Pub Date : 2020-01-01DOI: 10.1080/23752696.2020.1816844
T. Papadopoulou
ABSTRACT The link between active learning and the development of graduate attributes has been cogently advocated in pedagogical research. Despite the extensive adoption of fieldwork in environmental and social sciences, enigmatically, there are no reported applications of fieldwork in construction and related engineering disciplines. This paper employs a case study approach to address this gap and exemplify the application of fieldwork in a postgraduate construction degree programme. It presents a robust design framework for assessed residential fieldwork that aids the scaffolding of a holistic set of graduate attributes. The framework promotes undertaking field-based experiential learning in international destinations in order to support the development of adaptable leadership and graduate future readiness for the fourth industrial revolution. After discussing its theoretical underpinnings, the paper presents the context for the case study, the design framework and stages of the fieldwork and concludes with an evaluation of its implementation, limitations and implications for practice.
{"title":"Developing construction graduates fit for the 4th industrial revolution through fieldwork application of active learning","authors":"T. Papadopoulou","doi":"10.1080/23752696.2020.1816844","DOIUrl":"https://doi.org/10.1080/23752696.2020.1816844","url":null,"abstract":"ABSTRACT The link between active learning and the development of graduate attributes has been cogently advocated in pedagogical research. Despite the extensive adoption of fieldwork in environmental and social sciences, enigmatically, there are no reported applications of fieldwork in construction and related engineering disciplines. This paper employs a case study approach to address this gap and exemplify the application of fieldwork in a postgraduate construction degree programme. It presents a robust design framework for assessed residential fieldwork that aids the scaffolding of a holistic set of graduate attributes. The framework promotes undertaking field-based experiential learning in international destinations in order to support the development of adaptable leadership and graduate future readiness for the fourth industrial revolution. After discussing its theoretical underpinnings, the paper presents the context for the case study, the design framework and stages of the fieldwork and concludes with an evaluation of its implementation, limitations and implications for practice.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1816844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48502819","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 : 2020-01-01DOI: 10.1080/23752696.2020.1750306
Laura Mebert, R. Barnes, Jacqueline Dalley, L. Gawarecki, Farnaz Ghazi-Nezami, Gregory Shafer, Jill A. Slater, E. Yezbick
ABSTRACT Ample research has identified several features of a learning experience likely to enhance student learning, including collaboration, open-ended exploration, and problem-based learning in real-life scenarios. Missing is a model of how instructors might combine these elements into a single project that works flexibly across disciplines and institutions. This article fills this gap by offering such a model and reporting on its effectiveness in fostering student engagement. It describes a project that instructors at four colleges and universities in Flint, Michigan (USA) piloted during the height of the Flint water crisis. The project asked students to apply class content to the real-world problem unfolding around them, and offered students an opportunity to collaborate with peers. We collected qualitative and quantitative data on students’ reactions to the project, and found that the project succeeded in engaging students. We offer recommendations for how instructors can create similar projects in their own classrooms.
{"title":"Fostering student engagement through a real-world, collaborative project across disciplines and institutions","authors":"Laura Mebert, R. Barnes, Jacqueline Dalley, L. Gawarecki, Farnaz Ghazi-Nezami, Gregory Shafer, Jill A. Slater, E. Yezbick","doi":"10.1080/23752696.2020.1750306","DOIUrl":"https://doi.org/10.1080/23752696.2020.1750306","url":null,"abstract":"ABSTRACT Ample research has identified several features of a learning experience likely to enhance student learning, including collaboration, open-ended exploration, and problem-based learning in real-life scenarios. Missing is a model of how instructors might combine these elements into a single project that works flexibly across disciplines and institutions. This article fills this gap by offering such a model and reporting on its effectiveness in fostering student engagement. It describes a project that instructors at four colleges and universities in Flint, Michigan (USA) piloted during the height of the Flint water crisis. The project asked students to apply class content to the real-world problem unfolding around them, and offered students an opportunity to collaborate with peers. We collected qualitative and quantitative data on students’ reactions to the project, and found that the project succeeded in engaging students. We offer recommendations for how instructors can create similar projects in their own classrooms.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1750306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43336746","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 : 2020-01-01DOI: 10.1080/23752696.2020.1847161
P. Shukla, Stephen McClean, Elizabeth Hidson
In the context of market demands and expectations from STEM graduates, we are moving from an era of specialisation to super-specialisation to multi-specialisation courses. In future, a significant ...
