Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5557-5.CH005
Sophia Palahicky, Donna DesBiens, Ken Jeffery, Keith Stuart Webster
Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.
{"title":"Pedagogical Values in Online and Blended Learning Environments in Higher Education","authors":"Sophia Palahicky, Donna DesBiens, Ken Jeffery, Keith Stuart Webster","doi":"10.4018/978-1-5225-5557-5.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-5557-5.CH005","url":null,"abstract":"Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"52 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":"116257289","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: 10.4018/978-1-5225-5557-5.CH003
Soo Jeoung Han, D. H. Lim, Eulho Jung
As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.
{"title":"A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education","authors":"Soo Jeoung Han, D. H. Lim, Eulho Jung","doi":"10.4018/978-1-5225-5557-5.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-5557-5.CH003","url":null,"abstract":"As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"225 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":"116385781","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: 10.4018/978-1-5225-5519-3.CH008
M. Huda, Ulfatmi, M. Luthfi, Kamarul Azmi Jasmi, Bushrah Basiron, Mohd Ismail Mustari, A. Safar, W. Embong, Ahmad Marzuki Mohamad, Ahmad Kailani Mohamed
The current trend of technology advancement with digital devices such as smart phones, tablets, and laptops has shifted the way of societal life including teaching and learning. This initiative might also contribute to the typical approach of information and communication technology (ICT) to increasingly enhance the achievement through utilizing it in the education setting in the higher education context. Adopting social media in network data massively within the big data trends, the extraction of the particular means in providing structured data from enterprise resources data and sources of unstructured data from audio and video can begin with providing the value from information space such as message, conversation, transaction, and other sources. This chapter attempts to explore the design of adaptive learning technology in big data approach. Attempts to achieve particular advantage of big data with analytic process could provide the innovative environment of adaptive online technology to enhance pedagogy and technology skill to support the initiative way of teaching and learning process in the higher education (HE) context.
{"title":"Adaptive Online Learning Technology","authors":"M. Huda, Ulfatmi, M. Luthfi, Kamarul Azmi Jasmi, Bushrah Basiron, Mohd Ismail Mustari, A. Safar, W. Embong, Ahmad Marzuki Mohamad, Ahmad Kailani Mohamed","doi":"10.4018/978-1-5225-5519-3.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-5519-3.CH008","url":null,"abstract":"The current trend of technology advancement with digital devices such as smart phones, tablets, and laptops has shifted the way of societal life including teaching and learning. This initiative might also contribute to the typical approach of information and communication technology (ICT) to increasingly enhance the achievement through utilizing it in the education setting in the higher education context. Adopting social media in network data massively within the big data trends, the extraction of the particular means in providing structured data from enterprise resources data and sources of unstructured data from audio and video can begin with providing the value from information space such as message, conversation, transaction, and other sources. This chapter attempts to explore the design of adaptive learning technology in big data approach. Attempts to achieve particular advantage of big data with analytic process could provide the innovative environment of adaptive online technology to enhance pedagogy and technology skill to support the initiative way of teaching and learning process in the higher education (HE) context.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"22 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":"116665690","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: 10.4018/978-1-7998-8047-9.ch088
Jason D. Bader, Patrick R. Lowenthal
There is an abundant amount of literature on visual design principles, graphic design theory, and media theory. Yet very little is discussed, at least in a systematic way, about the process of making online courses aesthetically pleasing. A major obstacle to gaining such knowledge is the lack of understanding of applied definitions, conceptual ideas, and methods of creating online learning interfaces. In this chapter, the authors seek to clarify the process of using visual design to improve the online learning experience. The chapter concludes with strategies on how colleges and universities can help faculty and instructional designers learn visual design skills through the creation of a design studio.
{"title":"Using Visual Design to Improve the Online Learning Experience","authors":"Jason D. Bader, Patrick R. Lowenthal","doi":"10.4018/978-1-7998-8047-9.ch088","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch088","url":null,"abstract":"There is an abundant amount of literature on visual design principles, graphic design theory, and media theory. Yet very little is discussed, at least in a systematic way, about the process of making online courses aesthetically pleasing. A major obstacle to gaining such knowledge is the lack of understanding of applied definitions, conceptual ideas, and methods of creating online learning interfaces. In this chapter, the authors seek to clarify the process of using visual design to improve the online learning experience. The chapter concludes with strategies on how colleges and universities can help faculty and instructional designers learn visual design skills through the creation of a design studio.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"1 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":"130627378","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: 10.4018/978-1-5225-5769-2.CH001
E. Ammenwerth, W. Hackl, A. Hoerbst, M. Felderer
Learning is a constructive and social process that works best in interaction with others. From this perspective, interaction and cooperation are seen as essential for learning especially in online-based learning environments. The objective of this chapter is to propose and test indicators for cooperative online-based learning. The indicators focus on three areas: presence of participants (indicators: access index, access pattern index), participation of participants (reading index, contribution index, completion index), and interaction of participants (answer contribution index, connectivity index, reciprocity index). The indicators can be applied both to students and instructors. The indicators were applied to three online-based courses in higher education. Log data from the learning management system was used. Also, success rates, student evaluations, and workload analysis were conducted. Results show that the indicators can be calculated automatically and can provide meaningful information for students' and instructors' dashboards. The presented indicators are tailored to cooperative online-based learning environments, where interaction and cooperation are means of fostering higher levels of learning.
