The use of analytics technologies is increasingly successful in the e-learning domain. In this paper, we propose a novel model aiming at evaluating usability of interfaces adopted by Learning Management Systems and Massive Open Online Courses platforms based on the comparison between desktop and mobile versions, using specific native indicators. The indicators obtained from log files typically tracked by the e-learning platforms are defined as comparable scores. Then, to put the model into practice, we implemented it into Moodle LMS as a preliminary case study. This contribution promises to reduce both time and cost for quality assessment of user interfaces in the e-learning domain, while ensuring adaptability to different platforms.
{"title":"A Learning Analytics Tool for Usability Assessment in Moodle Environments","authors":"G. Fenu, M. Marras, Massimiliano Meles","doi":"10.20368/1971-8829/1388","DOIUrl":"https://doi.org/10.20368/1971-8829/1388","url":null,"abstract":"The use of analytics technologies is increasingly successful in the e-learning domain. In this paper, we propose a novel model aiming at evaluating usability of interfaces adopted by Learning Management Systems and Massive Open Online Courses platforms based on the comparison between desktop and mobile versions, using specific native indicators. The indicators obtained from log files typically tracked by the e-learning platforms are defined as comparable scores. Then, to put the model into practice, we implemented it into Moodle LMS as a preliminary case study. This contribution promises to reduce both time and cost for quality assessment of user interfaces in the e-learning domain, while ensuring adaptability to different platforms.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"13 1","pages":"23-34"},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74515651","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}
A. Barana, Alessandro Bogino, Michele Fioravera, M. Marchisio, S. Rabellino
In the academic year 2014/2015, University of XXX started the Project Orient@mente , aimed to support students in the transition from high school to university. Several Massive Open Online Courses have been developed to support three main actions: guidance to the University offer, automated self-testing of basic knowledge, self-paced review of fundamental disciplinary concepts learned in high school; all of them are useful to help students successfully attend scientific courses of the first year of University. A key feature of the Project is the continuous open-access to the platform. Contents are built according to educational models grown thanks to the experience and the research in e-learning carried out by the University, especially in the use of an accessible learning management system integrated with an advanced computing environment, an automated assessment system and a web conference system to enhance teaching and learning. In this paper, the adopted methodologies are discussed, the obtained results are presented and future developments are proposed in light of relevant data collected from the platform usage and feedback received by users.
{"title":"Open platform of self-paced MOOCs for the continual improvement of academic guidance and knowledge strengthening in tertiary education","authors":"A. Barana, Alessandro Bogino, Michele Fioravera, M. Marchisio, S. Rabellino","doi":"10.20368/1971-8829/1383","DOIUrl":"https://doi.org/10.20368/1971-8829/1383","url":null,"abstract":"In the academic year 2014/2015, University of XXX started the Project Orient@mente , aimed to support students in the transition from high school to university. Several Massive Open Online Courses have been developed to support three main actions: guidance to the University offer, automated self-testing of basic knowledge, self-paced review of fundamental disciplinary concepts learned in high school; all of them are useful to help students successfully attend scientific courses of the first year of University. A key feature of the Project is the continuous open-access to the platform. Contents are built according to educational models grown thanks to the experience and the research in e-learning carried out by the University, especially in the use of an accessible learning management system integrated with an advanced computing environment, an automated assessment system and a web conference system to enhance teaching and learning. In this paper, the adopted methodologies are discussed, the obtained results are presented and future developments are proposed in light of relevant data collected from the platform usage and feedback received by users.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"8 1","pages":"109-119"},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90701043","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}
The present paper describes one of the pilot activities foreseen by the Erasmus+ project DICHE (Digital Innovation in Cultural and Heritage Education in the light of 21st century learning). The above mentioned pilot activity was carried out at the undergraduate course in Educational sciences – University AUTHOR, as an internal training module for the conception, implementation and evaluation of MOOC courses in museum education. Main objective of the module was to develop design and realisation skills in Educational science students. Those engaged in the module were asked to create cultural and heritage education courses for primary school in training and in service teachers. The two main pillars of the DICHE pilot, “MOOCs conception and delivery” and “heritage education”, are in line with the most recent national and international field literature research and with the Italian education system directions, aiming at integrating museum education in primary school curricula and a more aware use of technology, in order to develop pivotal skills in active citizenship building. The present paper presents the methodology adopted and the results collected during the training module carried out.