{"title":"The need for positive pedagogy in multi-disciplinary STEM courses in higher education: an opinion piece","authors":"P. Shukla, Stephen McClean, Elizabeth Hidson","doi":"10.1080/23752696.2020.1847161","DOIUrl":"https://doi.org/10.1080/23752696.2020.1847161","url":null,"abstract":"In the context of market demands and expectations from STEM graduates, we are moving from an era of specialisation to super-specialisation to multi-specialisation courses. In future, a significant ...","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1847161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48444472","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 : 2020-01-01DOI: 10.1080/23752696.2019.1710549
A. Peña-Fernández, L. Acosta, S. Fenoy, Á. Magnet, F. Izquierdo, F. Bornay, M. Ollero, C. Hurtado, C. del Águila
ABSTRACT Eukaryotic parasites represent a serious human health threat requiring health professionals with parasitology skills to counteract this threat. However, recent surveys highlight an erosion of teaching of parasitology in medical and veterinary schools, despite reports of increasing instances of food and waterborne parasitic infections. To address this we developed a web-based resource, DMU e-Parasitology®, to facilitate the teaching and learning of parasitology, comprising four sections: theoretical; virtual laboratory; virtual microscopy; virtual clinical case studies. Testing the package was performed using a questionnaire given to ninety-five Pharmacy students in 2017/18 to assess effectiveness of the package as a teaching and learning tool. 89.5% of students reported appropriate acquisition of knowledge of the pathology, prevention and treatment of some parasitic diseases. 82.1% also welcomed the clinical specialism of the package as it helped them to acquire basic diagnostic skills, through learning infective features/morphology of the parasites.
{"title":"Evaluation of a novel digital environment for learning medical parasitology","authors":"A. Peña-Fernández, L. Acosta, S. Fenoy, Á. Magnet, F. Izquierdo, F. Bornay, M. Ollero, C. Hurtado, C. del Águila","doi":"10.1080/23752696.2019.1710549","DOIUrl":"https://doi.org/10.1080/23752696.2019.1710549","url":null,"abstract":"ABSTRACT Eukaryotic parasites represent a serious human health threat requiring health professionals with parasitology skills to counteract this threat. However, recent surveys highlight an erosion of teaching of parasitology in medical and veterinary schools, despite reports of increasing instances of food and waterborne parasitic infections. To address this we developed a web-based resource, DMU e-Parasitology®, to facilitate the teaching and learning of parasitology, comprising four sections: theoretical; virtual laboratory; virtual microscopy; virtual clinical case studies. Testing the package was performed using a questionnaire given to ninety-five Pharmacy students in 2017/18 to assess effectiveness of the package as a teaching and learning tool. 89.5% of students reported appropriate acquisition of knowledge of the pathology, prevention and treatment of some parasitic diseases. 82.1% also welcomed the clinical specialism of the package as it helped them to acquire basic diagnostic skills, through learning infective features/morphology of the parasites.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1710549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47262882","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 : 2019-01-01DOI: 10.1080/23752696.2019.1587716
J. Reeve
ABSTRACT This self-reflective conversation looks back on my experiences as an Art & Design practitioner delivering a workshop at the HEA STEM Conference. The focus is on one technique, Reframing, as part of a wider discussion of the way that creative practice can enhance student engagement. The conversation explores different applications of the Reframing method across disciplinary boundaries, and refers to academics who have inspired my work. I reflect on the way that my experiences at the conference have impacted on my pedagogic practice, philosophy and identity, using a non-traditional and light-hearted format designed to encourage both my own reflective process and reader engagement. Graphical abstract
{"title":"Talking to myself: reflections on ReframingA conversation reflecting on my experiences of using creative practice (specifically the Reframing technique) within a STEM context","authors":"J. Reeve","doi":"10.1080/23752696.2019.1587716","DOIUrl":"https://doi.org/10.1080/23752696.2019.1587716","url":null,"abstract":"ABSTRACT This self-reflective conversation looks back on my experiences as an Art & Design practitioner delivering a workshop at the HEA STEM Conference. The focus is on one technique, Reframing, as part of a wider discussion of the way that creative practice can enhance student engagement. The conversation explores different applications of the Reframing method across disciplinary boundaries, and refers to academics who have inspired my work. I reflect on the way that my experiences at the conference have impacted on my pedagogic practice, philosophy and identity, using a non-traditional and light-hearted format designed to encourage both my own reflective process and reader engagement. Graphical abstract","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1587716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48929000","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 : 2019-01-01DOI: 10.1080/23752696.2019.1633944
M. Lawton
