The COVID-19 outbreak has greatly forced the education systems around the world to undergo rapid change. Given today's uncertainty, it is essential to understand students' online learning experiences during the COVID-19 pandemic. Despite the fact that many studies were investigated in this area, there is limited available information about the barriers, challenges, and the difficulties students face during online learning. This paper studies the online learning platforms' utilization during the COVID-19 pandemic for students' engagement in the Medical Technology and Allied Healthcare education. This paper looks at studying the various benefits of imparting education through e-learning, identifying the challenges faced by learners, and measures the satisfaction levels of learners. From the study, it emerged that students' satisfaction index in using e-learning technologies is high for courses in Medical Technology and Allied Healthcare education.
{"title":"\"Online Learning\" Technology Solutions During the COVID-19 Pandemic: An Empirical Study of Medical Technology and Allied Healthcare Student Perceptions","authors":"Milind Chunkhare, Sammita Jadhav","doi":"10.4018/ijvple.315595","DOIUrl":"https://doi.org/10.4018/ijvple.315595","url":null,"abstract":"The COVID-19 outbreak has greatly forced the education systems around the world to undergo rapid change. Given today's uncertainty, it is essential to understand students' online learning experiences during the COVID-19 pandemic. Despite the fact that many studies were investigated in this area, there is limited available information about the barriers, challenges, and the difficulties students face during online learning. This paper studies the online learning platforms' utilization during the COVID-19 pandemic for students' engagement in the Medical Technology and Allied Healthcare education. This paper looks at studying the various benefits of imparting education through e-learning, identifying the challenges faced by learners, and measures the satisfaction levels of learners. From the study, it emerged that students' satisfaction index in using e-learning technologies is high for courses in Medical Technology and Allied Healthcare education.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"10 9 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83248096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.4018/ijvple.2022010104
Wagayehu Enbeyle, G. A. Ogunmola, Ruhul Amin
Covid-19 pandemic has been a catalyst for mandatory use of technology to deliver class room learning to students who have been forced to Learn From Home (LFH). Learn From Home requires Technology Enhanced Learning (TEL) method if students are to be satisfied with online delivery of lessons. Technology Enhanced Learning is used to describe the integration of technology to teaching and learning; the demand for Technology Enhanced Learning has been increased as a result of the lockdown. The study explores various online teaching platforms, techniques, online examination, and Technology Enhanced Learning methods needed to be used by university instructors to ensure that educating the students goes on unhindered. The identified variables were empirically tested with the aid of a structured questionnaire. The study concludes that there is a positive relationship between satisfaction with the delivery of online study and the perceived effectiveness of TEL among higher education students.
{"title":"COVID-19: A Catalyst for Technology-Enhanced Learning (TEL) - An Empirical Validation of the Efficacy of Learn From Home in Higher Education Students","authors":"Wagayehu Enbeyle, G. A. Ogunmola, Ruhul Amin","doi":"10.4018/ijvple.2022010104","DOIUrl":"https://doi.org/10.4018/ijvple.2022010104","url":null,"abstract":"Covid-19 pandemic has been a catalyst for mandatory use of technology to deliver class room learning to students who have been forced to Learn From Home (LFH). Learn From Home requires Technology Enhanced Learning (TEL) method if students are to be satisfied with online delivery of lessons. Technology Enhanced Learning is used to describe the integration of technology to teaching and learning; the demand for Technology Enhanced Learning has been increased as a result of the lockdown. The study explores various online teaching platforms, techniques, online examination, and Technology Enhanced Learning methods needed to be used by university instructors to ensure that educating the students goes on unhindered. The identified variables were empirically tested with the aid of a structured questionnaire. The study concludes that there is a positive relationship between satisfaction with the delivery of online study and the perceived effectiveness of TEL among higher education students.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"99 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81273049","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}
During the pandemic, the advances and adoption of Learning Management Systems (LMS) grew exponentially around the globe. In this study, I focus on the factors that affect students’ behavioral intention to use LMS. Therefore, I use the success model of DeLone and McLean (2004) as foundational framework and innovatively add more social and psychological concepts to form a new and integrated model. I test the model based on data collected from 989 participants engaged in an LMS at Kuwait University. The results show that subjective norms and personal innovativeness have the most significant effects. Furthermore, I find that all the quality factors in an informational success (IS) model either fail to have significant associations or have limited effects on the behavioral intention to use LMS. The results show that the integrated model has a strong explanatory power. The study enhances the IS model and sheds new light on the urgency to modify acceptance models to include cultural and social factors to measure the behavioral intention to use LMS.