{"title":"MOOC Design and Heritage Education. Developing Soft and Work-based Skills in Higher Education Students.","authors":"F. Agrusti, A. Poce, Maria Rosaria Re","doi":"10.20368/1971-8829/1385","DOIUrl":"https://doi.org/10.20368/1971-8829/1385","url":null,"abstract":"The present paper describes one of the pilot activities foreseen by the Erasmus+ project DICHE (Digital Innovation in Cultural and Heritage Education in the light of 21st century learning). The above mentioned pilot activity was carried out at the undergraduate course in Educational sciences – University AUTHOR, as an internal training module for the conception, implementation and evaluation of MOOC courses in museum education. \u0000Main objective of the module was to develop design and realisation skills in Educational science students. Those engaged in the module were asked to create cultural and heritage education courses for primary school in training and in service teachers. The two main pillars of the DICHE pilot, “MOOCs conception and delivery” and “heritage education”, are in line with the most recent national and international field literature research and with the Italian education system directions, aiming at integrating museum education in primary school curricula and a more aware use of technology, in order to develop pivotal skills in active citizenship building. The present paper presents the methodology adopted and the results collected during the training module carried out.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"7 1","pages":"97-107"},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79540516","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}
Digital skills especially those related to Information Literacy, are today considered fundamental to the education of students, both at school and at university. Searching and evaluating information found on the Internet is surely an important competency. An effective way to develop this competency is to educate students about the development of critical thinking. The article presents a qualitative-quantitative survey conducted during a course in Educational Technologies within a five year Degree program. The outcomes of the survey reveal some interesting behaviors and perceptions of students when they are faced with the Web search process and the characteristics of their critical thinking processes: some aspects of critical thinking are generally well-supported, but others are acquired only after specific training. Experience shows that if properly motivated by metacognitive reflections and a clear method, students can actually critically evaluate the information presented online, the sources, and the sustainability of the arguments found. positive results also occurred when the evaluation process was done in a collaborative modality.
{"title":"Developing Critical Thinking in online search","authors":"C. Petrucco, C. Ferranti","doi":"10.20368/1971-8829/1390","DOIUrl":"https://doi.org/10.20368/1971-8829/1390","url":null,"abstract":"Digital skills especially those related to Information Literacy, are today considered fundamental to the education of students, both at school and at university. Searching and evaluating information found on the Internet is surely an important competency. An effective way to develop this competency is to educate students about the development of critical thinking. The article presents a qualitative-quantitative survey conducted during a course in Educational Technologies within a five year Degree program. The outcomes of the survey reveal some interesting behaviors and perceptions of students when they are faced with the Web search process and the characteristics of their critical thinking processes: some aspects of critical thinking are generally well-supported, but others are acquired only after specific training. Experience shows that if properly motivated by metacognitive reflections and a clear method, students can actually critically evaluate the information presented online, the sources, and the sustainability of the arguments found. positive results also occurred when the evaluation process was done in a collaborative modality.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"30 1","pages":"21-31"},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87414323","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}
The development of soft skills in undergraduate students is a key factor to ensure an effective transition from university to the labour market. The eLene4work project, carried out between 2014 and 2017, focused on the selection and definition of these soft skills, including digital soft skills. The project proposes a series of actions and practical tools to help students better understand the employers’ expectations, to assess their own level of competency and to develop their skills through MOOCs (Massive Open Online Courses) and OERs (Open Educational Resources). The overall goal of the project is to test and monitor the possibilities offered by these resources to fill the gaps between the university and the labour market. It might seem quite challenging to develop soft skills through online resources since these skills are mainly behavioural components. One of the main outputs of the project consisted in designing an Orientation Guide for students and young workers, to help them in choosing and effectively using MOOCs to train soft skills and digital soft skills. This paper reports the results of the work carried out by the project partners during MOOCs selection and classification. Furthermore, the comparison of different MOOCs on creativity, based on distinctive pedagogical approaches and involving different types of activities and assessment tools, highlights some important trends in the ways used to foster students’ learning behaviours and different patterns of engagement.
{"title":"MOOCs and Soft Skills: a comparison of different courses on Creativity","authors":"M. Cinque","doi":"10.20368/1971-8829/1386","DOIUrl":"https://doi.org/10.20368/1971-8829/1386","url":null,"abstract":"The development of soft skills in undergraduate students is a key factor to ensure an effective transition from university to the labour market. The eLene4work project, carried out between 2014 and 2017, focused on the selection and definition of these soft skills, including digital soft skills. The project proposes a series of actions and practical tools to help students better understand the employers’ expectations, to assess their own level of competency and to develop their skills through MOOCs (Massive Open Online Courses) and OERs (Open Educational Resources). The overall goal of the project is to test and monitor the possibilities offered by these resources to fill the gaps between the university and the labour market. It might seem quite challenging to develop soft skills through online resources since these skills are mainly behavioural components. One of the main outputs of the project consisted in designing an Orientation Guide for students and young workers, to help them in choosing and effectively using MOOCs to train soft skills and digital soft skills. This paper reports the results of the work carried out by the project partners during MOOCs selection and classification. Furthermore, the comparison of different MOOCs on creativity, based on distinctive pedagogical approaches and involving different types of activities and assessment tools, highlights some important trends in the ways used to foster students’ learning behaviours and different patterns of engagement.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"57 2","pages":""},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72571458","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}
Peer assessment mechanism is becoming increasingly important in different computer programming courses to give students opportunities to learn from each other, to improve the learning experience and to reach efficient learning outcomes. Nevertheless, new methodological approaches developed to help students in computer programming courses have had to deal with a thorough study of the aspects related to the gender difference in this context. The paper presents a web-based system, which improved students' program skills by reviewing peers' source codes and delivering feedback to peers. The purpose was to provide evidence that peer assessment in computer programming has a positive instructive effect. Moreover, we want to investigate if there is a gender gap in the traditional introductory programming course and how can we use peer assessment principles to reduce it.
