Pub Date : 2008-06-04DOI: 10.18848/1447-9494/CGP/v14i12/45536
C. Ryder
'Style File' is a unique educational project that proposes to unite design students from around the world in an international collaborative design project, using the Internet and other electronic means of communication. It is an example of how the Internet can be used to provide students with a valuable learning experience on a global scale. The concept for “Style File” was initiated early in 2006 by Ted Polhemus – well-known “Style Commentator”, anthropologist, author, journalist and photographer. Polhemus is a widely-used consultant on youth marketing and style trends and is the author of several books on the anthropology of personal style and image. Many of these books are standard texts for design students and students of cultural studies. The author of this paper has been asked by Polhemus to monitor the progress of the students involved in the project at Liverpool John Moores University, UK, a founding participant in the project, and to provide illustrations for the book and web site that arise from the project. These illustrations will also form part of the International touring exhibition that is planned to coincide with the publication of the book in each participating country.
“Style File”是一个独特的教育项目，旨在利用互联网和其他电子通信手段，将来自世界各地的设计专业学生联合在一个国际合作设计项目中。这是如何在全球范围内利用互联网为学生提供宝贵学习经验的一个例子。“风格档案”的概念是由著名的“风格评论员”、人类学家、作家、记者和摄影师Ted Polhemus在2006年初提出的。Polhemus是一位在青年营销和时尚趋势方面被广泛使用的顾问，也是几本关于个人风格和形象人类学的书籍的作者。这些书中有许多是设计专业学生和文化研究专业学生的标准教材。本文作者受Polhemus之邀，监督参与该项目的英国利物浦约翰摩尔斯大学(Liverpool John Moores University, UK)学生的进度，他是该项目的创始参与者之一，并为该项目的书和网站提供插图。这些插图也将成为国际巡回展览的一部分，该展览计划与该书在每个参与国的出版同时进行。
{"title":"World Style File","authors":"C. Ryder","doi":"10.18848/1447-9494/CGP/v14i12/45536","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/v14i12/45536","url":null,"abstract":"'Style File' is a unique educational project that proposes to unite design students from around the world in an international collaborative design project, using the Internet and other electronic means of communication. It is an example of how the Internet can be used to provide students with a valuable learning experience on a global scale. The concept for “Style File” was initiated early in 2006 by Ted Polhemus – well-known “Style Commentator”, anthropologist, author, journalist and photographer. Polhemus is a widely-used consultant on youth marketing and style trends and is the author of several books on the anthropology of personal style and image. Many of these books are standard texts for design students and students of cultural studies. The author of this paper has been asked by Polhemus to monitor the progress of the students involved in the project at Liverpool John Moores University, UK, a founding participant in the project, and to provide illustrations for the book and web site that arise from the project. These illustrations will also form part of the International touring exhibition that is planned to coincide with the publication of the book in each participating country.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133898831","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 : 2008-03-26DOI: 10.18848/1447-9494/CGP/V15I07/45869
M. Rabikowska
The main aim of the paper is to observe how blogging affects self-reflection. The application of blogs is discussed, based on the case study from a Year One module. A process of implementing and delivering this method throughout a period of one semester is analysed from a practical and theoretical point of view (Burge, EJ & Haughey, M (2001) Using Learning Technologies, Routledge: Falmer). The quality of students’ interaction online is evaluated alongside pedagogical effects of blogging employed as part of formative assessment. The main finding of the paper regards the independent approach of the students, which can be developed without direct instructions from the tutors. It has been observed that the students can take responsibility over their own learning, if the structure of the assessment permits flexibility and agility. It is argued that blogging enables the students to become self-reflective at a very early stage of the learning process and secondly, that assessments’ structure determines the approach to learning. However, it has been indicated that even advanced bloggers can relapse to a non-reflective stage and that self-reflection is impossible to be structured without imposing power. In a constructivist environment of online interaction, the relation to others has appeared to be the most influential and liberating factor enhancing critical ability. Therefore, emdedding interaction in a curriculum design becomes a pedagogical priority, but it has to be followed by integrating the formative assessment in the teaching mode. Otherwise, as this case study shows, the students detach from the interaction and the standards of teaching are not consistent across the cohort. Finally, the paradox of the ‘structured freedom’ becomes unavoidable, but reflecting on it brings about a change in thinking.
