Mary Anne C. Dela Cruz, Michael G. Albino, Genre Marlyn Daffodil M. Tejome, Femia S. Albino, Ernesto P. Delos Santos
The study focused on the use of video clips as instructional material and its impact on learning Creative Non-Fiction among Humanities and Social Sciences students in Subic National High School. The researchers used an experimental research design that involved a control group and an experimental group with a total of 60 participants. The researchers utilized a researcher-made pre-test and post-test and a survey questionnaire. The pre-test and post-test results of the control group and experimental group both showed a significant increase. Results show that the experimental group achieved a very satisfactory remark after receiving treatment which is the use of video clips presentation in learning Creative Nonfiction. Moreover, students perceived that video clips with subtitles will serve as better instructional material because they help them in learning Creative Nonfiction, understand difficult concepts, keep them engaged, and motivate them to suit their learning style. The study concluded that there is a significant difference in learning Creative Nonfiction according to the students’ gender and age profile. The researchers strongly recommend that teachers should be encouraged to use video clip presentations as a supplementary tool for better academic achievement and teachers can also integrate the use of video clips in other subjects if it is applicable and suitable.
{"title":"Video Clip and Its Impact on Students’ Academic Performance in Learning Creative Nonfiction","authors":"Mary Anne C. Dela Cruz, Michael G. Albino, Genre Marlyn Daffodil M. Tejome, Femia S. Albino, Ernesto P. Delos Santos","doi":"10.46328/ijte.461","DOIUrl":"https://doi.org/10.46328/ijte.461","url":null,"abstract":"The study focused on the use of video clips as instructional material and its impact on learning Creative Non-Fiction among Humanities and Social Sciences students in Subic National High School. The researchers used an experimental research design that involved a control group and an experimental group with a total of 60 participants. The researchers utilized a researcher-made pre-test and post-test and a survey questionnaire. The pre-test and post-test results of the control group and experimental group both showed a significant increase. Results show that the experimental group achieved a very satisfactory remark after receiving treatment which is the use of video clips presentation in learning Creative Nonfiction. Moreover, students perceived that video clips with subtitles will serve as better instructional material because they help them in learning Creative Nonfiction, understand difficult concepts, keep them engaged, and motivate them to suit their learning style. The study concluded that there is a significant difference in learning Creative Nonfiction according to the students’ gender and age profile. The researchers strongly recommend that teachers should be encouraged to use video clip presentations as a supplementary tool for better academic achievement and teachers can also integrate the use of video clips in other subjects if it is applicable and suitable.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"9 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84144002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study aimed to examine the perspectives of EFL students regarding the types of pedagogical activities they found engaging while using asynchronous discussion forums (ADF), as well as the practices of educators in encouraging the participation of their students. An interview with ten university students who were enrolled in an English language methodology course was used to construct data. The results of the study revealed that university students preferred open-ended activities to knowledge-based tasks such as quizzes or direct tasks. They found open-ended activities to be more challenging and engaging. The results also unveiled that the participants of the study expressed appreciation for tutors who provided clear instructions for tasks uploaded on the online discussion forum. They also valued the tutors who motivated them and offered constructive feedback. These factors were crucial in enhancing students’ engagement and participation in ADF. Based on these results, the study recommends empowering tutors with the skills and knowledge necessary to design engaging assignments that align with students’ expectations and provide them with direct and constructive feedback that would enhance ensuing research.
{"title":"EFL Students’ Perspectives on Activities Designed for Asynchronous Discussion Forums: Transformative Practices","authors":"Mohammad Tawalbeh, Naima Al-husban","doi":"10.46328/ijte.519","DOIUrl":"https://doi.org/10.46328/ijte.519","url":null,"abstract":"The current study aimed to examine the perspectives of EFL students regarding the types of pedagogical activities they found engaging while using asynchronous discussion forums (ADF), as well as the practices of educators in encouraging the participation of their students. An interview with ten university students who were enrolled in an English language methodology course was used to construct data. The results of the study revealed that university students preferred open-ended activities to knowledge-based tasks such as quizzes or direct tasks. They found open-ended activities to be more challenging and engaging. The results also unveiled that the participants of the study expressed appreciation for tutors who provided clear instructions for tasks uploaded on the online discussion forum. They also valued the tutors who motivated them and offered constructive feedback. These factors were crucial in enhancing students’ engagement and participation in ADF. Based on these results, the study recommends empowering tutors with the skills and knowledge necessary to design engaging assignments that align with students’ expectations and provide them with direct and constructive feedback that would enhance ensuing research.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"163 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80323191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Just as technology has entered every aspect of our lives today, it has significantly changed the fields of art and graphic design as well. Developing technologies and new teaching approaches have also affected fine arts education and therefore the students studying in this field. The aim of this study is to examine the Technological Pedagogical and Content Knowledge (TPACK) competencies of students studying at the Faculty of Fine Arts. The study, which was conducted with the survey model, was conducted with the participation of 212 students studying at the Faculty of Fine Arts of Necmettin Erbakan University and Selçuk University in the 2022-2023 academic year. According to the findings of the study, the TPACK competencies of the students of the Faculty of Fine Arts are at medium level. The technological knowledge of the participant students differs according to their gender. The technological knowledge of male students was found to be significantly higher. In the study, TPACK competencies of the students showed significant differences according to their grade and achievement levels. Students in 3rd and 4th grades were found to have high TPACK competence compared to students in lower grades. Again, students with high achievement level obtained high TPACK scores compared to their middle and low achieving peers.
