Pub Date : 2021-11-09DOI: 10.1080/07380569.2021.1989244
Leping Liu, Li-Ting Chen, Karen Pugh
Technology has been used as a tool to support and improve teaching and learning for decades and Computers in the Schools (CITS) has been publishing the best practice and research findings in this field for over 38 years. Since its inception in 1984, CITS has demonstrated issues and solutions, trends in new technology applications over time, and progress and development of a solid theoretical foundation for integrating technology into classrooms and online teaching and learning, which provided operational guidance to the work of school teachers and researchers alike (CITS, 2021). However, when an education emergency occurs, such as the situation during the COVID-19 pandemic, how can technology as a tool be used to achieve the goals of student learning? What challenges are the teachers and students confronted with and what are the possible solutions? According to the report of Global Monitoring of School Closures provided by the United Nations Educational, Scientific and Cultural Organization (UNESCO), up until July 2020, 685,358,072 learners at K-12 levels around the world were affected, and 37 worldwide closures were instigated. By December 2020, the numbers were reduced: 304,525,775 learners at K-12 levels were affected, and 26 worldwide closures were in effect (UNESCO, 2021). Looking at college students in the United States, by March 2020, at least 1,102 colleges and universities in the United States had closed their campuses, and over 14 million college students were impacted (Hess, 2020). During the period of school closures, most literature reported the efforts K-12 schools and universities made on the transition from traditional education to online distance education (Carrillo & Flores, 2020; Crompton et al., 2021; Greenhow & Lewin, 2021) and the challenges and opportunities that educators and students faced (Kaisara & Bwalya, 2021; Moore et al., 2021). The collection of this special issue Technology’s Challenge in K-12 and Higher Education: Dealing with a Worldwide Pandemic presents some distinguished work that has been done by frontline educators during this education https://doi.org/10.1080/07380569.2021.1989244
{"title":"Online Teaching and Learning under COVID-19: Challenges and Opportunities","authors":"Leping Liu, Li-Ting Chen, Karen Pugh","doi":"10.1080/07380569.2021.1989244","DOIUrl":"https://doi.org/10.1080/07380569.2021.1989244","url":null,"abstract":"Technology has been used as a tool to support and improve teaching and learning for decades and Computers in the Schools (CITS) has been publishing the best practice and research findings in this field for over 38 years. Since its inception in 1984, CITS has demonstrated issues and solutions, trends in new technology applications over time, and progress and development of a solid theoretical foundation for integrating technology into classrooms and online teaching and learning, which provided operational guidance to the work of school teachers and researchers alike (CITS, 2021). However, when an education emergency occurs, such as the situation during the COVID-19 pandemic, how can technology as a tool be used to achieve the goals of student learning? What challenges are the teachers and students confronted with and what are the possible solutions? According to the report of Global Monitoring of School Closures provided by the United Nations Educational, Scientific and Cultural Organization (UNESCO), up until July 2020, 685,358,072 learners at K-12 levels around the world were affected, and 37 worldwide closures were instigated. By December 2020, the numbers were reduced: 304,525,775 learners at K-12 levels were affected, and 26 worldwide closures were in effect (UNESCO, 2021). Looking at college students in the United States, by March 2020, at least 1,102 colleges and universities in the United States had closed their campuses, and over 14 million college students were impacted (Hess, 2020). During the period of school closures, most literature reported the efforts K-12 schools and universities made on the transition from traditional education to online distance education (Carrillo & Flores, 2020; Crompton et al., 2021; Greenhow & Lewin, 2021) and the challenges and opportunities that educators and students faced (Kaisara & Bwalya, 2021; Moore et al., 2021). The collection of this special issue Technology’s Challenge in K-12 and Higher Education: Dealing with a Worldwide Pandemic presents some distinguished work that has been done by frontline educators during this education https://doi.org/10.1080/07380569.2021.1989244","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42602048","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 : 2021-11-09DOI: 10.1080/07380569.2021.1989220
Li-Ting Chen, Leping Liu, Phillip Tretheway
Abstract Teachers have faced various challenges during the coronavirus pandemic, including lack of skills and knowledge to teach remotely, unstable or no internet access for students in rural areas, and increasing needs to stimulate student motivation. In this article, we introduce the design, development, and implementation of a stand-alone package of multilayer videos that can be delivered to learners with or without internet access. The multilayer videos simulate real classroom environments and learning experiences to facilitate remote learning, and consist of three layers: session guidance videos (Layer 1), content instructional videos (Layer 2), and activity videos (Layer 3). The session guidance videos provide students with a road map of the class session. The content instructional videos are designed to introduce the course content. The activity videos are developed to enhance hands-on learning activities. A case study was conducted in which we used such multilayer videos to teach right triangle trigonometry. Preliminary results from the case study showed that most students gained knowledge from watching the videos. In addition, students gave positive written feedback on the multilayer videos. However, they still preferred the conventional in-person learning approach to the multilayer video learning approach. We provide our suggestions on designing multilayer videos to enhance remote learning.
