirable. In order to handle these problems, a static method was applied to build an online intelligent tutoring system that can assist students checking their solutions. In addition, when detecting the errors, this system can suggest students to investigate the suspected code. This feature is really significant for students to self-practice and improve their learning.
{"title":"Assisting Students in Finding Bugs and their Locations in Programming Solutions","authors":"Long H. Pham, Giang V. Trinh, Mai-Huong Dinh, Nam P. Mai, T. Quan, H. Ngo","doi":"10.4018/ijqaete.2014040102","DOIUrl":"https://doi.org/10.4018/ijqaete.2014040102","url":null,"abstract":"Teaching experience shows that programming is time consuming and can be acquired with substantial practice. Besides, students need to know whether their solutions are correct or incorrect and the root causes of their errors. Thus, teaching programming in a large class requires considerably many teaching assistants, which is costly. More importantly, a communication means that can support students virtually anytime is also desirable. In order to handle these problems, a static method was applied to build an online intelligent tutoring system that can assist students checking their solutions. In addition, when detecting the errors, this system can suggest students to investigate the suspected code. This feature is really significant for students to self-practice and improve their learning.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"63 1","pages":"12-27"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89151316","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 : 2014-04-01DOI: 10.4018/ijqaete.2014040104
R. A. Rahman, S. Baharun, Y. M. Yusof, Sharifah Alwiah S. Abdur Rahman
The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge - Experiential - Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were implemented to achieve the following objectives; (i) to enhance students' mathematical competencies; (ii) to support selfregulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 i.e. Advanced Calculus. A modification to a previously developed framework by Roselainy et al. (2012a) was performed to encourage students to adopt self-regulated learning behaviour in an active learning environment. The teaching, learning and assessment activities were aligned constructively based on the theory of Biggs & Tang (2010). Data was collected, analysed and later employed to modify the teaching and learning activities. The findings found that it is imperative for teachers to design an appropriate learning environment and apply suitable strategies in encouraging and supporting students to embrace and take charge of their own learning.
{"title":"Self-Regulated Learning as the Enabling Environment to Enhance Outcome-Based Education of Undergraduate Engineering Mathematics","authors":"R. A. Rahman, S. Baharun, Y. M. Yusof, Sharifah Alwiah S. Abdur Rahman","doi":"10.4018/ijqaete.2014040104","DOIUrl":"https://doi.org/10.4018/ijqaete.2014040104","url":null,"abstract":"The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge - Experiential - Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were implemented to achieve the following objectives; (i) to enhance students' mathematical competencies; (ii) to support selfregulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 i.e. Advanced Calculus. A modification to a previously developed framework by Roselainy et al. (2012a) was performed to encourage students to adopt self-regulated learning behaviour in an active learning environment. The teaching, learning and assessment activities were aligned constructively based on the theory of Biggs & Tang (2010). Data was collected, analysed and later employed to modify the teaching and learning activities. The findings found that it is imperative for teachers to design an appropriate learning environment and apply suitable strategies in encouraging and supporting students to embrace and take charge of their own learning.","PeriodicalId":13684,"journal":{"name":"Int. J. Qual. Assur. Eng. Technol. Educ.","volume":"42 1","pages":"43-53"},"PeriodicalIF":0.0,"publicationDate":"2014-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88415029","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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