本文的主要目的是观察博客如何影响自我反思。本文以一年级模块的案例研究为基础，讨论了博客的应用。从实践和理论的角度分析了在一个学期内实施和交付这种方法的过程(Burge, EJ & Haughey, M (2001) Using Learning Technologies, Routledge: Falmer)。学生在线互动的质量与博客的教学效果一起被评估为形成性评估的一部分。本文的主要发现是学生的自主学习方式，这种方式可以在没有导师直接指导的情况下发展。据观察，如果评估的结构允许灵活性和敏捷性，学生可以对自己的学习负责。有人认为，写博客可以让学生在学习过程的早期阶段就开始自我反思，其次，评估的结构决定了学习的方法。然而，有迹象表明，即使是高级博客也可能陷入非反思阶段，如果不施加权力，就不可能形成自我反思。在建构主义的网络互动环境中，与他人的关系似乎是增强批判能力的最具影响力和解放性的因素。因此，在课程设计中嵌入互动成为教学的重点，但必须将形成性评价融入到教学模式中。否则，正如本案例研究所示，学生脱离互动，教学标准在整个队列中不一致。最后，“结构化自由”的悖论变得不可避免，但对它的反思带来了思维的转变。
{"title":"The Paradoxical Position of Self-reflection in Teaching and Assessment in Higher Education : How the application of blogging challenges learning habits","authors":"M. Rabikowska","doi":"10.18848/1447-9494/CGP/V15I07/45869","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V15I07/45869","url":null,"abstract":"The main aim of the paper is to observe how blogging affects self-reflection. The application of blogs is discussed, based on the case study from a Year One module. A process of implementing and delivering this method throughout a period of one semester is analysed from a practical and theoretical point of view (Burge, EJ & Haughey, M (2001) Using Learning Technologies, Routledge: Falmer). The quality of students’ interaction online is evaluated alongside pedagogical \u0000effects of blogging employed as part of formative assessment. The main finding of the paper regards the independent approach of the students, which can be developed without direct instructions from the tutors. It has been observed that the students \u0000can take responsibility over their own learning, if the structure of the assessment permits flexibility and agility. It is argued that blogging enables the students to become self-reflective at a very early stage of the learning process and secondly, that assessments’ structure determines the approach to learning. However, it has been indicated that even advanced bloggers can relapse to a non-reflective stage and that self-reflection is impossible to be structured without imposing power. In a \u0000constructivist environment of online interaction, the relation to others has appeared to be the most influential and liberating factor enhancing critical ability. Therefore, emdedding interaction in a curriculum design becomes a pedagogical priority, but it has to be followed by integrating the formative assessment in the teaching mode. Otherwise, as this case study shows, the students detach from the interaction and the standards of teaching are not consistent across the cohort. Finally, the paradox of the ‘structured freedom’ becomes unavoidable, but reflecting on it brings about a change in thinking.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130543196","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 : 2007-07-01DOI: 10.18848/1447-9494/CGP/V14I01/45185
J. Kiggins
{"title":"The Underpinning Knowledge Bases of an Alternative Teacher Education Model","authors":"J. Kiggins","doi":"10.18848/1447-9494/CGP/V14I01/45185","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V14I01/45185","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"440 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122139705","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 : 2007-02-01DOI: 10.18848/1447-9494/CGP/V14I09/45458
R. Shagholi, S. Siraj, R. Shagholi
{"title":"Relationship between cognitive styles with Leadership and management and curriculum management: a review","authors":"R. Shagholi, S. Siraj, R. Shagholi","doi":"10.18848/1447-9494/CGP/V14I09/45458","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V14I09/45458","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131605541","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 : 2007-02-01DOI: 10.18848/1447-9494/cgp/v13i10/45064
S. Marshall-Lucette, J. Lathlean
Little attention had been paid to the process of continued professional learning (CPL) of nurses once qualified,in terms of how they plan, organise and continue to learn in their professional career. The manner in which nurses’ learning experiences and orientations change over time, once qualified, was particularly noted to be lacking in the literature. Thus, this paper draws on a study that addressed the CPL of newly qualified nurses. A conceptualisation of the dynamic nature of these nurses’ CPL will thus be presented, from their perspectives during the first two years of registered practice in the UK. The findings indicate how their engagement in professional learning activities went through eight clearly identified stages. The sequence portrays a linear, multi-stage developmental learning continuum, which illustrates the manner in which they chose, planned, organized and attempted to make sense of what they were learning. It is argued that such insights into the nature of professional learning can be useful for both under- and post- graduate curriculum development. Furthermore, gaining an understanding of the fundamentals of CPL should underpin contemporary Higher Education curricula in order to respond to professional concerns about the theory and practice gap and the necessity for professionals to continue to learn throughout their working lives. Thus, such an approach goes beyond achievements at the end of a professional course and would consequently reflect an ethos of lifelong learning, crucial to respective professionals.