{"title":"Using Multilayer Videos for Remote Learning: Videos of Session Guidance, Content Instruction, and Activity","authors":"Li-Ting Chen, Leping Liu, Phillip Tretheway","doi":"10.1080/07380569.2021.1989220","DOIUrl":"https://doi.org/10.1080/07380569.2021.1989220","url":null,"abstract":"Abstract Teachers have faced various challenges during the coronavirus pandemic, including lack of skills and knowledge to teach remotely, unstable or no internet access for students in rural areas, and increasing needs to stimulate student motivation. In this article, we introduce the design, development, and implementation of a stand-alone package of multilayer videos that can be delivered to learners with or without internet access. The multilayer videos simulate real classroom environments and learning experiences to facilitate remote learning, and consist of three layers: session guidance videos (Layer 1), content instructional videos (Layer 2), and activity videos (Layer 3). The session guidance videos provide students with a road map of the class session. The content instructional videos are designed to introduce the course content. The activity videos are developed to enhance hands-on learning activities. A case study was conducted in which we used such multilayer videos to teach right triangle trigonometry. Preliminary results from the case study showed that most students gained knowledge from watching the videos. In addition, students gave positive written feedback on the multilayer videos. However, they still preferred the conventional in-person learning approach to the multilayer video learning approach. We provide our suggestions on designing multilayer videos to enhance remote learning.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47826876","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 : 2021-11-09DOI: 10.1080/07380569.2021.1989232
Li-Ting Chen, Leping Liu, Karen Pugh
{"title":"Special Issue: Technology’s Challenge in K-12 and Higher Education: Dealing with a Worldwide Pandemic Guest Editors:","authors":"Li-Ting Chen, Leping Liu, Karen Pugh","doi":"10.1080/07380569.2021.1989232","DOIUrl":"https://doi.org/10.1080/07380569.2021.1989232","url":null,"abstract":"","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905743","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 : 2021-11-09DOI: 10.1080/07380569.2021.1989233
(2021). About the Guest Editors. Computers in the Schools: Vol. 38, Technology’s Challenge in K-12 and Higher Education to Deal with a Worldwide Pandemic, pp. 384-384.
{"title":"About the Guest Editors","authors":"","doi":"10.1080/07380569.2021.1989233","DOIUrl":"https://doi.org/10.1080/07380569.2021.1989233","url":null,"abstract":"(2021). About the Guest Editors. Computers in the Schools: Vol. 38, Technology’s Challenge in K-12 and Higher Education to Deal with a Worldwide Pandemic, pp. 384-384.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528011","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 : 2021-11-09DOI: 10.1080/07380569.2021.1988318
Safia Tarteer, Amjad Badah, Zuheir N. Khlaif
Abstract This study sought to understand the experiences of female 11th-graders in English classes that used Google Classroom applications during emergent e-learning due to COVID-19. Teachers and students used Google Classroom in place of face-to-face learning in Palestine as required by the Ministry of Education. A qualitative approach with semi-structured interviews was used to explore the experience of students using Google Classroom, with thematic analysis to analyze the data. Results indicated that most students were interested in using the Google Classroom application; however, the findings revealed that some students preferred face-to-face learning over the Google Classroom application because they suffered from internet speed issues. The study suggests that in training teachers and students on how to use Google Classroom more effectively the Ministry of Education should play a vital role in encouraging both teachers and students to use this application for teaching purposes.
