Pub Date : 2023-04-17DOI: 10.18870/hlrc.v13i1.1365
Gareth Humphreys
Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas. Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they supported student learning as well as how the resources and form of learning were perceived by the students. Results: Resources in both universities led to similar learning outcomes, showing that self-access resources can support intercultural and Global Englishes learning. A longer time requirement was necessitated by one set of resources, which was criticised by students. Students also indicated a preference for collaborative learning aspects. Conclusions: This pedagogically focused article contributes to the discussion around digital resources for intercultural and Global Englishes learning. Short-form resources integrating these areas may be more effective for self-access learning than resources requiring multiweek commitments in both language and nonlanguage major programs. Aspects of collaborative learning in self-access engagement appealed to students. Implication for Theory and/or Practice: Carefully designed short resources based on the conceptual framework and on recommendations outlined in this article may lead to effective self-access student learning, particularly in resources involving collaborative work.
{"title":"Digital Intercultural Education: A Comparative Study of Self-Access Learning Experiences","authors":"Gareth Humphreys","doi":"10.18870/hlrc.v13i1.1365","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1365","url":null,"abstract":"Objectives: Two sets of intercultural learning resources incorporating Global Englishes learning content were developed for self-access use in the higher education context. The resources were investigated in terms of student learning experiences across two contexts in Japan: an English language major program and a nonlanguage major program. The aim was to develop an understanding of student learning experiences to inform practical implications for self-access learning in these areas. Method: The educational resources were investigated in a qualitative content analysis of reflective writing and supporting survey data from 30 students across the two university programs to understand how (and if) they supported student learning as well as how the resources and form of learning were perceived by the students. Results: Resources in both universities led to similar learning outcomes, showing that self-access resources can support intercultural and Global Englishes learning. A longer time requirement was necessitated by one set of resources, which was criticised by students. Students also indicated a preference for collaborative learning aspects. Conclusions: This pedagogically focused article contributes to the discussion around digital resources for intercultural and Global Englishes learning. Short-form resources integrating these areas may be more effective for self-access learning than resources requiring multiweek commitments in both language and nonlanguage major programs. Aspects of collaborative learning in self-access engagement appealed to students. Implication for Theory and/or Practice: Carefully designed short resources based on the conceptual framework and on recommendations outlined in this article may lead to effective self-access student learning, particularly in resources involving collaborative work.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136243258","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}
Objectives: This study assessed pre-service teacher stressors, coping strategies, and achievement during teaching practicum in a Nigerian public university. Method: The study adopted the quantitative case study approach. The population consisted of all 300-level students in the faculty of education in the university who had completed their teaching practicum for the first semester of the 2020–2021 academic session. The quota sampling technique was used in selecting a sample of 130 pre-service teachers. We analysed data using multiple regression. Results: Findings revealed the stressors and coping strategies, controlling for gender, did not significantly predict achievement in the teaching practicum. Several coping strategies and sources of stress were identified among student teachers. Conclusion: Although pre-service teachers in many Nigerian teacher training institutions report various stressors and coping strategies, these do not predict their achievement during practicum. Implication for practice: The results can be useful in curriculum planning and policy design, especially for methodologies of coping and overcoming the various stressors accruing from the teaching profession in general. For universities and colleges of education, teacher trainers have knowledge about the teaching practicum, stressors, and the various coping strategies to be considered and appropriated into pre-service teachers’ training for optimal performance.