{"title":"Conceptualisation of the dynamic nature of continued professional learning: a multi-stage developmental model","authors":"S. Marshall-Lucette, J. Lathlean","doi":"10.18848/1447-9494/cgp/v13i10/45064","DOIUrl":"https://doi.org/10.18848/1447-9494/cgp/v13i10/45064","url":null,"abstract":"Little attention had been paid to the process of continued professional learning (CPL) of nurses once qualified,in terms of how they plan, organise and continue to learn in their professional career. The manner in which nurses’ learning experiences and orientations change over time, once qualified, was particularly noted to be lacking in the literature. Thus,\u0000this paper draws on a study that addressed the CPL of newly qualified nurses. A conceptualisation of the dynamic nature of these nurses’ CPL will thus be presented, from their perspectives during the first two years of registered practice in the UK. The findings indicate how their engagement in professional learning activities went through eight clearly identified stages. The sequence portrays a linear, multi-stage developmental learning continuum, which illustrates the manner in which they chose, planned, organized and attempted to make sense of what they were learning. It is argued that such insights into the nature of professional learning can be useful for both under- and post- graduate curriculum development. Furthermore, gaining an understanding of the fundamentals of CPL should underpin contemporary Higher Education curricula in order to respond to professional concerns about the theory and practice gap and the necessity for professionals to continue to learn throughout their working lives. Thus, such an approach goes beyond achievements at the end of a professional course and would consequently reflect an ethos of lifelong learning, crucial to respective professionals.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129096441","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 : 2006-12-01DOI: 10.18848/1447-9494/CGP/V13I06/44974
Salah Abdulrasool, R. Mishra, J. Fieldhouse, Steve Ward
Recent advances in the development of 'electronic teaching support systems' make it more attractive to embrace such emerging technology in the conventional teaching programme. Mechanical Engineering subject areas require extensive laboratory activities where teaching and the resources available need to be used optimally to produce engineers with the right skills and knowledge. It is for this reason that attempts are being made throughout the World to include electronic support into the laboratory environment to make learning more effective. This paper undertakes a study to compare two different methods of integrating electronic resources into the conventional laboratory teaching in engineering education and describes the learning experience of two groups of students using each system. Two groups of students were carefully selected to ensure they had the same learning abilities (similar average marks and standard deviations) and each was asked to learn an engraving operation using a CNC machine. The resources available were a facilitator, computer simulation software and the CNC machine. Each group was asked to approach the learning tasks differently. The first group of students (Group 1) were asked to learn the engraving operation using a computer simulation of the engraving operation and were encouraged to carry out actual exercise on a CNC machine in parallel with the simulation. The role of the facilitator was to explain various operations on the simulation software as well as help students on actual machines. The second group of students (Group 2) were exposed to the simulation in a classroom environment which was followed by the entire procedure being explained by the facilitator on a CNC machine within the laboratory environment. The learning experience in this case was sequential in that the learning resources were used in series for the 'Group 2' students. Evaluation tests were used to measure the performance of each group after the exercise. It was apparent from the evaluation reports that the group experiencing the parallel provision of resources achieved a better overall learning rate than the sequential or series group. It is felt this may be answered in two ways: The group receiving parallel input of information had an instant means of self evaluation of progress by comparing performance to the simulation whereas the sequential group had no reference or benchmark. The second reason could be the break in concentration and the 'loss factor' in the transfer of 'classroom knowledge' to the laboratory. Even a short break, or minimum distraction, is sufficient to disrupt the level of concentration and so in-depth learning and memory retention is hampered. Keywords: Computer Technology, Milling C.N.C Machine, Auto Cad Software, C.N.C Program
{"title":"Effectiveness of Parallel and Serial Integration of Teaching Resources in Laboratory Teaching in Engineering Education","authors":"Salah Abdulrasool, R. Mishra, J. Fieldhouse, Steve Ward","doi":"10.18848/1447-9494/CGP/V13I06/44974","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V13I06/44974","url":null,"abstract":"Recent advances in the development of 'electronic teaching support systems' make it more attractive to embrace such emerging technology in the conventional teaching programme. Mechanical Engineering subject areas require extensive laboratory activities where teaching and the resources available need to be used optimally to produce engineers with the right skills and knowledge. It is for this reason that attempts are being made throughout the World to include electronic support into the laboratory environment to make learning more effective. This paper undertakes a study to compare two different methods of integrating electronic resources into the conventional laboratory teaching in engineering education and describes the learning experience of two groups of students using each system. Two groups of students were carefully selected to ensure they had the same learning abilities (similar average marks and standard deviations) and each was asked to learn an engraving operation using a CNC machine. The resources available were a facilitator, computer simulation software and the CNC machine. Each group was asked to