{"title":"Indicators for Cooperative, Online-Based Learning and Their Role in Quality Management of Online Learning","authors":"E. Ammenwerth, W. Hackl, A. Hoerbst, M. Felderer","doi":"10.4018/978-1-5225-5769-2.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-5769-2.CH001","url":null,"abstract":"Learning is a constructive and social process that works best in interaction with others. From this perspective, interaction and cooperation are seen as essential for learning especially in online-based learning environments. The objective of this chapter is to propose and test indicators for cooperative online-based learning. The indicators focus on three areas: presence of participants (indicators: access index, access pattern index), participation of participants (reading index, contribution index, completion index), and interaction of participants (answer contribution index, connectivity index, reciprocity index). The indicators can be applied both to students and instructors. The indicators were applied to three online-based courses in higher education. Log data from the learning management system was used. Also, success rates, student evaluations, and workload analysis were conducted. Results show that the indicators can be calculated automatically and can provide meaningful information for students' and instructors' dashboards. The presented indicators are tailored to cooperative online-based learning environments, where interaction and cooperation are means of fostering higher levels of learning.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"47 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":"117169415","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: 10.4018/978-1-5225-7001-1.CH012
M. Niess, H. Gillow-Wiles
This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their technological pedagogical content knowledge (TPACK) for teaching with technologies. The experiences modeled learning through inquiry tasks that merged content, technology, and pedagogy as envisioned in TPACK. The participants connected with the experiences as students learning about and with digital image and video technologies. Reflections on the experiences as teachers combined with the discourse interactions among the communities to influence their resulting individual critical reflections. A major theme was the recognition of the importance of shared knowledge as expanding individual knowledge. Four TPACK components revealed that the collection of the experiences, discourse, and critical reflection enhanced the participants' TPACK leading to recommendations for the design of online in-service teacher learning experiences for enhancing teachers' TPACK.
{"title":"Online Instructional Strategies for Enhancing Teachers' TPACK","authors":"M. Niess, H. Gillow-Wiles","doi":"10.4018/978-1-5225-7001-1.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH012","url":null,"abstract":"This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their technological pedagogical content knowledge (TPACK) for teaching with technologies. The experiences modeled learning through inquiry tasks that merged content, technology, and pedagogy as envisioned in TPACK. The participants connected with the experiences as students learning about and with digital image and video technologies. Reflections on the experiences as teachers combined with the discourse interactions among the communities to influence their resulting individual critical reflections. A major theme was the recognition of the importance of shared knowledge as expanding individual knowledge. Four TPACK components revealed that the collection of the experiences, discourse, and critical reflection enhanced the participants' TPACK leading to recommendations for the design of online in-service teacher learning experiences for enhancing teachers' TPACK.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"41 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":"117047935","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: 10.4018/978-1-7998-8047-9.ch026
Micheal M. van Wyk
This chapter explores student teachers' performance and perceptions of a flipped classroom pedagogy vs. a lecture method in a teacher education course at an open distance learning university. The study used an explanatory mixed methods design, employed a pre-test and post-test online survey, and economics blog postings to collect data for the study. Only Post Graduate Certificate of Education (PGCE) and Bachelor of Education (BEd: senior and further education and training phase) student teachers (n=371) were purposively selected. It is reported that the flipped classroom pedagogy group outperformed the lecture group in the final examination scores. Furthermore, the flipped classroom pedagogy encouraged an engaging atmosphere and accelerates a collaborative interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the flipped classroom pedagogy design is crucial, promoting optimal learning experiences for student teachers in the course. Findings could not be generalized because this study employed only a small sample, but further investigation is needed to compare similar teacher education courses.
