Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14246
Susana A. Eisenchlas, Kelly Shoecraft
Language programs in Australian universities face the challenges of attracting and retaining students. Most Australian university students are unaware of the benefits of learning an additional language. When they do enrol, they lack adequate skills for effective language learning, resulting in high levels of attrition. This paper describes a course designed to address these challenges. Inspired by transformative learning, activities and materials were selected to increase awareness of processes involved in language learning, debunk preconceptions, and foster self-directed, independent learning. Preliminary findings based on students’ reflections show the significant impact the course had on students’ perceptions of language learning, their abilities to reflect on their own application of strategies and increased confidence in developing a plan to continue applying these new understandings and strategies in their language learning courses and beyond. Thus, the course facilitated students’ transition from passive recipients of ‘language injections’, to self-directed, motivated, independent learners.
{"title":"Empowering effective language learners: An innovative course addressing language learning challenges in one Australian university","authors":"Susana A. Eisenchlas, Kelly Shoecraft","doi":"10.4995/head22.2022.14246","DOIUrl":"https://doi.org/10.4995/head22.2022.14246","url":null,"abstract":"Language programs in Australian universities face the challenges of attracting and retaining students. Most Australian university students are unaware of the benefits of learning an additional language. When they do enrol, they lack adequate skills for effective language learning, resulting in high levels of attrition. This paper describes a course designed to address these challenges. Inspired by transformative learning, activities and materials were selected to increase awareness of processes involved in language learning, debunk preconceptions, and foster self-directed, independent learning. Preliminary findings based on students’ reflections show the significant impact the course had on students’ perceptions of language learning, their abilities to reflect on their own application of strategies and increased confidence in developing a plan to continue applying these new understandings and strategies in their language learning courses and beyond. Thus, the course facilitated students’ transition from passive recipients of ‘language injections’, to self-directed, motivated, independent learners.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117151185","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 : 2022-06-14DOI: 10.4995/head22.2022.14686
Silke Bustamante, Martina Martinovic, Thomas Afflerbach
Against the background of severe global sustainability challenges, Higher Education Institutions (HEIs) are called to integrate sustainability aspects into research and teaching, hereby supporting the development of sustainability competencies of students (United Nations Educational, Scientific and Cultural Organization, 2017). Within this context, a new teaching format, that applies the Service Design methodology to tackle sustainability-related real-world challenges, was designed and conducted at a German University of Applied Sciences in autumn/winter 2021. The teaching format was evaluated by participating students respective its contribution to the fostering of their sustainability key competencies. This paper describes the developed format and outlines how and why it helped students to develop key competencies. It thereby contributes to a highly relevant and increasingly considered research stream dealing with teaching effectiveness and the impact of pedagogical approaches on sustainability-related competencies (Cebrián, Junyent, & Mulà, 2020).
{"title":"Fostering Key Competencies for Sustainability: Development of a Higher Education Teaching Format based on Service Design","authors":"Silke Bustamante, Martina Martinovic, Thomas Afflerbach","doi":"10.4995/head22.2022.14686","DOIUrl":"https://doi.org/10.4995/head22.2022.14686","url":null,"abstract":"Against the background of severe global sustainability challenges, Higher Education Institutions (HEIs) are called to integrate sustainability aspects into research and teaching, hereby supporting the development of sustainability competencies of students (United Nations Educational, Scientific and Cultural Organization, 2017). Within this context, a new teaching format, that applies the Service Design methodology to tackle sustainability-related real-world challenges, was designed and conducted at a German University of Applied Sciences in autumn/winter 2021. The teaching format was evaluated by participating students respective its contribution to the fostering of their sustainability key competencies. This paper describes the developed format and outlines how and why it helped students to develop key competencies. It thereby contributes to a highly relevant and increasingly considered research stream dealing with teaching effectiveness and the impact of pedagogical approaches on sustainability-related competencies (Cebrián, Junyent, & Mulà, 2020).","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117220633","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 : 2022-06-14DOI: 10.4995/head22.2022.14633
Tanja Behrendt, M. Ripken, T. Klenke
Environment and sustainability issues are becoming increasingly important world-wide. They also determine future career options of students. This change demands a modified portfolio of competences students should develop during their higher eduction studies. Within a multidimensional field between interdisciplinarity, internationalisation and interactivity various pathways can be taken to realise according adjustment of higher education settings. In this paper, we will present an example for successful innovation and adaptation to emerging needs. We refer to the case of an interdisciplinary module tailored to a international student group by creating interactivity in an online learning environment. The module has its topical drivers in Marine Spatial Planning and Integrated Coastal Zone Management. Both societal challenges provide multiple options to connect plus innovate existing (disciplinary) study programmes in an institutional framework.