{"title":"Peer assessment to promote Deep Learning and to reduce a Gender Gap in the Traditional Introductory Programming Course","authors":"A. Carbonaro, M. Ravaioli","doi":"10.20368/1971-8829/1398","DOIUrl":"https://doi.org/10.20368/1971-8829/1398","url":null,"abstract":"Peer assessment mechanism is becoming increasingly important in different computer programming courses to give students opportunities to learn from each other, to improve the learning experience and to reach efficient learning outcomes. Nevertheless, new methodological approaches developed to help students in computer programming courses have had to deal with a thorough study of the aspects related to the gender difference in this context. \u0000The paper presents a web-based system, which improved students' program skills by reviewing peers' source codes and delivering feedback to peers. The purpose was to provide evidence that peer assessment in computer programming has a positive instructive effect. Moreover, we want to investigate if there is a gender gap in the traditional introductory programming course and how can we use peer assessment principles to reduce it.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"270 1","pages":"121-129"},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83022765","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}
M. Marchisio, S. Rabellino, E. Spinello, G. Torbidone
In this work we will present and discuss the joint experience of the IT-Army Education and Training Command and School of Applied Military Studies of Turin and the University of Turin, that worked together to designed an advanced e-learning path. This was made possible by the use of digital methodologies and integrated virtual learning environments, with the aim of supporting in the best possible way the military officers training, which has to be continuous, highly specialized, multidisciplinary, flexible, and strongly internationalized.
{"title":"Advanced e-learning for IT-Army officers through Virtual Learning Eenvironments","authors":"M. Marchisio, S. Rabellino, E. Spinello, G. Torbidone","doi":"10.20368/1971-8829/1382","DOIUrl":"https://doi.org/10.20368/1971-8829/1382","url":null,"abstract":"In this work we will present and discuss the joint experience of the IT-Army Education and Training Command and School of Applied Military Studies of Turin and the University of Turin, that worked together to designed an advanced e-learning path. This was made possible by the use of digital methodologies and integrated virtual learning environments, with the aim of supporting in the best possible way the military officers training, which has to be continuous, highly specialized, multidisciplinary, flexible, and strongly internationalized.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"125 1","pages":"59-70"},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76701807","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}
Giovanna Berizzi, Eugenia Di Barbora, Maddalena Vulcani
Locus of Control is a specific mode in which each individual identifies the causes that determine an event and therefore their own successes and failures. The internal attribution style is based on the subject's ability, commitment, and intelligence. It strengthens self-esteem and sense of personal self-efficacy and is crucial to fostering school success. This research shows that an attributive-metacognitive training that offers students the opportunity to reflect on their skills and strategies by expanding motivation through information and communication technologies (ICTs) can improve the attributional style of students with SEN (Special Educational Needs). The study, prospective and longitudinal, measured the attribution style of attendees (30 subjects attending the first grade of secondary school in northeast Italy) before and after a metacognitive and attributive program. The training, carried out on-line and in attendance, lasted about 8 months (from April 2015 to November 2015). The article presents the positive outcomes of the training, supported by the comparison of the data emerging from the Attribution Questionnaire and regularized and standardized values (De Beni e Moe, 1995). The presented study extends knowledge on approaches and programs aimed at improving the attributional style in children with Special Educational Needs. A progress of the internal attributional style is conducive to improving academic success in these subjects.