{"title":"Stressors, Coping Strategies, and Achievement during Teaching Practicum in a Nigerian Public University","authors":"Mensah Prince Osiesi, Udukhomose Suleiman Omokhabi, Sunday Ade Adeniran, Oluwayemisi Damilola Akomolafe, Oluwatoyin Tolu Obateru, Chigozie Celestina Oke, Adenike Lucia Aruleba","doi":"10.18870/hlrc.v13i1.1356","DOIUrl":"https://doi.org/10.18870/hlrc.v13i1.1356","url":null,"abstract":"Objectives: This study assessed pre-service teacher stressors, coping strategies, and achievement during teaching practicum in a Nigerian public university. Method: The study adopted the quantitative case study approach. The population consisted of all 300-level students in the faculty of education in the university who had completed their teaching practicum for the first semester of the 2020–2021 academic session. The quota sampling technique was used in selecting a sample of 130 pre-service teachers. We analysed data using multiple regression. Results: Findings revealed the stressors and coping strategies, controlling for gender, did not significantly predict achievement in the teaching practicum. Several coping strategies and sources of stress were identified among student teachers. Conclusion: Although pre-service teachers in many Nigerian teacher training institutions report various stressors and coping strategies, these do not predict their achievement during practicum. Implication for practice: The results can be useful in curriculum planning and policy design, especially for methodologies of coping and overcoming the various stressors accruing from the teaching profession in general. For universities and colleges of education, teacher trainers have knowledge about the teaching practicum, stressors, and the various coping strategies to be considered and appropriated into pre-service teachers’ training for optimal performance.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019626","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 : 2022-12-30DOI: 10.18870/hlrc.v12i2.1389
G. Burkholder, E. Krauskopf
We are pleased to publish the second regular issue (Volume 12, Issue 2) of Higher Learning Research Communications (HLRC) for 2022. This year, we published two regular issues and a special issue, Education Technologies and COVID-19: Experiences and Lessons Learned. COVID-19 and the implications of the switch to emergency online teaching continue to capture the interest of researchers. In the present issue, some of the manuscripts focus directly on COVID-19; still others examine different aspects of digital teaching and learning. As is typical with the HLRC, articles represent the voices of academics from various parts of the globe, demonstrating the importance and reach of digital education. The focus of the HLRC is on digital teaching and learning, higher education and the public good, and the preparation of students in key 21st-century employability skills, and the present issue reflects each of these focus areas. Summaries of the manuscripts for this issue are provided below.
{"title":"The Importance of Digital Learning and Teaching in the Era of COVID-19","authors":"G. Burkholder, E. Krauskopf","doi":"10.18870/hlrc.v12i2.1389","DOIUrl":"https://doi.org/10.18870/hlrc.v12i2.1389","url":null,"abstract":"We are pleased to publish the second regular issue (Volume 12, Issue 2) of Higher Learning Research Communications (HLRC) for 2022. This year, we published two regular issues and a special issue, Education Technologies and COVID-19: Experiences and Lessons Learned. COVID-19 and the implications of the switch to emergency online teaching continue to capture the interest of researchers. In the present issue, some of the manuscripts focus directly on COVID-19; still others examine different aspects of digital teaching and learning. As is typical with the HLRC, articles represent the voices of academics from various parts of the globe, demonstrating the importance and reach of digital education. The focus of the HLRC is on digital teaching and learning, higher education and the public good, and the preparation of students in key 21st-century employability skills, and the present issue reflects each of these focus areas. Summaries of the manuscripts for this issue are provided below.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46806380","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 : 2022-12-20DOI: 10.18870/hlrc.v12i2.1340
Bonnie J. Covelli, Sudipta Roy
Objectives: This study reviews faculty members’ comfort level with remote teaching in the Fall 2020 semester to evaluate the effectiveness of the professional development workshops. Method: Using survey research, we examined professional development activities and subsequent comfort level and ease of adjustment with remote teaching in Fall 2020. Results: Following the training, faculty reported high planned usage of various online teaching tools and great comfort with using them. The data reveals some differences between part-time and full-time faculty members. Conclusions: The experience gained in the emergency semester, combined with the targeted professional development workshops offered eased the stress of planned remote teaching in the following semester. Implication for Theory and/or Practice: For institutions planning to incorporate educational technology in the future, the implementation and evaluation of the targeted workshops may serve as a replicable model. It may also help institutions be better prepared for emergency remote teaching in the future.
{"title":"Emergency Remote Teaching Versus Planned Remote Teaching: Narrowing the Gap With Targeted Professional Development","authors":"Bonnie J. Covelli, Sudipta Roy","doi":"10.18870/hlrc.v12i2.1340","DOIUrl":"https://doi.org/10.18870/hlrc.v12i2.1340","url":null,"abstract":"Objectives: This study reviews faculty members’ comfort level with remote teaching in the Fall 2020 semester to evaluate the effectiveness of the professional development workshops. Method: Using survey research, we examined professional development activities and subsequent comfort level and ease of adjustment with remote teaching in Fall 2020. Results: Following the training, faculty reported high planned usage of various online teaching tools and great comfort with using them. The data reveals some differences between part-time and full-time faculty members. Conclusions: The experience gained in the emergency semester, combined with the targeted professional development workshops offered eased the stress of planned remote teaching in the following semester. Implication for Theory and/or Practice: For institutions planning to incorporate educational technology in the future, the implementation and evaluation of the targeted workshops may serve as a replicable model. It may also help institutions be better prepared for emergency remote teaching in the future.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49538881","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 : 2022-11-30DOI: 10.18870/hlrc.v12i2.1354
Stamatis Elntib, L. Edwards
Objectives: The purpose of the study was to explore the association between older women’s subjective perceptions of available social support, their coping strategies, self-reported wellness, and stressors experienced as online students studying during the pandemic. Method: A convenience sample of 115 older adult women learners (Mean age = 40.88, SD = 11.27) studying online in March 2021 in one of the world’s largest providers of higher-education distance-learning courses was gathered using a survey methodology. Results: Using structural equation modelling, we showed that perceptions of social support were associated with a higher use of positive coping and a lower use of negative coping strategies, ultimately improving markers of wellness and reducing student stressors. Conclusions: The results indicate that those who perceived that social support from significant others would be available upon request utilised more adaptive coping strategies to deal with study-related adversities during the COVID pandemic. Implications: The study highlighted the importance of embracing older students’ own capacity to cope with adversity and emphasizing that one-to-one support can be available if needed.