{"title":"Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of University Students","authors":"Mahmut Sami Ozturk, M. Kinik, Mine Ulku Ozturk","doi":"10.46328/ijte.524","DOIUrl":"https://doi.org/10.46328/ijte.524","url":null,"abstract":"Just as technology has entered every aspect of our lives today, it has significantly changed the fields of art and graphic design as well. Developing technologies and new teaching approaches have also affected fine arts education and therefore the students studying in this field. The aim of this study is to examine the Technological Pedagogical and Content Knowledge (TPACK) competencies of students studying at the Faculty of Fine Arts. The study, which was conducted with the survey model, was conducted with the participation of 212 students studying at the Faculty of Fine Arts of Necmettin Erbakan University and Selçuk University in the 2022-2023 academic year. According to the findings of the study, the TPACK competencies of the students of the Faculty of Fine Arts are at medium level. The technological knowledge of the participant students differs according to their gender. The technological knowledge of male students was found to be significantly higher. In the study, TPACK competencies of the students showed significant differences according to their grade and achievement levels. Students in 3rd and 4th grades were found to have high TPACK competence compared to students in lower grades. Again, students with high achievement level obtained high TPACK scores compared to their middle and low achieving peers.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"4 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88091300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Ranjbaran, Maryam Babaee, Marzieh Parvaneh Akhteh Khaneh, Mehrnaz Gohari, Babak Daneshvar Ghorbani, Nafiseh Taghizadeh Kerman, S. K. Banihashem, O. Noroozi
Performing complex tasks such as writing an argumentative essay and providing high-quality argumentative peer feedback are challenging for higher education students. This study aims to explore whether and how students’ argumentation performance during peer feedback activities and essay writing is related to their culture and gender. In this exploratory study, 240 students participated from a Dutch university. Since this study was conducted in a Dutch context, students’ culture was categorized as either Dutch or non-Dutch. Both Dutch and non-Dutch students followed an online module for three consecutive weeks and completed three tasks each week. In week one, students wrote an argumentative essay. In week two, students were invited to provide two sets of feedback on two peers’ essays. In week three, students were requested to revise their essays based on the received feedback from peers. Finally, students’ culture and gender were collected. The results showed that non-Dutch students provide higher-quality feedback than Dutch students in terms of justifying the identified problem in the essays. Similarly, non-Dutch students outperformed Dutch students regarding their essay writing performance by providing deeper arguments against the position, justifications for arguments against the position, and responses to counter-arguments. Although the overall differences between Dutch and non-Dutch students in peer feedback and argumentative essays were not significant between males and females, non-Dutch male students provided more affective feedback than Dutch male students. The results of this study provide insights for teachers regarding how to support international students in performing complex skills such as peer feedback and argumentative essay writing.
