Pub Date : 2020-04-02DOI: 10.1080/09523987.2020.1786774
Cher Ping Lim, Sungsup Ra, Brian Chin, Tianchong Wang
ABSTRACT Information and Communication Technologies (ICT) have had significant impacts on many sectors in today’s knowledge economy. In developing and emerging countries, ICT have enhanced equity, quality, and efficiency in the education sector. However, the adoption of ICT in the South Asian countries’ education sector has not been at scale and its impacts have been limited. There are several gaps and issues that are hindering the wider adoption of ICT and limiting its impacts in the education sector. Through the case studies of the adoption of ICT for education in Bangladesh and Nepal, this paper examines the gaps and issues to be addressed in order to better leverage ICT to enhance education equity, quality, and efficiency. This discussion is guided by the ICT in the education framework that has been developed by the authors, and could provide insights into the state of ICT in education and offer strategies to better leverage ICT for the education sector of other countries in South Asia and the region.
{"title":"Leveraging information and communication technologies (ICT) to enhance education equity, quality, and efficiency: case studies of Bangladesh and Nepal","authors":"Cher Ping Lim, Sungsup Ra, Brian Chin, Tianchong Wang","doi":"10.1080/09523987.2020.1786774","DOIUrl":"https://doi.org/10.1080/09523987.2020.1786774","url":null,"abstract":"ABSTRACT Information and Communication Technologies (ICT) have had significant impacts on many sectors in today’s knowledge economy. In developing and emerging countries, ICT have enhanced equity, quality, and efficiency in the education sector. However, the adoption of ICT in the South Asian countries’ education sector has not been at scale and its impacts have been limited. There are several gaps and issues that are hindering the wider adoption of ICT and limiting its impacts in the education sector. Through the case studies of the adoption of ICT for education in Bangladesh and Nepal, this paper examines the gaps and issues to be addressed in order to better leverage ICT to enhance education equity, quality, and efficiency. This discussion is guided by the ICT in the education framework that has been developed by the authors, and could provide insights into the state of ICT in education and offer strategies to better leverage ICT for the education sector of other countries in South Asia and the region.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86136400","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 : 2020-04-02DOI: 10.1080/09523987.2020.1786776
Fatimah Alebrahim, Heng-Yu Ku
ABSTRACT One of the blended learning strategies that researchers and educators commonly use in higher education is Flipped Classroom. The purpose of this case study was to explore how both professors and students perceive student engagement in flipped classrooms. Three college professors who implemented flipped classrooms and their 14 students participated in the study. Three individual faculty interviews and three student focus group interviewers were conducted. Five components of the utilization-focused evaluation model were used in the data coding. The findings revealed both positive and negative opinions depending on how they implemented the flipped classroom including the engagement of students and the environment. Faculty participants who fully implemented the flipped model had positive opinions about the implementation and student engagement, finding the model helped increase student performance and grades. In addition, the majority of student participants liked the challenges offered by the flipped classroom, which increased their engagement.
{"title":"Perceptions of student engagement in the flipped classroom: a case study","authors":"Fatimah Alebrahim, Heng-Yu Ku","doi":"10.1080/09523987.2020.1786776","DOIUrl":"https://doi.org/10.1080/09523987.2020.1786776","url":null,"abstract":"ABSTRACT One of the blended learning strategies that researchers and educators commonly use in higher education is Flipped Classroom. The purpose of this case study was to explore how both professors and students perceive student engagement in flipped classrooms. Three college professors who implemented flipped classrooms and their 14 students participated in the study. Three individual faculty interviews and three student focus group interviewers were conducted. Five components of the utilization-focused evaluation model were used in the data coding. The findings revealed both positive and negative opinions depending on how they implemented the flipped classroom including the engagement of students and the environment. Faculty participants who fully implemented the flipped model had positive opinions about the implementation and student engagement, finding the model helped increase student performance and grades. In addition, the majority of student participants liked the challenges offered by the flipped classroom, which increased their engagement.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82753930","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 : 2020-04-02DOI: 10.1080/09523987.2020.1786773
T. Phan, Meina Zhu
ABSTRACT Pre- and in-service teachers’ professional development is critical in the lifelong learning era. This case study explores 27 pre- and in-service teachers’ reasons for selecting a MOOC, their learning experiences, and their perceptions of the value for their professional development. Data sources in this study included: 1) MOOC reviews written and submitted by the participants 2) extended versions of MOOC reviews into research papers, 3) descriptions of MOOCs taken by the participants. Findings of this study indicated that MOOCs served as tremendous resources for multiple learning purposes, evidenced by the voices of these 27 participants. In addition, the multiple pedagogical approaches found in the MOOCs offered great experiential learning spaces for these K-12 pre- and in-service teachers who drew instructional lessons to apply to their current and future professional endeavors.