{"title":"Availability of Social Support, Coping Strategies, Student Stressors and Wellness Among Older Women Studying Online During the Pandemic","authors":"Stamatis Elntib, L. Edwards","doi":"10.18870/hlrc.v12i2.1354","DOIUrl":"https://doi.org/10.18870/hlrc.v12i2.1354","url":null,"abstract":"Objectives: The purpose of the study was to explore the association between older women’s subjective perceptions of available social support, their coping strategies, self-reported wellness, and stressors experienced as online students studying during the pandemic. Method: A convenience sample of 115 older adult women learners (Mean age = 40.88, SD = 11.27) studying online in March 2021 in one of the world’s largest providers of higher-education distance-learning courses was gathered using a survey methodology. Results: Using structural equation modelling, we showed that perceptions of social support were associated with a higher use of positive coping and a lower use of negative coping strategies, ultimately improving markers of wellness and reducing student stressors. Conclusions: The results indicate that those who perceived that social support from significant others would be available upon request utilised more adaptive coping strategies to deal with study-related adversities during the COVID pandemic. Implications: The study highlighted the importance of embracing older students’ own capacity to cope with adversity and emphasizing that one-to-one support can be available if needed.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43960173","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 : 2022-10-31DOI: 10.18870/hlrc.v12i0.1387
E. Krauskopf, G. Burkholder
As an added service to those visiting the journal, the HLRC provides in English and Spanish a brief audio summary of the articles published in the issue. This is the Spanish version.
{"title":"Audio - Article Summaries Volume 12, Special Issue (Spanish)","authors":"E. Krauskopf, G. Burkholder","doi":"10.18870/hlrc.v12i0.1387","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1387","url":null,"abstract":"As an added service to those visiting the journal, the HLRC provides in English and Spanish a brief audio summary of the articles published in the issue. This is the Spanish version.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48412959","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 : 2022-10-31DOI: 10.18870/hlrc.v12i0.1376
G. Burkholder
As an added service to those visiting the journal, the HLRC provides in English and Spanish a brief audio summary of the articles published in the issue. This is the English version.
作为对访问该杂志的人的额外服务，HLRC以英语和西班牙语提供了该期文章的简短音频摘要。这是英文版。
{"title":"Audio - Article Summaries Volume 12, Special Issue (English)","authors":"G. Burkholder","doi":"10.18870/hlrc.v12i0.1376","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1376","url":null,"abstract":"As an added service to those visiting the journal, the HLRC provides in English and Spanish a brief audio summary of the articles published in the issue. This is the English version.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48084147","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 : 2022-10-30DOI: 10.18870/hlrc.v12i0.1372
G. Burkholder, E. Krauskopf
We are pleased to publish our second special issue (Volume 12, Issue 0) of Higher Learning Research Communications (HLRC) related to the COVID-19 pandemic. In the first special issue (Volume 11, Issue 0), authors examined the experiences of the transition to emergency remote teaching by institutions of higher education globally. In the current special issue, authors examine, from the perspectives of different countries, the continued impact of the pandemic. Each article provides some indications of how the pandemic can impact higher education as it transitions back to models that include face-to-face learning.