控制点是一种特定的模式，在这种模式下，每个人都能识别决定事件的原因，从而确定自己的成功和失败。内部归因风格是基于主体的能力、承诺和智力。它增强了自尊和个人自我效能感，对促进学业成功至关重要。本研究表明，通过信息通信技术(ict)扩大动机，为学生提供反思自己技能和策略的机会的归因元认知训练可以改善特殊教育需要学生的归因风格。这项前瞻性和纵向研究测量了参与者(30名意大利东北部中学一年级学生)在元认知和归因项目前后的归因风格。培训时间为8个月左右(2015年4月至2015年11月)。本文通过对归因问卷数据和规范化和标准化值(De Beni e Moe, 1995)的比较，展示了培训的积极成果。本研究扩展了改善特殊教育需要儿童归因风格的方法和方案。内部归因风格的进步有利于提高这些学科的学业成绩。
{"title":"Metacognition in the e-learning environment: a successful proposition for Inclusive Education","authors":"Giovanna Berizzi, Eugenia Di Barbora, Maddalena Vulcani","doi":"10.20368/1971-8829/1381","DOIUrl":"https://doi.org/10.20368/1971-8829/1381","url":null,"abstract":"Locus of Control is a specific mode in which each individual identifies the causes that determine an event and therefore their own successes and failures. The internal attribution style is based on the subject's ability, commitment, and intelligence. It strengthens self-esteem and sense of personal self-efficacy and is crucial to fostering school success. This research shows that an attributive-metacognitive training that offers students the opportunity to reflect on their skills and strategies by expanding motivation through information and communication technologies (ICTs) can improve the attributional style of students with SEN (Special Educational Needs). The study, prospective and longitudinal, measured the attribution style of attendees (30 subjects attending the first grade of secondary school in northeast Italy) before and after a metacognitive and attributive program. The training, carried out on-line and in attendance, lasted about 8 months (from April 2015 to November 2015). The article presents the positive outcomes of the training, supported by the comparison of the data emerging from the Attribution Questionnaire and regularized and standardized values (De Beni e Moe, 1995). The presented study extends knowledge on approaches and programs aimed at improving the attributional style in children with Special Educational Needs. A progress of the internal attributional style is conducive to improving academic success in these subjects.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"24 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78603653","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}
Assessment is one of the basic issues in both formal and informal educational contexts. Current online courses are massive and online, thus it is important to find new strategies for improve the effectiveness of evaluation. In MOOCs (Massive Open Online Courses), indeed, there is also the certification of knowledge and skills acquisition that requires more formal and trustworthy methods. Researchers should work to combine pedagogical and technological solutions to guarantee the effectiveness of learning measures. In this context, the Computer Adaptive Testing (CAT) could be useful to better measure the knowledge acquisition using a quiz, as usually happens in MOOCs. These are the premises of this research work that, in order to understand if CAT could be suitable for assessment in MOOCs, proposes a first algorithm to measure the acquired knowledge using a quiz-game. The pilot study attests the appreciation of users.
{"title":"Are Computer Adaptive Tests suitable for assessment in MOOCs","authors":"Veronica Rossano, Enrica Pesare, T. Roselli","doi":"10.20368/1971-8829/1393","DOIUrl":"https://doi.org/10.20368/1971-8829/1393","url":null,"abstract":"Assessment is one of the basic issues in both formal and informal educational contexts. Current online courses are massive and online, thus it is important to find new strategies for improve the effectiveness of evaluation. In MOOCs (Massive Open Online Courses), indeed, there is also the certification of knowledge and skills acquisition that requires more formal and trustworthy methods. Researchers should work to combine pedagogical and technological solutions to guarantee the effectiveness of learning measures. In this context, the Computer Adaptive Testing (CAT) could be useful to better measure the knowledge acquisition using a quiz, as usually happens in MOOCs. These are the premises of this research work that, in order to understand if CAT could be suitable for assessment in MOOCs, proposes a first algorithm to measure the acquired knowledge using a quiz-game. The pilot study attests the appreciation of users.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"15 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85372623","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}
Starting from a reflection on the aims and learning outcomes of the undergraduate course on social research methods and an analysis of the entry level skills of students, especially related to the reasoning with number, this article illustrates the design process of the course in a blended format. In particular, we present the activities of translation, implementation and innovation of the logical and conceptual structure of quantitative empirical research in the e-learning environment. From our point of view, the use of the e-learning platform allows learners to overcome the difficulties that they usually have in the quantitative analysis of social phenomena.
{"title":"Social Research Methods 2.0: e-learning design","authors":"M. C. Catone, P. Diana","doi":"10.20368/1971-8829/1380","DOIUrl":"https://doi.org/10.20368/1971-8829/1380","url":null,"abstract":"Starting from a reflection on the aims and learning outcomes of the undergraduate course on social research methods and an analysis of the entry level skills of students, especially related to the reasoning with number, this article illustrates the design process of the course in a blended format. In particular, we present the activities of translation, implementation and innovation of the logical and conceptual structure of quantitative empirical research in the e-learning environment. From our point of view, the use of the e-learning platform allows learners to overcome the difficulties that they usually have in the quantitative analysis of social phenomena.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"1 1","pages":"9-22"},"PeriodicalIF":1.1,"publicationDate":"2017-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72669620","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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