{"title":"Professional development journey in MOOCs by pre- and in-service teachers","authors":"T. Phan, Meina Zhu","doi":"10.1080/09523987.2020.1786773","DOIUrl":"https://doi.org/10.1080/09523987.2020.1786773","url":null,"abstract":"ABSTRACT Pre- and in-service teachers’ professional development is critical in the lifelong learning era. This case study explores 27 pre- and in-service teachers’ reasons for selecting a MOOC, their learning experiences, and their perceptions of the value for their professional development. Data sources in this study included: 1) MOOC reviews written and submitted by the participants 2) extended versions of MOOC reviews into research papers, 3) descriptions of MOOCs taken by the participants. Findings of this study indicated that MOOCs served as tremendous resources for multiple learning purposes, evidenced by the voices of these 27 participants. In addition, the multiple pedagogical approaches found in the MOOCs offered great experiential learning spaces for these K-12 pre- and in-service teachers who drew instructional lessons to apply to their current and future professional endeavors.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73591410","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 : 2020-04-02DOI: 10.1080/09523987.2020.1786775
Terhi Nurmikko-Fuller, I. Hart
ABSTRACT This paper describes the process of constructive alignment of the content and assessment of a first year university course on Digital Culture. Previous iterations of the course assessed the students using only written assignments, which proved to be problematic. In 2019 the course team decided to revise the assessment tasks in order to align them more closely with the media that the students were studying. We describe our methodology for constructive alignment that begins with a close examination of the learning outcomes (LOs), considers the authentic activities that support these LOs and develops assessment tasks, which are authentic and valid. We also describe how group projects contributed to the course structure and how peer assessment was designed to provide formative feedback to the students.
{"title":"Constructive alignment and authentic assessment in a media-rich undergraduate course","authors":"Terhi Nurmikko-Fuller, I. Hart","doi":"10.1080/09523987.2020.1786775","DOIUrl":"https://doi.org/10.1080/09523987.2020.1786775","url":null,"abstract":"ABSTRACT This paper describes the process of constructive alignment of the content and assessment of a first year university course on Digital Culture. Previous iterations of the course assessed the students using only written assignments, which proved to be problematic. In 2019 the course team decided to revise the assessment tasks in order to align them more closely with the media that the students were studying. We describe our methodology for constructive alignment that begins with a close examination of the learning outcomes (LOs), considers the authentic activities that support these LOs and develops assessment tasks, which are authentic and valid. We also describe how group projects contributed to the course structure and how peer assessment was designed to provide formative feedback to the students.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80412809","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 : 2020-04-02DOI: 10.1080/09523987.2020.1786772
Mehmet Fırat, Aras Bozkurt
ABSTRACT Online learning practices have gained momentum as a result of the developments in network technologies and an increase in the capacity of current technological devices that are used to deliver learning. While up-to-date studies have examined the online learning readiness of traditional higher education learners, there remains a need to examine it in a large scale open and distance learning university. Therefore, the purpose of this study is to examine online learning readiness through quantitative cross-sectional and explanatory correlational research designs. The study included 6,507 open and distance learners enrolled in a giga university. By employing the valid and reliable Online Learning Readiness Scale (OLRS), multivariate and correlational analysis were used to interpret research findings. The findings revealed that the demographics of Open and Distance Learning (ODL) learners can be used as an indicator of online learning readiness and that there is a need for adaptive, personalized online learning systems. Moreover, there is a statistical significance between the time spent online and online learning readiness. The research further revealed that there is a correlation between online learning readiness and ODL learners’ preferred technological devices.
{"title":"Variables affecting online learning readiness in an open and distance learning university","authors":"Mehmet Fırat, Aras Bozkurt","doi":"10.1080/09523987.2020.1786772","DOIUrl":"https://doi.org/10.1080/09523987.2020.1786772","url":null,"abstract":"ABSTRACT Online learning practices have gained momentum as a result of the developments in network technologies and an increase in the capacity of current technological devices that are used to deliver learning. While up-to-date studies have examined the online learning readiness of traditional higher education learners, there remains a need to examine it in a large scale open and distance learning university. Therefore, the purpose of this study is to examine online learning readiness through quantitative cross-sectional and explanatory correlational research designs. The study included 6,507 open and distance learners enrolled in a giga university. By employing the valid and reliable Online Learning Readiness Scale (OLRS), multivariate and correlational analysis were used to interpret research findings. The findings revealed that the demographics of Open and Distance Learning (ODL) learners can be used as an indicator of online learning readiness and that there is a need for adaptive, personalized online learning systems. Moreover, there is a statistical significance between the time spent online and online learning readiness. The research further revealed that there is a correlation between online learning readiness and ODL learners’ preferred technological devices.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86603484","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 : 2020-01-02DOI: 10.1080/09523987.2020.1744847
P. S. D. Walt, Nan Barker
ABSTRACT A narrative case study exploring the course design and implementation of a capstone undergraduate course for future teachers taught with a lens of pedagogical intersectionality, an integration of K-12 history-social science content, advocating for students, and technology. Four undergraduate students’ perspectives on the taught concepts of culturally sustaining pedagogies, universal design for learning and social justice through multimodal approaches resulting in the creation and facilitation of a digital one-day lesson (DODL) that incorporates course tenets and use of technology. Data was collected from course surveys, reflections, DODL lesson plan, and DODL Post microteaching reflections. Themes generated from the data sources were personal learning experiences, cultural respect and acknowledgement, pedagogical growing pains, fatigue, and synthesis occurring in DODL. Collaborators responded to student comments and reflected on course design and goals to foster independent learning of course tenets. Future research will involve additional analysis of subsequent sections of the course based on feedback and reflective modifications learned through this project.