{"title":"Students’ Argumentation Performance in Online Learning Environments: Bridging Culture and Gender","authors":"F. Ranjbaran, Maryam Babaee, Marzieh Parvaneh Akhteh Khaneh, Mehrnaz Gohari, Babak Daneshvar Ghorbani, Nafiseh Taghizadeh Kerman, S. K. Banihashem, O. Noroozi","doi":"10.46328/ijte.460","DOIUrl":"https://doi.org/10.46328/ijte.460","url":null,"abstract":"Performing complex tasks such as writing an argumentative essay and providing high-quality argumentative peer feedback are challenging for higher education students. This study aims to explore whether and how students’ argumentation performance during peer feedback activities and essay writing is related to their culture and gender. In this exploratory study, 240 students participated from a Dutch university. Since this study was conducted in a Dutch context, students’ culture was categorized as either Dutch or non-Dutch. Both Dutch and non-Dutch students followed an online module for three consecutive weeks and completed three tasks each week. In week one, students wrote an argumentative essay. In week two, students were invited to provide two sets of feedback on two peers’ essays. In week three, students were requested to revise their essays based on the received feedback from peers. Finally, students’ culture and gender were collected. The results showed that non-Dutch students provide higher-quality feedback than Dutch students in terms of justifying the identified problem in the essays. Similarly, non-Dutch students outperformed Dutch students regarding their essay writing performance by providing deeper arguments against the position, justifications for arguments against the position, and responses to counter-arguments. Although the overall differences between Dutch and non-Dutch students in peer feedback and argumentative essays were not significant between males and females, non-Dutch male students provided more affective feedback than Dutch male students. The results of this study provide insights for teachers regarding how to support international students in performing complex skills such as peer feedback and argumentative essay writing.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"20 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90077208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, it is aimed to determine the effect of video game playing time on academic performance of students who play video games and take computerized accounting courses at Uşak University and attend computerized accounting courses. The data obtained with the questionnaire applied to a total of seventy students within the scope of the study were analyzed with the SPSS 26 statistical analysis program. The findings obtained from the study revealed that the majority of the students played video games for 1-2 hours a day on average and preferred Akınsoft software in the computerized accounting course. Other findings obtained from the study show that playing video games accelerates the learning process, using computer, keyboard, mouse, etc. in computerized accounting course. It has been revealed that it provides practicality in the use of technological tools, provides practicality in the creation of accounting slips, facilitates the detection of errors in incorrectly created accounting slips, and enables the different accounting package programs to be investigated curiously. In addition, another finding obtained within the scope of the study revealed that the duration of playing video games contributed to the academic performance of the computerized accounting course at a low level
{"title":"The Effect of Video Games and Video Game Playing Time on the Performance of Computerized Accounting Lesson","authors":"Feden Koç","doi":"10.46328/ijte.525","DOIUrl":"https://doi.org/10.46328/ijte.525","url":null,"abstract":"In this study, it is aimed to determine the effect of video game playing time on academic performance of students who play video games and take computerized accounting courses at Uşak University and attend computerized accounting courses. The data obtained with the questionnaire applied to a total of seventy students within the scope of the study were analyzed with the SPSS 26 statistical analysis program. The findings obtained from the study revealed that the majority of the students played video games for 1-2 hours a day on average and preferred Akınsoft software in the computerized accounting course. Other findings obtained from the study show that playing video games accelerates the learning process, using computer, keyboard, mouse, etc. in computerized accounting course. It has been revealed that it provides practicality in the use of technological tools, provides practicality in the creation of accounting slips, facilitates the detection of errors in incorrectly created accounting slips, and enables the different accounting package programs to be investigated curiously. In addition, another finding obtained within the scope of the study revealed that the duration of playing video games contributed to the academic performance of the computerized accounting course at a low level","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"2 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76242021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nina Heuke genannt Jurgensmeier, Rene Schmidt, Britta Stumpe
Virtual Reality (VR) has gained more importance in the educational sector. A possibility of using VR in education can be Virtual Field Trips (VFTs). This work analyses the possibilities of creating VFTs with different software/tools, output devices, and 360° cameras in the educational sector. The preparatory work, with the recording of own 360° images, is described, including the involved time and comparison of 360° cameras. With a comparison, four categories of software/tools for creating a VFT are analyzed under the aspects of the needed technical equipment, the time effort, the needed skills to create the VFT and the level of immersion and interactivity, and the convey of technical content through the VFT. For the creation and use of a VFT a software/tool and an output device is necessary. The creation of 360° images requires a 360° camera, which is very time-consuming, concerning the everyday workload of teachers. Three of the tested software/tools require through a graphical user interface a low level of skills for creating a VFT. The created VFT with the different software/tools offers different levels of immersion and interaction. It is possible for teachers to create their own VFT, but the accompanying time and cost can limit the possibilities during the everyday work.