{"title":"Marine Spatial Planning and Integrated Coastal Management as drivers for a more international, interdisciplinary and interactive approach to higher education","authors":"Tanja Behrendt, M. Ripken, T. Klenke","doi":"10.4995/head22.2022.14633","DOIUrl":"https://doi.org/10.4995/head22.2022.14633","url":null,"abstract":"Environment and sustainability issues are becoming increasingly important world-wide. They also determine future career options of students. This change demands a modified portfolio of competences students should develop during their higher eduction studies. Within a multidimensional field between interdisciplinarity, internationalisation and interactivity various pathways can be taken to realise according adjustment of higher education settings. In this paper, we will present an example for successful innovation and adaptation to emerging needs. We refer to the case of an interdisciplinary module tailored to a international student group by creating interactivity in an online learning environment. The module has its topical drivers in Marine Spatial Planning and Integrated Coastal Zone Management. Both societal challenges provide multiple options to connect plus innovate existing (disciplinary) study programmes in an institutional framework.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127405308","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 : 2022-06-14DOI: 10.4995/head22.2022.14670
H. Brink, Sven Packmohr
Higher education institutions (HEIs) are facing significant progress in their digitalization. Covid-19 is an external affordance in which digitalization helps to secure social distance. Internal affordances are requirements to enhance the students’ learning experience. We analyze students’ attitudes toward the digitalization of their HEI based on empirical data from two groups of students within the same study program during the pandemic. The first group started on-campus before the pandemic and was forced into online teaching. The second group started online. Our results show that students, to a high degree, perceive harm in their learning success. At the same time, they have trust in the HEI’s data handling. Generally, the group, which started online, shows a slightly higher negative perception. The differences between the two groups show a low to a medium degree. Our work contributes to clarifying the impact of having to start studies online, which seems to be minor.
{"title":"Comparing online and on-campus students’ perceptions of the digitalization of higher education institutions","authors":"H. Brink, Sven Packmohr","doi":"10.4995/head22.2022.14670","DOIUrl":"https://doi.org/10.4995/head22.2022.14670","url":null,"abstract":"Higher education institutions (HEIs) are facing significant progress in their digitalization. Covid-19 is an external affordance in which digitalization helps to secure social distance. Internal affordances are requirements to enhance the students’ learning experience. We analyze students’ attitudes toward the digitalization of their HEI based on empirical data from two groups of students within the same study program during the pandemic. The first group started on-campus before the pandemic and was forced into online teaching. The second group started online. Our results show that students, to a high degree, perceive harm in their learning success. At the same time, they have trust in the HEI’s data handling. Generally, the group, which started online, shows a slightly higher negative perception. The differences between the two groups show a low to a medium degree. Our work contributes to clarifying the impact of having to start studies online, which seems to be minor.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127531131","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 : 2022-06-14DOI: 10.4995/head22.2022.14556
Dimitri Prandner, Katrin Hasengruber
Adaptation to digital teaching during the COVID-19 crisis were not the same for all disciplines. Subject-specific pedagogical concepts were sometimes more or sometimes less easy to transfer to this new environment. In particular, teaching areas like social science research methods (SSRM) that on the one hand require personal interaction, practical application and individual support of students, and on the other hand have little previous standards and didactic know-how, with digital or virtual teaching elements, faced specific challenges. In a [COUNTRY] interview study, experiences of SSRM educators have been analyzed. Digitization related changes are less apparent on the content level, but pronounced at the didactic level. Main challenges are: encouraging students' attention and participation, providing opportunities for good collaboration on all levels. Chances for the future are seen in the newly expanded the pedagogical toolbox. Implementing tools supporting communication in the virtual space could free resources for direct support for students.