{"title":"Employing Google Classroom to Teach Female Students during the COVID-19 Pandemic","authors":"Safia Tarteer, Amjad Badah, Zuheir N. Khlaif","doi":"10.1080/07380569.2021.1988318","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988318","url":null,"abstract":"Abstract This study sought to understand the experiences of female 11th-graders in English classes that used Google Classroom applications during emergent e-learning due to COVID-19. Teachers and students used Google Classroom in place of face-to-face learning in Palestine as required by the Ministry of Education. A qualitative approach with semi-structured interviews was used to explore the experience of students using Google Classroom, with thematic analysis to analyze the data. Results indicated that most students were interested in using the Google Classroom application; however, the findings revealed that some students preferred face-to-face learning over the Google Classroom application because they suffered from internet speed issues. The study suggests that in training teachers and students on how to use Google Classroom more effectively the Ministry of Education should play a vital role in encouraging both teachers and students to use this application for teaching purposes.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44814044","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 : 2021-11-09DOI: 10.1080/07380569.2021.1988319
H. Hinderliter, Y. Xie, K. Ladendorf, H. Muehsler
Abstract This study examined parents’ perception of their child’s learning experience during COVID-19. Data were collected from 153 U.S. parents’ responses to an online survey. Findings showed that parents’ satisfaction with the spring 2020 leap to online learning depended on the degree to which their child was a “good fit” (as evidenced by positive learning outcomes and low parental anxiety) with the online learning experience, as predicted by the person-situation fit theory of satisfaction. Students’ own barriers to learning was the strongest predictor of parental anxiety, among the examined internal and external factors. Furthermore, increases in parental anxiety had a strong negative correlation with perceived learning outcome, which mediated these factors’ relationship with parental satisfaction. None of the examined external factors (e.g., parental support) were significant predictors of parent-perceived learning outcome and parental anxiety. Recommendations are made for schools to support students’ ability to work independently and develop time management skills.
{"title":"Path Analysis of Internal and External Factors Associated with Parental Satisfaction over K-12 Online Learning","authors":"H. Hinderliter, Y. Xie, K. Ladendorf, H. Muehsler","doi":"10.1080/07380569.2021.1988319","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988319","url":null,"abstract":"Abstract This study examined parents’ perception of their child’s learning experience during COVID-19. Data were collected from 153 U.S. parents’ responses to an online survey. Findings showed that parents’ satisfaction with the spring 2020 leap to online learning depended on the degree to which their child was a “good fit” (as evidenced by positive learning outcomes and low parental anxiety) with the online learning experience, as predicted by the person-situation fit theory of satisfaction. Students’ own barriers to learning was the strongest predictor of parental anxiety, among the examined internal and external factors. Furthermore, increases in parental anxiety had a strong negative correlation with perceived learning outcome, which mediated these factors’ relationship with parental satisfaction. None of the examined external factors (e.g., parental support) were significant predictors of parent-perceived learning outcome and parental anxiety. Recommendations are made for schools to support students’ ability to work independently and develop time management skills.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42090751","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 : 2021-10-12DOI: 10.1080/07380569.2021.1988316
Debra R. Sprague, Michelle K. Wilbern
Abstract Using an online survey, this mixed-method study was designed to understand how college students responded to the transition at mid-semester to online learning from face-to-face courses due to a global pandemic. The student responses indicated that the transition was not successful. Students mentioned issues with the limitations of the online format, personal struggles with time management or motivation, and diminishing quality of instruction. A summary of the study findings and recommendations for future studies are discussed.
{"title":"Going Online during a National Emergency: What College Students Have to Say","authors":"Debra R. Sprague, Michelle K. Wilbern","doi":"10.1080/07380569.2021.1988316","DOIUrl":"https://doi.org/10.1080/07380569.2021.1988316","url":null,"abstract":"Abstract Using an online survey, this mixed-method study was designed to understand how college students responded to the transition at mid-semester to online learning from face-to-face courses due to a global pandemic. The student responses indicated that the transition was not successful. Students mentioned issues with the limitations of the online format, personal struggles with time management or motivation, and diminishing quality of instruction. A summary of the study findings and recommendations for future studies are discussed.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44423728","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 : 2021-07-03DOI: 10.1080/07380569.2021.1953951
M. Graham, G. Stols, Ruan Kapp
Abstract Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating technology in teaching mathematics in developing countries, this study investigates which technologies South African teachers are integrating in their classrooms and how. This quantitative study showed that, although the most commonly used technology was a laptop/computer, the use of data projectors as teaching aids was most effective. Further investigation indicated that 72% of participants used a data projector as a substitute for the chalkboard or overhead projector and did not change their teaching when integrating technology. This study found that it is important to create professional development programs that focus on training teachers to make fundamental pedagogical shifts when integrating technology in their classrooms.
