Pub Date : 2021-09-21DOI: 10.38069/edenconf-2021-ac0004
N. Dinh
This study aimed to explore students’ attitudes towards using YouTube to improve speaking skills at the context of a Binh Duong based university. A total of one hundred and fifty students participated in the research. Both quantitative and qualitative data was obtained through two instruments, namely questionnaires and interview. For analysing the data collected, descriptive statistics and content analysis were employed. The results of the study revealed that non-English majors hade positive attitudes towards using YouTube to improve speaking skills. More interestingly, the findings revealed that they had affective attitudes towards the use of YouTube higher than the cognitive and behavioural attitudes. The study also made several suggestions for both teachers and students with the aim of contributing a small part to the teaching and learning of English speaking skills.
{"title":"Non-English Majors’ Attitudes towards Using YouTube to Improve Speaking Skills","authors":"N. Dinh","doi":"10.38069/edenconf-2021-ac0004","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0004","url":null,"abstract":"This study aimed to explore students’ attitudes towards using YouTube to improve speaking skills at the context of a Binh Duong based university. A total of one hundred and fifty students participated in the research. Both quantitative and qualitative data was obtained through two instruments, namely questionnaires and interview. For analysing the data collected, descriptive statistics and content analysis were employed. The results of the study revealed that non-English majors hade positive attitudes towards using YouTube to improve speaking skills. More interestingly, the findings revealed that they had affective attitudes towards the use of YouTube higher than the cognitive and behavioural attitudes. The study also made several suggestions for both teachers and students with the aim of contributing a small part to the teaching and learning of English speaking skills.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"416 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123427452","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 : 2021-09-21DOI: 10.38069/edenconf-2021-ac0045
B. Donnet, D. Verpoorten
This paper addresses a remote teaching activity that consists, for students, in being exposed to podcasts instead of classic face-to-face theoretical lessons. In particular, the paper discusses potential impact of podcasts on students’ engagement in an introductory Computer Science course.
{"title":"Students’ Engagement with Podcast during Lockdown – An Analysis of Interaction Footprints in a Computer Science Course","authors":"B. Donnet, D. Verpoorten","doi":"10.38069/edenconf-2021-ac0045","DOIUrl":"https://doi.org/10.38069/edenconf-2021-ac0045","url":null,"abstract":"This paper addresses a remote teaching activity that consists, for students, in being exposed to podcasts instead of classic face-to-face theoretical lessons. In particular, the paper discusses potential impact of podcasts on students’ engagement in an introductory Computer Science course.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128588108","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 : 2020-10-21DOI: 10.38069/EDENCONF-2020-RW-0041
Anna Apostolidou
The paper examines the heightened role of reflexive pedagogy and the challenges of participation that came as a result of the sudden transition of conventional higher education into an exclusively online modality during the 2020 covid-19 pandemic. Drawing on the cultural and educational context of Greece, the paper focuses on the case study of an undergraduate course in Digital Anthropology at Panteion University and details the challenges that were met creatively by the students and the instructor. To that end it employs an ethnographic study of the classroom, and discusses students’ testimonies from the weekly online evaluation that was performed during the spring term 2020 along several axes of participation which include: participation in numbers; participation in active dialogue; participation in (collaborative) coursework using multimedia format; participation in ongoing evaluation; silent and invisible participation. The analysis is contextualized in the unprecedented social and educational conditions of the pandemic and its repercussions on the shifting roles and performances of students and instructors.