{"title":"Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment","authors":"Micheal M. van Wyk","doi":"10.4018/978-1-7998-8047-9.ch026","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch026","url":null,"abstract":"This chapter explores student teachers' performance and perceptions of a flipped classroom pedagogy vs. a lecture method in a teacher education course at an open distance learning university. The study used an explanatory mixed methods design, employed a pre-test and post-test online survey, and economics blog postings to collect data for the study. Only Post Graduate Certificate of Education (PGCE) and Bachelor of Education (BEd: senior and further education and training phase) student teachers (n=371) were purposively selected. It is reported that the flipped classroom pedagogy group outperformed the lecture group in the final examination scores. Furthermore, the flipped classroom pedagogy encouraged an engaging atmosphere and accelerates a collaborative interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the flipped classroom pedagogy design is crucial, promoting optimal learning experiences for student teachers in the course. Findings could not be generalized because this study employed only a small sample, but further investigation is needed to compare similar teacher education courses.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"20 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":"134257651","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: 10.4018/978-1-5225-6322-8.CH019
Tabitha Rangara-Omol
For every student cohort that registers for an online program, some will persist through to graduation while a good number will drop out. Studies continue to investigate the phenomena of persistence and dropout without consensus to the solution. However, student support has been shown to impact positively on a student's decision to stay for the duration of the program. Students of online/blended learning formats lack the advantage of socio-physical motivation. Therefore, they require support that constantly reassures them of peers, teachers, and university presence throughout the duration of the program. At every stage in the life of the program, the student will require specific support which are herein referred to as components of student support. They include student support during recruitment, registration procedures, registration requirements, orientation, study skills training, technology, learning materials, counselling and mentorship, communication and interactions, feedback, regional centers, library, students' association, and representation.
{"title":"Components of Student Support in Blended and Online Learning","authors":"Tabitha Rangara-Omol","doi":"10.4018/978-1-5225-6322-8.CH019","DOIUrl":"https://doi.org/10.4018/978-1-5225-6322-8.CH019","url":null,"abstract":"For every student cohort that registers for an online program, some will persist through to graduation while a good number will drop out. Studies continue to investigate the phenomena of persistence and dropout without consensus to the solution. However, student support has been shown to impact positively on a student's decision to stay for the duration of the program. Students of online/blended learning formats lack the advantage of socio-physical motivation. Therefore, they require support that constantly reassures them of peers, teachers, and university presence throughout the duration of the program. At every stage in the life of the program, the student will require specific support which are herein referred to as components of student support. They include student support during recruitment, registration procedures, registration requirements, orientation, study skills training, technology, learning materials, counselling and mentorship, communication and interactions, feedback, regional centers, library, students' association, and representation.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"16 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":"129233421","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: 10.4018/978-1-7998-3292-8.ch018
Alice Lai
Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.
{"title":"Student-Led Online Discussions","authors":"Alice Lai","doi":"10.4018/978-1-7998-3292-8.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-3292-8.ch018","url":null,"abstract":"Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"99 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":"116288769","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: 10.4018/978-1-7998-8047-9.ch084
Ditte Kolbaek
Online working environments develop and change continuously, meaning that online leaders and online team members must learn to adapt to change and should utilize emerging possibilities for doing their jobs. The purpose of this chapter is to explore how online leaders learn from experiences developed by and with online teams; the chapter also provides a metaphor by which online leaders' learning is likened to a spiral. The theoretical foundation rests in activity theory and proactive review. The methodological approach involves a case study and netnography, the latter of which is utilized for researching phenomena that occur in the interaction between humans and information and communication technology. Data were gathered online from an online team in a global IT company classified as big business. The following research question was addressed: How do online leaders learn from experiences generated by their online teams by utilizing proactive review as a practice of learning?
{"title":"Online Leadership and Learning","authors":"Ditte Kolbaek","doi":"10.4018/978-1-7998-8047-9.ch084","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch084","url":null,"abstract":"Online working environments develop and change continuously, meaning that online leaders and online team members must learn to adapt to change and should utilize emerging possibilities for doing their jobs. The purpose of this chapter is to explore how online leaders learn from experiences developed by and with online teams; the chapter also provides a metaphor by which online leaders' learning is likened to a spiral. The theoretical foundation rests in activity theory and proactive review. The methodological approach involves a case study and netnography, the latter of which is utilized for researching phenomena that occur in the interaction between humans and information and communication technology. Data were gathered online from an online team in a global IT company classified as big business. The following research question was addressed: How do online leaders learn from experiences generated by their online teams by utilizing proactive review as a practice of learning?","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"39 1 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":"122727357","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：