{"title":"Rebuilding our Toolkits for the future - How social science research educators changed their teaching in 2020 and 2021 to be fit for a digital future","authors":"Dimitri Prandner, Katrin Hasengruber","doi":"10.4995/head22.2022.14556","DOIUrl":"https://doi.org/10.4995/head22.2022.14556","url":null,"abstract":"Adaptation to digital teaching during the COVID-19 crisis were not the same for all disciplines. Subject-specific pedagogical concepts were sometimes more or sometimes less easy to transfer to this new environment. In particular, teaching areas like social science research methods (SSRM) that on the one hand require personal interaction, practical application and individual support of students, and on the other hand have little previous standards and didactic know-how, with digital or virtual teaching elements, faced specific challenges. In a [COUNTRY] interview study, experiences of SSRM educators have been analyzed. Digitization related changes are less apparent on the content level, but pronounced at the didactic level. Main challenges are: encouraging students' attention and participation, providing opportunities for good collaboration on all levels. Chances for the future are seen in the newly expanded the pedagogical toolbox. Implementing tools supporting communication in the virtual space could free resources for direct support for students.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126738310","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 : 2022-06-14DOI: 10.4995/head22.2022.14687
Elena Borsetto, C. Saccon
Internationalisation is a key component of higher education institutions that nowadays is embedded in their teaching and research activities, as well as their strategies. In Europe, since the Bologna process in 1999, universities and governments have tried to align their policies, to make procedures more homogenous across the countries. However, for business schools undertaking an accreditation process, it can be challenging to fully comply with both the European and the national guidelines, and the requirements issued by the accreditation agency. This study aims to explore the internationalisation process of higher education institutions, with a focus on business schools’ accreditation process. Through document analysis, the comparison between the recommendations issued at the European and at the national levels, and the quality standards and criteria of the accreditation agencies is meant to understand which strategies should be promoted in the future internationalisation agenda of business schools.
{"title":"A European perspective on the internationalisation strategies and accreditation of Business Schools","authors":"Elena Borsetto, C. Saccon","doi":"10.4995/head22.2022.14687","DOIUrl":"https://doi.org/10.4995/head22.2022.14687","url":null,"abstract":"Internationalisation is a key component of higher education institutions that nowadays is embedded in their teaching and research activities, as well as their strategies. In Europe, since the Bologna process in 1999, universities and governments have tried to align their policies, to make procedures more homogenous across the countries. However, for business schools undertaking an accreditation process, it can be challenging to fully comply with both the European and the national guidelines, and the requirements issued by the accreditation agency. This study aims to explore the internationalisation process of higher education institutions, with a focus on business schools’ accreditation process. Through document analysis, the comparison between the recommendations issued at the European and at the national levels, and the quality standards and criteria of the accreditation agencies is meant to understand which strategies should be promoted in the future internationalisation agenda of business schools. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116030378","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 : 2022-06-14DOI: 10.4995/head22.2022.14049
Nevine Mahmoud Fayek El Souefi
Although there are a variety of perspectives and conceptualisations by different researchers of what it means to reflect critically about teaching (Poblete, 1999), there is an agreement that critical reflection entails higher, more complicated level that challenges the educator (Lucas, 2012). This paper is discussing critical reflection frameworks available in literature and suggesting a new framework that is able to capture a complete picture of what critical reflection entails. The framework has five levels of reflection; reacting, recalling, realising, reconsidering, and reflecting. Those levels stimulate accessing teachers’ thoughts and feelings taking them though a thought and action process that helps them discover; what is happening, why what is happening is happening, how it can change, and ensures continuouity of this process. The framework forms a reflective spiral of self-construction of learning that transforms the teacher’s behavior and leads to growth competence.
{"title":"A Critical Reflection Framework Developing Teachers’ Growth Competence","authors":"Nevine Mahmoud Fayek El Souefi","doi":"10.4995/head22.2022.14049","DOIUrl":"https://doi.org/10.4995/head22.2022.14049","url":null,"abstract":"Although there are a variety of perspectives and conceptualisations by different researchers of what it means to reflect critically about teaching (Poblete, 1999), there is an agreement that critical reflection entails higher, more complicated level that challenges the educator (Lucas, 2012). This paper is discussing critical reflection frameworks available in literature and suggesting a new framework that is able to capture a complete picture of what critical reflection entails. The framework has five levels of reflection; reacting, recalling, realising, reconsidering, and reflecting. Those levels stimulate accessing teachers’ thoughts and feelings taking them though a thought and action process that helps them discover; what is happening, why what is happening is happening, how it can change, and ensures continuouity of this process. The framework forms a reflective spiral of self-construction of learning that transforms the teacher’s behavior and leads to growth competence.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116087376","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 : 2022-06-14DOI: 10.4995/head22.2022.14544
Jorge Rojas-Alvarez, Javier Jiménez Becerra, Mónica Bustamante Salamanca
Engineering education faces grand challenges to contextualize societal issues for students. This paper evaluates the contribution of contextualization courses for engineering students based on sociotechnical thinking. Sociotechnical thinking articulates engineering work with social concerns, explicit engineers positionality, and diverse human and non-human actors perspectives. The courses are inspired by a worldwide effort of Engineering, Technology and Society Education. Focus groups based on students reported contributions to understand technology as a human phenomenon, a social constructed system and a dynamic relationship between artifacts, organization, and culture. These courses improve argumentative tools and analytical capacity linked to a wider perspective for design and management technology, and made it possible to enhance situated knowledge on the practice of engineering with conscious social impact.