{"title":"On the Paradoxes of Teaching Digital Anthropology Online: Reflexive Pedagogy and the Challenges of Involuntary Online Learning","authors":"Anna Apostolidou","doi":"10.38069/EDENCONF-2020-RW-0041","DOIUrl":"https://doi.org/10.38069/EDENCONF-2020-RW-0041","url":null,"abstract":"The paper examines the heightened role of reflexive pedagogy and the challenges of participation that came as a result of the sudden transition of conventional higher education into an exclusively online modality during the 2020 covid-19 pandemic. Drawing on the cultural and educational context of Greece, the paper focuses on the case study of an undergraduate course in Digital Anthropology at Panteion University and details the challenges that were met creatively by the students and the instructor. To that end it employs an ethnographic study of the classroom, and discusses students’ testimonies from the weekly online evaluation that was performed during the spring term 2020 along several axes of participation which include: participation in numbers; participation in active dialogue; participation in (collaborative) coursework using multimedia format; participation in ongoing evaluation; silent and invisible participation. The analysis is contextualized in the unprecedented social and educational conditions of the pandemic and its repercussions on the shifting roles and performances of students and instructors.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"495 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116325809","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 : 2020-10-21DOI: 10.38069/EDENCONF-2020-RW-0021
M. Lindqvist, Peter Mozelius, J. Jaldemark, M. Cleveland-Innes
Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main constructs: lifelong learning and higher education reform, answering the question of which key themes of lifelong learning, if any, are emerging in higher education reforms. Using a systematic review of relevant, foundational, and current published literature on lifelong learning and higher education reform, the twostep selection of the publications is presented. Key themes are discussed as well as next steps in the continued study with the systematic literature review in which selected articles will be read by and expert panel. How lifelong learning and higher education reform can create a diverse higher education system which will address diverse students and required competencies in diverse, dynamic societies will be of importance for future study.
{"title":"A Literature Review of Higher Education Reform and Lifelong Learning in a Digital Era","authors":"M. Lindqvist, Peter Mozelius, J. Jaldemark, M. Cleveland-Innes","doi":"10.38069/EDENCONF-2020-RW-0021","DOIUrl":"https://doi.org/10.38069/EDENCONF-2020-RW-0021","url":null,"abstract":"Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main constructs: lifelong learning and higher education reform, answering the question of which key themes of lifelong learning, if any, are emerging in higher education reforms. Using a systematic review of relevant, foundational, and current published literature on lifelong learning and higher education reform, the twostep selection of the publications is presented. Key themes are discussed as well as next steps in the continued study with the systematic literature review in which selected articles will be read by and expert panel. How lifelong learning and higher education reform can create a diverse higher education system which will address diverse students and required competencies in diverse, dynamic societies will be of importance for future study.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130891525","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 : 2020-10-21DOI: 10.38069/EDENCONF-2020-RW-0049
A. Neves, L. Morgado
The results presented are part of a doctoral thesis which is being finalized. The research is centred on the online distance learning student experience in higher education, considering the variable time management, its relationship with technologies, and the virtualization of teaching and learning. Exploratory in nature, the research takes the form of a case study using a mixed methodology. One of the main objectives of the study is to contribute to the construction of a theoretical framework on the distance learning student time variable. We present a profile of academic time use by e-students (monochronic or polychronic) and suggest an intermediate profile. The conclusions point out that the profile of academic time use varies according to the degree of the course attended. It was found that undergraduate students show a more polychronic profile than masters and doctoral students.
{"title":"Monochronic Vs. Polychronic: A Profile of Academic Time Use Among Online Distance Education Students","authors":"A. Neves, L. Morgado","doi":"10.38069/EDENCONF-2020-RW-0049","DOIUrl":"https://doi.org/10.38069/EDENCONF-2020-RW-0049","url":null,"abstract":"The results presented are part of a doctoral thesis which is being finalized. The research is centred on the online distance learning student experience in higher education, considering the variable time management, its relationship with technologies, and the virtualization of teaching and learning. Exploratory in nature, the research takes the form of a case study using a mixed methodology. One of the main objectives of the study is to contribute to the construction of a theoretical framework on the distance learning student time variable. We present a profile of academic time use by e-students (monochronic or polychronic) and suggest an intermediate profile. The conclusions point out that the profile of academic time use varies according to the degree of the course attended. It was found that undergraduate students show a more polychronic profile than masters and doctoral students.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131103652","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 : 2020-10-21DOI: 10.38069/EDENCONF-2020-RW-0010
Victoria I. Marín, Olaf Zawacki-Richter, S. Bedenlier
The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.