ABSTRACT A definition of flipped learning by the Flipped Learning Network identifies ‘The Four Pillars of F-L-I-P™’; Flexible learning environment, a change in Learning cultures, Intentional content, and the Professional educator. This case study concentrates on the ‘I’ and ‘P’, intentional content and the professional educator. Appreciative Inquiry is used to explore, from both a student and staff perspective, the following questions: when does learning and teaching start? what is our role in developing the online environment? what is the impact on our own academic practice in both the online and face-to-face learning environments? what is recognised and respected as ‘teaching’ and what is recognised as ‘learning’? and by whom? This case study will offer some recommendations relating to intentional content and the role of a professional educator that could be interpreted into most flexible learning approaches concluding with a model for a different mind-set for developing the online environment.
{"title":"Intentional content and the professional educator","authors":"M. Lawton","doi":"10.1080/23752696.2019.1633944","DOIUrl":"https://doi.org/10.1080/23752696.2019.1633944","url":null,"abstract":"ABSTRACT A definition of flipped learning by the Flipped Learning Network identifies ‘The Four Pillars of F-L-I-P™’; Flexible learning environment, a change in Learning cultures, Intentional content, and the Professional educator. This case study concentrates on the ‘I’ and ‘P’, intentional content and the professional educator. Appreciative Inquiry is used to explore, from both a student and staff perspective, the following questions: when does learning and teaching start? what is our role in developing the online environment? what is the impact on our own academic practice in both the online and face-to-face learning environments? what is recognised and respected as ‘teaching’ and what is recognised as ‘learning’? and by whom? This case study will offer some recommendations relating to intentional content and the role of a professional educator that could be interpreted into most flexible learning approaches concluding with a model for a different mind-set for developing the online environment.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1633944","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42021596","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 : 2019-01-01DOI: 10.1080/23752696.2019.1631708
R. Bree, C. Cooney, Moira Maguire, P. Morris, Paula Mullen
ABSTRACT Despite the academic, practical and social benefits, the assessment of group work brings challenges . S In response to feedback from students and staff, a framework and set of guidelines around assessed group work were developed by Dundalk Institute of Technology’s Learning and Teaching sub-committee of Academic Council. This article describes the development, implementation, and inititial evaluation of the framework and its impact. The mixed-method evaluation involved multiple stakeholders -student representatives, academic staff and key informants The evaluation suggests the framework is having a positive impact on both the staff and student experience. Predictably, the greatest impact is on awareness although there is also evidence of impact on lecturers’ practice. The impact at programme level is limited but encouraging early indications exist. Nonetheless, the evaluation demonstrates the need for ongoing support in interpreting and implementing the framework
{"title":"An institute-wide framework for assessed group work: development and initial implementation in an Irish Higher Education Institution","authors":"R. Bree, C. Cooney, Moira Maguire, P. Morris, Paula Mullen","doi":"10.1080/23752696.2019.1631708","DOIUrl":"https://doi.org/10.1080/23752696.2019.1631708","url":null,"abstract":"ABSTRACT Despite the academic, practical and social benefits, the assessment of group work brings challenges . S In response to feedback from students and staff, a framework and set of guidelines around assessed group work were developed by Dundalk Institute of Technology’s Learning and Teaching sub-committee of Academic Council. This article describes the development, implementation, and inititial evaluation of the framework and its impact. The mixed-method evaluation involved multiple stakeholders -student representatives, academic staff and key informants The evaluation suggests the framework is having a positive impact on both the staff and student experience. Predictably, the greatest impact is on awareness although there is also evidence of impact on lecturers’ practice. The impact at programme level is limited but encouraging early indications exist. Nonetheless, the evaluation demonstrates the need for ongoing support in interpreting and implementing the framework","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1631708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46581231","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 : 2019-01-01DOI: 10.1080/23752696.2019.1695524
Pascale Lorber, Steve Rooney, Mark Van der Enden
ABSTRACT Student assessment literacy, and staff assessment practices can be enhanced through constructive dialogue, designed to help build better shared understandings, and in which both students and staff can meaningfully contribute. Such a dialogue has great potential to increase student engagement with their own learning. Focusing on a UK university law school’s staff–student partnership initiative called Getting It Right: Assessment and Feedback in Translation (GRAFT) and aimed at improving assessment feedback practices, this paper demonstrates how students and staff working as partners in this context can make a major contribution to assessment literacy and student engagement.