{"title":"Experiences and Lessons Learned From the COVID-19 Pandemic","authors":"G. Burkholder, E. Krauskopf","doi":"10.18870/hlrc.v12i0.1372","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1372","url":null,"abstract":"We are pleased to publish our second special issue (Volume 12, Issue 0) of Higher Learning Research Communications (HLRC) related to the COVID-19 pandemic. In the first special issue (Volume 11, Issue 0), authors examined the experiences of the transition to emergency remote teaching by institutions of higher education globally. In the current special issue, authors examine, from the perspectives of different countries, the continued impact of the pandemic. Each article provides some indications of how the pandemic can impact higher education as it transitions back to models that include face-to-face learning.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459769","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 : 2022-09-07DOI: 10.18870/hlrc.v12i0.1357
D. Vlachopoulos
More than 2.5 years after the outbreak of the COVID-19 pandemic and the lessons learned from the implementation of emergency remote teaching in (European) higher education, this essay reflects on how universities, governments, and policy makers can re-imagine higher education in the post-COVID-19 era. It envisions universities as inclusive, student-centered, and accessible organizations capable of meeting diverse learning needs through technology-enhanced high-quality academic programs. This can be achieved through wide-scale uptake of blended learning in higher education; capacity building for stakeholders on online/blended learning; consideration of the unique needs of its stakeholders; and a holistic quality assurance framework. The author’s proposal is evolving, and its elements can be adjusted to the strategic priorities and characteristics of each institution.
{"title":"How the “lessons learned” from emergency remote teaching can enrich European higher education in the post-COVID-19 era","authors":"D. Vlachopoulos","doi":"10.18870/hlrc.v12i0.1357","DOIUrl":"https://doi.org/10.18870/hlrc.v12i0.1357","url":null,"abstract":"More than 2.5 years after the outbreak of the COVID-19 pandemic and the lessons learned from the implementation of emergency remote teaching in (European) higher education, this essay reflects on how universities, governments, and policy makers can re-imagine higher education in the post-COVID-19 era. It envisions universities as inclusive, student-centered, and accessible organizations capable of meeting diverse learning needs through technology-enhanced high-quality academic programs. This can be achieved through wide-scale uptake of blended learning in higher education; capacity building for stakeholders on online/blended learning; consideration of the unique needs of its stakeholders; and a holistic quality assurance framework. The author’s proposal is evolving, and its elements can be adjusted to the strategic priorities and characteristics of each institution.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49252081","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 : 2022-08-18DOI: 10.18870/hlrc.2022.v12i2.1331
Jeffrey H. Kuznekoff, Stevie Munz
Objectives: This study examines how the transition to remote delivery during the spring of 2020 affected student learning in the basic communication course. Methods: Participants in three different course delivery modes (face-to-face, online, and live interactive) were enrolled in a public speaking course with standardized adaptive reading quizzes, exams, and speech assignments. Participants completed several measures over the course of the semester and had their responses paired up with their end-of-semester grade book data. Results: Results of this study indicate that students who were enrolled in a face-to-face course and transitioned online during the COVID-19 pandemic were outperformed by online and learning interactive students in several of the standardized assignments in the course. Conclusions: Overall, face-to-face (FtF) students performed four percentage points lower in the course than the learning interactive and online groups while also demonstrating more emotional interest in the course than the other two groups. Implication for Theory and/or Practice: In future transitions to remote learning, FtF students may experience greater disruption than existing online students. Instructors should be mindful of this finding in transitioning to remote learning during the semester.
{"title":"COVID-19 and the Transition to Online Learning in the Basic Course: Examining Effects on Student Learning","authors":"Jeffrey H. Kuznekoff, Stevie Munz","doi":"10.18870/hlrc.2022.v12i2.1331","DOIUrl":"https://doi.org/10.18870/hlrc.2022.v12i2.1331","url":null,"abstract":"Objectives: This study examines how the transition to remote delivery during the spring of 2020 affected student learning in the basic communication course. Methods: Participants in three different course delivery modes (face-to-face, online, and live interactive) were enrolled in a public speaking course with standardized adaptive reading quizzes, exams, and speech assignments. Participants completed several measures over the course of the semester and had their responses paired up with their end-of-semester grade book data. Results: Results of this study indicate that students who were enrolled in a face-to-face course and transitioned online during the COVID-19 pandemic were outperformed by online and learning interactive students in several of the standardized assignments in the course. Conclusions: Overall, face-to-face (FtF) students performed four percentage points lower in the course than the learning interactive and online groups while also demonstrating more emotional interest in the course than the other two groups. Implication for Theory and/or Practice: In future transitions to remote learning, FtF students may experience greater disruption than existing online students. Instructors should be mindful of this finding in transitioning to remote learning during the semester.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44670123","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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