{"title":"Open Educational Resources in German Higher Education – An International Perspective","authors":"Victoria I. Marín, Olaf Zawacki-Richter, S. Bedenlier","doi":"10.38069/EDENCONF-2020-RW-0010","DOIUrl":"https://doi.org/10.38069/EDENCONF-2020-RW-0010","url":null,"abstract":"The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116048917","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 : 2020-10-21DOI: 10.38069/EDENCONF-2020-RW-0029
Antonella Giacosa
The shift of the entire education system onto digital platforms due to the coronavirus emergency has made lecturers and students massively experience digital teaching and learning, its challenges and possibilities. As with another possible lockdown looming on the new academic year Emergency response education (ERE) might have to be turned into the new normal of distance learning, the wisdom learned by the massive online experience of the last semester could contribute to planning a nimble response to educational needs in case universities have to shift online again. This paper aims at contributing to the discussion on key literacies lecturers might find useful to turn ERE into quality distance education. 24 full professors of English and English linguistics courses from 14 Italian universities have filled in an online questionnaire investigating the challenges and opportunities they have experienced during the emergency which shed light on the multiple literacies they should focus on to plan an effective response to a new emergency, which at the same time could make high school education “smarter” both in-person and online.
{"title":"Can Emergency Remote Education Make Universities “Smarter”? Lecturers’ Reflections About Useful Literacies","authors":"Antonella Giacosa","doi":"10.38069/EDENCONF-2020-RW-0029","DOIUrl":"https://doi.org/10.38069/EDENCONF-2020-RW-0029","url":null,"abstract":"The shift of the entire education system onto digital platforms due to the coronavirus emergency has made lecturers and students massively experience digital teaching and learning, its challenges and possibilities. As with another possible lockdown looming on the new academic year Emergency response education (ERE) might have to be turned into the new normal of distance learning, the wisdom learned by the massive online experience of the last semester could contribute to planning a nimble response to educational needs in case universities have to shift online again. This paper aims at contributing to the discussion on key literacies lecturers might find useful to turn ERE into quality distance education. 24 full professors of English and English linguistics courses from 14 Italian universities have filled in an online questionnaire investigating the challenges and opportunities they have experienced during the emergency which shed light on the multiple literacies they should focus on to plan an effective response to a new emergency, which at the same time could make high school education “smarter” both in-person and online.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134045252","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 : 2020-10-21DOI: 10.38069/EDENCONF-2020-RW-0026
Vítor Reis
This paper details the pedagogical model used in virtual reality simulations for training Portuguese fire officers in emergency operations management and the evaluation of students about the implementation of the model throughout the training courses. The data of this quantitative study were collected over two years (2018-2019) and involved the participation of 89 fire officers from all over the country, who attended 12 training courses delivered at the Portuguese National Fire Service School (Escola Nacional de Bombeiros). Each course included seven to eight students, all experienced incident commanders with at least five years of service in the role. Every student played as incident commander in two different virtual reality training scenarios and their performance was assessed using a standardized evaluation tool. Students evaluated the pedagogical model implementation in virtual reality simulations through a questionnaire applied at the end of each course. The study’s conclusions point out that most students consider the pedagogical model successfully implemented.
本文详细介绍了虚拟现实模拟中用于培训葡萄牙消防人员应急行动管理的教学模型，以及学生在整个培训课程中对该模型实施情况的评估。这项定量研究的数据是在两年内(2018-2019年)收集的，涉及来自全国各地的89名消防官员的参与，他们参加了葡萄牙国家消防学校(Escola Nacional de Bombeiros)提供的12个培训课程。每门课程包括七到八名学生，他们都是经验丰富的事件指挥官，至少有五年的服役经验。每个学生在两个不同的虚拟现实训练场景中扮演事件指挥官，并使用标准化评估工具对他们的表现进行评估。学生通过在每门课程结束时应用的问卷来评估教学模型在虚拟现实模拟中的实施情况。该研究的结论指出，大多数学生认为教学模式的成功实施。
{"title":"Evaluation of the Pedagogical Model Used in Virtual Reality Simulations for Training Portuguese Firefighters","authors":"Vítor Reis","doi":"10.38069/EDENCONF-2020-RW-0026","DOIUrl":"https://doi.org/10.38069/EDENCONF-2020-RW-0026","url":null,"abstract":"This paper details the pedagogical model used in virtual reality simulations for training Portuguese fire officers in emergency operations management and the evaluation of students about the implementation of the model throughout the training courses. The data of this quantitative study were collected over two years (2018-2019) and involved the participation of 89 fire officers from all over the country, who attended 12 training courses delivered at the Portuguese National Fire Service School (Escola Nacional de Bombeiros). Each course included seven to eight students, all experienced incident commanders with at least five years of service in the role. Every student played as incident commander in two different virtual reality training scenarios and their performance was assessed using a standardized evaluation tool. Students evaluated the pedagogical model implementation in virtual reality simulations through a questionnaire applied at the end of each course. The study’s conclusions point out that most students consider the pedagogical model successfully implemented.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115041020","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 : 2020-10-21DOI: 10.38069/EDENCONF-2020-RW0011