{"title":"Pedagogical intersectionality: exploring content, technology, and student-centered learning through a problem based/project based approach","authors":"P. S. D. Walt, Nan Barker","doi":"10.1080/09523987.2020.1744847","DOIUrl":"https://doi.org/10.1080/09523987.2020.1744847","url":null,"abstract":"ABSTRACT A narrative case study exploring the course design and implementation of a capstone undergraduate course for future teachers taught with a lens of pedagogical intersectionality, an integration of K-12 history-social science content, advocating for students, and technology. Four undergraduate students’ perspectives on the taught concepts of culturally sustaining pedagogies, universal design for learning and social justice through multimodal approaches resulting in the creation and facilitation of a digital one-day lesson (DODL) that incorporates course tenets and use of technology. Data was collected from course surveys, reflections, DODL lesson plan, and DODL Post microteaching reflections. Themes generated from the data sources were personal learning experiences, cultural respect and acknowledgement, pedagogical growing pains, fatigue, and synthesis occurring in DODL. Collaborators responded to student comments and reflected on course design and goals to foster independent learning of course tenets. Future research will involve additional analysis of subsequent sections of the course based on feedback and reflective modifications learned through this project.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82410744","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 : 2020-01-02DOI: 10.1080/09523987.2020.1744853
A. Sarcona, Dara Dirhan, P. Davidson
ABSTRACT The use of learning management systems in higher education provides a means for connecting students and faculty online and provides numerous options in the provision of feedback for student work. How students perceive and utilize feedback is an ongoing area of research that reaches all disciplines in education. Data on students’ use of audio and written feedback were collected from students who volunteered to complete an online questionnaire. The findings of a qualitative study of 116 undergraduate university students’ perceptions about audio and written feedback is presented. Most participants reported a preference for written feedback over audio feedback; mostly due to visually being able to see their strengths and areas to improve on their work. Students found it difficult to follow instructor comments on the audio recordings in connection with their written document; however, students would like to have both assessment modalities on future assignments as they appreciated the personal nature of hearing the instructors’ voice. Results showed a significant association between students’ perceived learning style and type of feedback preference. This study demonstrated that using various forms of feedback and researching new technologies will help determine student and instructor feedback preferences and guide future teaching practices.
{"title":"An overview of audio and written feedback from students’ and instructors’ perspective","authors":"A. Sarcona, Dara Dirhan, P. Davidson","doi":"10.1080/09523987.2020.1744853","DOIUrl":"https://doi.org/10.1080/09523987.2020.1744853","url":null,"abstract":"ABSTRACT The use of learning management systems in higher education provides a means for connecting students and faculty online and provides numerous options in the provision of feedback for student work. How students perceive and utilize feedback is an ongoing area of research that reaches all disciplines in education. Data on students’ use of audio and written feedback were collected from students who volunteered to complete an online questionnaire. The findings of a qualitative study of 116 undergraduate university students’ perceptions about audio and written feedback is presented. Most participants reported a preference for written feedback over audio feedback; mostly due to visually being able to see their strengths and areas to improve on their work. Students found it difficult to follow instructor comments on the audio recordings in connection with their written document; however, students would like to have both assessment modalities on future assignments as they appreciated the personal nature of hearing the instructors’ voice. Results showed a significant association between students’ perceived learning style and type of feedback preference. This study demonstrated that using various forms of feedback and researching new technologies will help determine student and instructor feedback preferences and guide future teaching practices.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73089797","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 : 2020-01-02DOI: 10.1080/09523987.2020.1744858
Heli Aru-Chabilan
ABSTRACT This article gives an overview of how Estonia has designed and implemented initiatives to equip its young people with digital skills starting from the 1990s when the Tiger Leap program was initiated. The overview will feature the state of affairs for implementing technology into education as part of the National Lifelong Learning Digital Turn program as of spring 2019. The article was written on the basis of a keynote presentation on ICEM 2018 Tallinn conference in Estonia under the name “Digital turn in Estonian Education Strategy.” This overview is a more comprehensive survey with references to sources. There is also new material added that has become available compared to 2018 September.