{"title":"Contextualization courses for engineering students based on sociotechnical thinking","authors":"Jorge Rojas-Alvarez, Javier Jiménez Becerra, Mónica Bustamante Salamanca","doi":"10.4995/head22.2022.14544","DOIUrl":"https://doi.org/10.4995/head22.2022.14544","url":null,"abstract":"Engineering education faces grand challenges to contextualize societal issues for students. This paper evaluates the contribution of contextualization courses for engineering students based on sociotechnical thinking. Sociotechnical thinking articulates engineering work with social concerns, explicit engineers positionality, and diverse human and non-human actors perspectives. The courses are inspired by a worldwide effort of Engineering, Technology and Society Education. Focus groups based on students reported contributions to understand technology as a human phenomenon, a social constructed system and a dynamic relationship between artifacts, organization, and culture. These courses improve argumentative tools and analytical capacity linked to a wider perspective for design and management technology, and made it possible to enhance situated knowledge on the practice of engineering with conscious social impact.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124630155","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 : 2022-06-14DOI: 10.4995/head22.2022.14682
Susan K. Walker, Samantha LeBoeuf
As follow up to research that identified critical thinking evident in an undergraduate course on Technology in the Family (Walker & Brown, 2020), this study explored the role of the social context in critical thinking acquisition (e.g., Brookfield, 2020). Qualitative analysis of student responses to an end of semester survey in fall 2021 (n=46) identified the roles of learner relationships (who, how) as learning influences. A focus group of representative class students validated and deepened insights from the analysis. Results indicate how the instructor and teaching assistant created the classroom dynamic of comfort and trust, small groups encouraged gaining new perspectives, and personal relationships beyond the class facilitated application and sharing for deeper understanding. Relationship building offers important dimensions for student mental health and critical thinking skills in higher education.
{"title":"Relationships in teaching for critical thinking dispositions and skills","authors":"Susan K. Walker, Samantha LeBoeuf","doi":"10.4995/head22.2022.14682","DOIUrl":"https://doi.org/10.4995/head22.2022.14682","url":null,"abstract":"As follow up to research that identified critical thinking evident in an undergraduate course on Technology in the Family (Walker & Brown, 2020), this study explored the role of the social context in critical thinking acquisition (e.g., Brookfield, 2020). Qualitative analysis of student responses to an end of semester survey in fall 2021 (n=46) identified the roles of learner relationships (who, how) as learning influences. A focus group of representative class students validated and deepened insights from the analysis. Results indicate how the instructor and teaching assistant created the classroom dynamic of comfort and trust, small groups encouraged gaining new perspectives, and personal relationships beyond the class facilitated application and sharing for deeper understanding. Relationship building offers important dimensions for student mental health and critical thinking skills in higher education. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130504649","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 : 2022-06-14DOI: 10.4995/head22.2022.14675
H. Azhari
Globally, Covid-19 has created unparalleled challenges at all levels of education. In view of this, Umm Al-Qura University (UQU) introduced electronic learning in education as a measure to limit the pandemic’s effects. In this study, a comparative, cross-sectional approach was taken to explore the use of electronic learning as an active teaching model. The Blackboard was utilized to aid knowledge retention and transform pharmacological knowledge from theoretical to practical knowledge. The study was conducted between January 2020 and April 2021 with 415 pharmacy students. Students felt that content saturation and traditional lectures were critical obstacles for active teaching. Meanwhile, integrated active intellectual teaching methods, including flipped classrooms and practical video simulations, facilitated students’ engagement. As contemporary teaching methods are required in modern education, UQU has sought to empower excellence in education and transform the teaching of pharmacology during the pandemic.
{"title":"Contemporary pharmacology teaching methods in the Covid-19 era at Umm Al-Qura University","authors":"H. Azhari","doi":"10.4995/head22.2022.14675","DOIUrl":"https://doi.org/10.4995/head22.2022.14675","url":null,"abstract":"Globally, Covid-19 has created unparalleled challenges at all levels of education. In view of this, Umm Al-Qura University (UQU) introduced electronic learning in education as a measure to limit the pandemic’s effects. In this study, a comparative, cross-sectional approach was taken to explore the use of electronic learning as an active teaching model. The Blackboard was utilized to aid knowledge retention and transform pharmacological knowledge from theoretical to practical knowledge. The study was conducted between January 2020 and April 2021 with 415 pharmacy students. Students felt that content saturation and traditional lectures were critical obstacles for active teaching. Meanwhile, integrated active intellectual teaching methods, including flipped classrooms and practical video simulations, facilitated students’ engagement. As contemporary teaching methods are required in modern education, UQU has sought to empower excellence in education and transform the teaching of pharmacology during the pandemic. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124184911","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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