P. Ingavélez-Guerra, Salvador Otón-Tortosa, A. Teixeira, V. Robles-Bykbaev, A. Perez-Muñoz
This report presents a review of the accessibility models in Learning Resources and MOOCs with the aim of establishing common terms in the research of the EduTech project and other projects associated with virtual accessibility in member HEIs. This study is based on the search and analysis of articles and publications related to the subject following the MLR format. The results showed a lack of applicability and data that support the current situation in Latin America, however, the experiences of European projects and regulations that support their sustainability, establish guidelines that could guide implementation processes in higher education institutions in partner countries
{"title":"Exploring the Impact of Accessibility in Mooc and Oer: A Multivocal Literature Review","authors":"P. Ingavélez-Guerra, Salvador Otón-Tortosa, A. Teixeira, V. Robles-Bykbaev, A. Perez-Muñoz","doi":"10.38069/EDENCONF-2020-RW0011","DOIUrl":"https://doi.org/10.38069/EDENCONF-2020-RW0011","url":null,"abstract":"This report presents a review of the accessibility models in Learning Resources and MOOCs with the aim of establishing common terms in the research of the EduTech project and other projects associated with virtual accessibility in member HEIs. This study is based on the search and analysis of articles and publications related to the subject following the MLR format. The results showed a lack of applicability and data that support the current situation in Latin America, however, the experiences of European projects and regulations that support their sustainability, establish guidelines that could guide implementation processes in higher education institutions in partner countries","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121110954","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 : 2020-10-21DOI: 10.38069/EDENCONF-2020-RW0039
Filomena Pestana, Teresa Cardoso
Wikipedia is an unavoidable resource when we do a web search with the aim of obtaining information. Its content is built from a bottom-up perspective and for this reason it is not always accepted in academia. However, this is not the view of the Wikimedia Foundation. Thus, under the motto “Wikipedia belongs to education”, the Wikimedia Foundation has partnered with educational institutions through the Wikipedia Education Program, which includes the Wikipedia in University Program. Within this scenario, it was considered important to do the meta-analysis of the page related to the courses offered in the context of this program with regard to the Wikipedian Portuguese speaking community. For this purpose, methodologically, we followed the MAECC®, the Meta-model to Analyse and Explore Scientific Knowledge®. Our corpus includes 22 Higher Education institutions, 21 of which are Brazilian and 1 Portuguese – Universidade Aberta (Open University Portugal). In this text, we will present the meta-analysis grid created to meet the research aims, identifying the data obtained in all the 5 macro categories of the MAECC® model. In general, the meta-analysed courses are diverse and refer to dynamic practices and valid work strategies.
{"title":"Wikipedia in University Program: What Does the Metaanalysis of the Courses’ Page Tells Us?","authors":"Filomena Pestana, Teresa Cardoso","doi":"10.38069/EDENCONF-2020-RW0039","DOIUrl":"https://doi.org/10.38069/EDENCONF-2020-RW0039","url":null,"abstract":"Wikipedia is an unavoidable resource when we do a web search with the aim of obtaining information. Its content is built from a bottom-up perspective and for this reason it is not always accepted in academia. However, this is not the view of the Wikimedia Foundation. Thus, under the motto “Wikipedia belongs to education”, the Wikimedia Foundation has partnered with educational institutions through the Wikipedia Education Program, which includes the Wikipedia in University Program. Within this scenario, it was considered important to do the meta-analysis of the page related to the courses offered in the context of this program with regard to the Wikipedian Portuguese speaking community. For this purpose, methodologically, we followed the MAECC®, the Meta-model to Analyse and Explore Scientific Knowledge®. Our corpus includes 22 Higher Education institutions, 21 of which are Brazilian and 1 Portuguese – Universidade Aberta (Open University Portugal). In this text, we will present the meta-analysis grid created to meet the research aims, identifying the data obtained in all the 5 macro categories of the MAECC® model. In general, the meta-analysed courses are diverse and refer to dynamic practices and valid work strategies.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128680657","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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