{"title":"Making assessment accessible: a student–staff partnership perspective","authors":"Pascale Lorber, Steve Rooney, Mark Van der Enden","doi":"10.1080/23752696.2019.1695524","DOIUrl":"https://doi.org/10.1080/23752696.2019.1695524","url":null,"abstract":"ABSTRACT Student assessment literacy, and staff assessment practices can be enhanced through constructive dialogue, designed to help build better shared understandings, and in which both students and staff can meaningfully contribute. Such a dialogue has great potential to increase student engagement with their own learning. Focusing on a UK university law school’s staff–student partnership initiative called Getting It Right: Assessment and Feedback in Translation (GRAFT) and aimed at improving assessment feedback practices, this paper demonstrates how students and staff working as partners in this context can make a major contribution to assessment literacy and student engagement.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1695524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45162758","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 : 2019-01-01DOI: 10.1080/23752696.2019.1644963
Héctor Turra, Valeria Carrasco, C. Gonzalez, Vicente Sandoval, Soledad Yáñez
ABSTRACT This paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students’ attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Católica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students’ attitudes toward Mathematics, especially in those who come from families with lower economical income.
{"title":"Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics","authors":"Héctor Turra, Valeria Carrasco, C. Gonzalez, Vicente Sandoval, Soledad Yáñez","doi":"10.1080/23752696.2019.1644963","DOIUrl":"https://doi.org/10.1080/23752696.2019.1644963","url":null,"abstract":"ABSTRACT This paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students’ attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Católica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students’ attitudes toward Mathematics, especially in those who come from families with lower economical income.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1644963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48892749","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 : 2019-01-01DOI: 10.1080/23752696.2019.1624589
R. Grover, S. Emmitt, A. Copping
ABSTRACT Due to the holistic and often contradictory nature of sustainable design, learning for sustainability in the architectural design studio requires students to adopt critical and reflective practices. This research developed a reflective mapping framework to enable deep learning. It was created through a participatory action research methodology within a learning environment parallel to the design studio. The framework was used to inform approaches to sustainability at conceptual design stage. It encouraged participant engagement, understanding and reflection. This form of structured group learning is a possible alternative to the one-to-one tutorial for enabling deep learning in the design studio. The research highlights the importance of alternative learning environments to the design studio that can encourage critical reflection. This research contributes to design pedagogy by describing a methodology for enhancing deep learning for sustainability through participatory action.
{"title":"Reflecting on sustainability: coproducing a critical framework for sustainable design in the architectural studio","authors":"R. Grover, S. Emmitt, A. Copping","doi":"10.1080/23752696.2019.1624589","DOIUrl":"https://doi.org/10.1080/23752696.2019.1624589","url":null,"abstract":"ABSTRACT Due to the holistic and often contradictory nature of sustainable design, learning for sustainability in the architectural design studio requires students to adopt critical and reflective practices. This research developed a reflective mapping framework to enable deep learning. It was created through a participatory action research methodology within a learning environment parallel to the design studio. The framework was used to inform approaches to sustainability at conceptual design stage. It encouraged participant engagement, understanding and reflection. This form of structured group learning is a possible alternative to the one-to-one tutorial for enabling deep learning in the design studio. The research highlights the importance of alternative learning environments to the design studio that can encourage critical reflection. This research contributes to design pedagogy by describing a methodology for enhancing deep learning for sustainability through participatory action.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1624589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45981385","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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