{"title":"Creating Virtual Field Trips for Education: A Comparison of Software and Tools for Creating Virtual Field Trips with 360° Images","authors":"Nina Heuke genannt Jurgensmeier, Rene Schmidt, Britta Stumpe","doi":"10.46328/ijte.441","DOIUrl":"https://doi.org/10.46328/ijte.441","url":null,"abstract":"Virtual Reality (VR) has gained more importance in the educational sector. A possibility of using VR in education can be Virtual Field Trips (VFTs). This work analyses the possibilities of creating VFTs with different software/tools, output devices, and 360° cameras in the educational sector. The preparatory work, with the recording of own 360° images, is described, including the involved time and comparison of 360° cameras. With a comparison, four categories of software/tools for creating a VFT are analyzed under the aspects of the needed technical equipment, the time effort, the needed skills to create the VFT and the level of immersion and interactivity, and the convey of technical content through the VFT. For the creation and use of a VFT a software/tool and an output device is necessary. The creation of 360° images requires a 360° camera, which is very time-consuming, concerning the everyday workload of teachers. Three of the tested software/tools require through a graphical user interface a low level of skills for creating a VFT. The created VFT with the different software/tools offers different levels of immersion and interaction. It is possible for teachers to create their own VFT, but the accompanying time and cost can limit the possibilities during the everyday work.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"25 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78294303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Examining how people learn in various learning environments is at the core of the science of learning. The more we understand how students learn from different dimensions and aspects, the better equipped we are to support their learning. This study aims to expand our understanding of how learning occurs within the context of an asynchronous online discussion. Several studies have investigated and reported on how to effectively structure and facilitate an asynchronous online discussion to promote high-quality discourse from an interventionist perspective. From the situative, participatory perspective on knowing and learning, this study aims at examining the quality of participation in an asynchronous online discussion. This includes the examination of students’ participation patterns in asynchronous online discussions and the analyses of how these patterns explain their learning satisfaction and achievement. The present study identified the following participation patterns: Efficientist, Facilitator, Synthesizer, and Slacker found that there was a strong relationship of the participation patterns with learning satisfaction and learning achievement. The results indicate that participation patterns could be an important factor influencing student learning experience in an asynchronous online discussion. Future directions for research are discussed, including the analysis of social dynamics that could have an impact on participation patterns
{"title":"Examining the Relationships of the Students’ Participation Patterns with their Learning Satisfaction and Learning Achievement in Asynchronous Online Discussions","authors":"Beomkyu Choi","doi":"10.46328/ijte.420","DOIUrl":"https://doi.org/10.46328/ijte.420","url":null,"abstract":"Examining how people learn in various learning environments is at the core of the science of learning. The more we understand how students learn from different dimensions and aspects, the better equipped we are to support their learning. This study aims to expand our understanding of how learning occurs within the context of an asynchronous online discussion. Several studies have investigated and reported on how to effectively structure and facilitate an asynchronous online discussion to promote high-quality discourse from an interventionist perspective. From the situative, participatory perspective on knowing and learning, this study aims at examining the quality of participation in an asynchronous online discussion. This includes the examination of students’ participation patterns in asynchronous online discussions and the analyses of how these patterns explain their learning satisfaction and achievement. The present study identified the following participation patterns: Efficientist, Facilitator, Synthesizer, and Slacker found that there was a strong relationship of the participation patterns with learning satisfaction and learning achievement. The results indicate that participation patterns could be an important factor influencing student learning experience in an asynchronous online discussion. Future directions for research are discussed, including the analysis of social dynamics that could have an impact on participation patterns","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"7 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82757702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1186/s41239-023-00415-4
Lanqin Zheng, Miaolang Long, Bodong Chen, Yunchao Fan
{"title":"Promoting knowledge elaboration, socially shared regulation, and group performance in collaborative learning: an automated assessment and feedback approach based on knowledge graphs","authors":"Lanqin Zheng, Miaolang Long, Bodong Chen, Yunchao Fan","doi":"10.1186/s41239-023-00415-4","DOIUrl":"https://doi.org/10.1186/s41239-023-00415-4","url":null,"abstract":"","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"20 1","pages":"1-20"},"PeriodicalIF":8.6,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48040213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1186/s41239-023-00414-5
Ning Zhang, Ouyang Fan
{"title":"An integrated approach for knowledge extraction and analysis in collaborative knowledge construction","authors":"Ning Zhang, Ouyang Fan","doi":"10.1186/s41239-023-00414-5","DOIUrl":"https://doi.org/10.1186/s41239-023-00414-5","url":null,"abstract":"","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"20 1","pages":"1-22"},"PeriodicalIF":8.6,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42802217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.1186/s41239-023-00413-6
Julie Buhl-Wiggers, L. L. la Cour, Annemette Kjærgaard
{"title":"Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance","authors":"Julie Buhl-Wiggers, L. L. la Cour, Annemette Kjærgaard","doi":"10.1186/s41239-023-00413-6","DOIUrl":"https://doi.org/10.1186/s41239-023-00413-6","url":null,"abstract":"","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":" ","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46112260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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