approach the learning tasks differently. The first group of students (Group 1) were asked to learn the engraving operation using a computer simulation of the engraving operation and were encouraged to carry out actual exercise on a CNC machine in parallel with the simulation. The role of the facilitator was to explain various operations on the simulation software as well as help students on actual machines. The second group of students (Group 2) were exposed to the simulation in a classroom environment which was followed by the entire procedure being explained by the facilitator on a CNC machine within the laboratory environment. The learning experience in this case was sequential in that the learning resources were used in series for the 'Group 2' students. Evaluation tests were used to measure the performance of each group after the exercise. It was apparent from the evaluation reports that the group experiencing the parallel provision of resources achieved a better overall learning rate than the sequential or series group. \u0000It is felt this may be answered in two ways: The group receiving parallel input of information had an instant means of self evaluation of progress by comparing performance to the simulation whereas the sequential group had no reference or benchmark. The second reason could be the break in concentration and the 'loss factor' in the transfer of 'classroom knowledge' to the laboratory. Even a short break, or minimum distraction, is sufficient to disrupt the level of concentration and so in-depth learning and memory retention is hampered. \u0000Keywords: Computer Technology, Milling C.N.C Machine, Auto Cad Software, C.N.C Program","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134367713","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 : 2006-08-01DOI: 10.18848/1447-9494/CGP/V13I04/44854
Ruth Wood
{"title":"The design and development of a multimedia text for children","authors":"Ruth Wood","doi":"10.18848/1447-9494/CGP/V13I04/44854","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V13I04/44854","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130063145","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 : 2005-12-31DOI: 10.18848/1447-9494/CGP/V12I03/46684
Y. Turner
This paper explores the experiences of a group of Chinese people who graduated with UK Business degrees in the late 1990s. It presents data about their perceptions of the influence of their studies on their ensuing lives and work. The paper briefly reviews literature about the changing role of education in China, commenting on developments following late twentieth century reforms. It also reflects on the practical management, teaching and learning issues inherent in transnational educational partnerships. The primary research draws on material from a longitudinal study begun in 1998/9 and ongoing. The research data is presented as excerpts from oral histories, where participants discuss their experiences in education and work and the implications of their educational choices on personal identity. The main conclusions are that: the impacts of transnational education on men and women in China may differ; graduates value aspects of the learning experience extrinsic to the subject of study more than disciplinary knowledge over time; structural issues in China affect both the motivation to study on and utility of overseas degrees after graduation; and that the transnational experience impacts on cultural and personal identity in ways that may influence graduates integration into the mainstream of Chinese society.
{"title":"\"So how was it for you?\": evaluating the transnational education experience, five years on.","authors":"Y. Turner","doi":"10.18848/1447-9494/CGP/V12I03/46684","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V12I03/46684","url":null,"abstract":"This paper explores the experiences of a group of Chinese people who graduated with UK Business degrees in the late 1990s. It presents data about their perceptions of the influence of their studies on their ensuing lives and work. The paper briefly reviews literature about the changing role of education in China, commenting on developments following late twentieth century reforms. It also reflects on the practical management, teaching and learning issues inherent in transnational educational partnerships. The primary research draws on material from a longitudinal study begun in 1998/9 and ongoing. The research data is presented as excerpts from oral histories, where participants discuss their experiences in education and work and the implications of their educational choices on personal identity. The main conclusions are that: the impacts of transnational education on men and women in China may differ; graduates value aspects of the learning experience extrinsic to the subject of study more than disciplinary knowledge over time; structural issues in China affect both the motivation to study on and utility of overseas degrees after graduation; and that the transnational experience impacts on cultural and personal identity in ways that may influence graduates integration into the mainstream of Chinese society.","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133617776","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 : 1900-01-01DOI: 10.18848/1447-9494/CGP/V12I05/47486
G. Smith, Hermann Kurthen
{"title":"Hybrid Online face-to-face teaching: When is it an efficient learning tool?","authors":"G. Smith, Hermann Kurthen","doi":"10.18848/1447-9494/CGP/V12I05/47486","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V12I05/47486","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114968837","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 : 1900-01-01DOI: 10.18848/1447-9494/CGP/V16I09/46558
Bronya Calderón
{"title":"Towards an Ecology of Learning: Children Meaning-making with Digital Technologies in Out-of-school Settings","authors":"Bronya Calderón","doi":"10.18848/1447-9494/CGP/V16I09/46558","DOIUrl":"https://doi.org/10.18848/1447-9494/CGP/V16I09/46558","url":null,"abstract":"","PeriodicalId":305287,"journal":{"name":"The International Journal of Learning: Annual Review","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115127778","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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