{"title":"Tiger Leap for digital turn in the Estonian education","authors":"Heli Aru-Chabilan","doi":"10.1080/09523987.2020.1744858","DOIUrl":"https://doi.org/10.1080/09523987.2020.1744858","url":null,"abstract":"ABSTRACT This article gives an overview of how Estonia has designed and implemented initiatives to equip its young people with digital skills starting from the 1990s when the Tiger Leap program was initiated. The overview will feature the state of affairs for implementing technology into education as part of the National Lifelong Learning Digital Turn program as of spring 2019. The article was written on the basis of a keynote presentation on ICEM 2018 Tallinn conference in Estonia under the name “Digital turn in Estonian Education Strategy.” This overview is a more comprehensive survey with references to sources. There is also new material added that has become available compared to 2018 September.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87520248","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 : 2020-01-02DOI: 10.1080/09523987.2020.1744845
M. Bower, M. Stevenson, Anne Forbes, Garry Falloon, M. Hatzigianni
ABSTRACT Makerspaces have been heralded as an effective way to support the development of 21st Century and STEM capabilities, yet there is a paucity of systematic, multiple-case analysis to guide educator and researcher practice. This collective case study examined 24 primary school classroom contexts to understand what supports and constrains learning and teaching in technology-oriented makerspaces. Thematic analysis of 24 teacher in-situ reflective journals and focus group interviews of all teacher participants revealed 19 supports and 11 constraints, relating to pedagogy, task design, learner attributes, technological factors, the school environment, and teacher capabilities and beliefs. These were used to form an evidence-based framework for learning and teaching in makerspaces. Findings are discussed in relation to previous research which has tended to be anecdotal and based on single cases. Implications for future teaching, research and policy initiatives are also detailed.
{"title":"Makerspaces pedagogy – supports and constraints during 3D design and 3D printing activities in primary schools","authors":"M. Bower, M. Stevenson, Anne Forbes, Garry Falloon, M. Hatzigianni","doi":"10.1080/09523987.2020.1744845","DOIUrl":"https://doi.org/10.1080/09523987.2020.1744845","url":null,"abstract":"ABSTRACT Makerspaces have been heralded as an effective way to support the development of 21st Century and STEM capabilities, yet there is a paucity of systematic, multiple-case analysis to guide educator and researcher practice. This collective case study examined 24 primary school classroom contexts to understand what supports and constrains learning and teaching in technology-oriented makerspaces. Thematic analysis of 24 teacher in-situ reflective journals and focus group interviews of all teacher participants revealed 19 supports and 11 constraints, relating to pedagogy, task design, learner attributes, technological factors, the school environment, and teacher capabilities and beliefs. These were used to form an evidence-based framework for learning and teaching in makerspaces. Findings are discussed in relation to previous research which has tended to be anecdotal and based on single cases. Implications for future teaching, research and policy initiatives are also detailed.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78478875","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 : 2020-01-02DOI: 10.1080/09523987.2020.1744859
T. Phan
ABSTRACT A diverse, urban district’s Personalized Learning Initiative (PLI), committed to transforming instructional tasks through integration of technology, created spaces for collaboration, voice, and choice for the PLI teachers and students. The teachers and students used various web-based technologies for collaboration with their peers, had more choices in teaching and learning and voice in making instructional decisions through meaningful integration of technology. The PLI’s aims include 1) accelerating transformation of learning experiences for all students and preparing future teachers with necessary competencies for the 21st-century skills set and 2) designing learning opportunities and teaching practices that realize student’s full potentials.
{"title":"Exercises of voice, choice, and collaboration in a personalized learning initiative","authors":"T. Phan","doi":"10.1080/09523987.2020.1744859","DOIUrl":"https://doi.org/10.1080/09523987.2020.1744859","url":null,"abstract":"ABSTRACT A diverse, urban district’s Personalized Learning Initiative (PLI), committed to transforming instructional tasks through integration of technology, created spaces for collaboration, voice, and choice for the PLI teachers and students. The teachers and students used various web-based technologies for collaboration with their peers, had more choices in teaching and learning and voice in making instructional decisions through meaningful integration of technology. The PLI’s aims include 1) accelerating transformation of learning experiences for all students and preparing future teachers with necessary competencies for the 21st-century skills set and 2) designing learning opportunities and teaching practices that realize student’s full potentials.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73467218","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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