{"title":"Integrating Classroom Technology: South African Mathematics Teachers","authors":"M. Graham, G. Stols, Ruan Kapp","doi":"10.1080/07380569.2021.1953951","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953951","url":null,"abstract":"Abstract Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating technology in teaching mathematics in developing countries, this study investigates which technologies South African teachers are integrating in their classrooms and how. This quantitative study showed that, although the most commonly used technology was a laptop/computer, the use of data projectors as teaching aids was most effective. Further investigation indicated that 72% of participants used a data projector as a substitute for the chalkboard or overhead projector and did not change their teaching when integrating technology. This study found that it is important to create professional development programs that focus on training teachers to make fundamental pedagogical shifts when integrating technology in their classrooms.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41962123","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 : 2021-07-03DOI: 10.1080/07380569.2021.1953362
David A. Brunow, T. Cullen
Abstract Students with learning disabilities in reading often have difficulty with comprehension. Four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension to determine the effects of two treatments, text-to-speech and human reader. Results of this single subject, alternating treatments study indicate that student mean scores on excerpts and multiple-choice listening comprehension quizzes from a required grade level reading were greater during the human reader treatment. Implications and conclusions of this study revealed that text-to-speech may benefit students with learning disabilities who struggle with reading and comprehension when used as a supplement to explicit teacher instruction; however, the text-to-speech was not as effective as a human reader on listening comprehension for students with learning disabilities.
{"title":"Effect of Text-to-Speech and Human Reader on Listening Comprehension for Students with Learning Disabilities","authors":"David A. Brunow, T. Cullen","doi":"10.1080/07380569.2021.1953362","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953362","url":null,"abstract":"Abstract Students with learning disabilities in reading often have difficulty with comprehension. Four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension to determine the effects of two treatments, text-to-speech and human reader. Results of this single subject, alternating treatments study indicate that student mean scores on excerpts and multiple-choice listening comprehension quizzes from a required grade level reading were greater during the human reader treatment. Implications and conclusions of this study revealed that text-to-speech may benefit students with learning disabilities who struggle with reading and comprehension when used as a supplement to explicit teacher instruction; however, the text-to-speech was not as effective as a human reader on listening comprehension for students with learning disabilities.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48021543","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 : 2021-07-03DOI: 10.1080/07380569.2021.1953654
Erik Kormos
Abstract This research explored teacher in-school educational technology use for middle grades instruction. A quantitative investigation examined adoption of technology, sources of acquired skills, use frequencies, perceived effectiveness, and barriers to integration. A total of 796 participants employed across a Mid-Atlantic state from various demographic backgrounds responded to the researcher-developed questionnaire. Findings revealed document creation and presentation programs were most commonly used and perceived as the most effective tools to enhance student learning. Teachers voiced displeasure for video and audio-editing software, as well as social networking. Participants indicated personal trial and error as the most likely way to acquire new knowledge. Teacher perspectives offer unique insight and provide an opportunity to further discussion of educational technologies. By better understanding educators’ use of technology in the middle grades, current teachers and administrators, as well as teacher preparation instructors, may design more reflective curricula. It is recommended that future research be performed on a multi-state or regional basis to investigate technology integration at the elementary and young adult grade levels to best prepare future teachers and keep current professionals abreast of research-based best practices.
{"title":"An Exploration of Educators’ Technology Integration in the Middle Grades","authors":"Erik Kormos","doi":"10.1080/07380569.2021.1953654","DOIUrl":"https://doi.org/10.1080/07380569.2021.1953654","url":null,"abstract":"Abstract This research explored teacher in-school educational technology use for middle grades instruction. A quantitative investigation examined adoption of technology, sources of acquired skills, use frequencies, perceived effectiveness, and barriers to integration. A total of 796 participants employed across a Mid-Atlantic state from various demographic backgrounds responded to the researcher-developed questionnaire. Findings revealed document creation and presentation programs were most commonly used and perceived as the most effective tools to enhance student learning. Teachers voiced displeasure for video and audio-editing software, as well as social networking. Participants indicated personal trial and error as the most likely way to acquire new knowledge. Teacher perspectives offer unique insight and provide an opportunity to further discussion of educational technologies. By better understanding educators’ use of technology in the middle grades, current teachers and administrators, as well as teacher preparation instructors, may design more reflective curricula. It is recommended that future research be performed on a multi-state or regional basis to investigate technology integration at the elementary and young adult grade levels to best prepare future teachers and keep current professionals abreast of research-based best practices.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43271259","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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