在大流行期间，全球学习管理系统(LMS)的进展和采用呈指数增长。在本研究中，我主要研究影响学生使用LMS行为意向的因素。因此，我以DeLone and McLean(2004)的成功模型为基础框架，创新性地加入更多的社会和心理概念，形成一个全新的、完整的模型。我根据从科威特大学LMS的989名参与者中收集的数据对模型进行了测试。结果表明，主观规范和个人创新对创新能力的影响最为显著。此外，我发现信息成功(IS)模型中的所有质量因素要么没有显著关联，要么对使用LMS的行为意愿的影响有限。结果表明，综合模型具有较强的解释力。该研究增强了IS模型，并揭示了修改接受模型以包括文化和社会因素来衡量使用LMS的行为意愿的紧迫性。
{"title":"Behavioral Intention to Use as a Factor in a Learning Management System in Kuwait","authors":"Hasan A. Abbas","doi":"10.4018/ijvple.307018","DOIUrl":"https://doi.org/10.4018/ijvple.307018","url":null,"abstract":"During the pandemic, the advances and adoption of Learning Management Systems (LMS) grew exponentially around the globe. In this study, I focus on the factors that affect students’ behavioral intention to use LMS. Therefore, I use the success model of DeLone and McLean (2004) as foundational framework and innovatively add more social and psychological concepts to form a new and integrated model. I test the model based on data collected from 989 participants engaged in an LMS at Kuwait University. The results show that subjective norms and personal innovativeness have the most significant effects. Furthermore, I find that all the quality factors in an informational success (IS) model either fail to have significant associations or have limited effects on the behavioral intention to use LMS. The results show that the integrated model has a strong explanatory power. The study enhances the IS model and sheds new light on the urgency to modify acceptance models to include cultural and social factors to measure the behavioral intention to use LMS.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"36 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76333350","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 problem of this research focuses on the communication between the organizing center and the external tutors at practicum centers. A non-experimental methodology is followed to explore the connections between the different variables. Six correlations between the following variables stand out. Positive correlation: gender with sports specialty, academic degree with distance training expertise, and age with collaboration with the organization. Negative correlation: sportive degree with needed training and received information; and, collaboration with the organization with received information. In addition, a dendrogram was constructed from the qualitative question with five large nodules. The results indicate that tutors do not receive information and that they are not related to the organization at any of the formative moments. It would be convenient to prepare a communication protocol where all participants could contribute from different points of view.
{"title":"External Practices in Distance Courses: Tutor Communication With an Organizing Center","authors":"C. Ortiz","doi":"10.4018/ijvple.285599","DOIUrl":"https://doi.org/10.4018/ijvple.285599","url":null,"abstract":"The problem of this research focuses on the communication between the organizing center and the external tutors at practicum centers. A non-experimental methodology is followed to explore the connections between the different variables. Six correlations between the following variables stand out. Positive correlation: gender with sports specialty, academic degree with distance training expertise, and age with collaboration with the organization. Negative correlation: sportive degree with needed training and received information; and, collaboration with the organization with received information. In addition, a dendrogram was constructed from the qualitative question with five large nodules. The results indicate that tutors do not receive information and that they are not related to the organization at any of the formative moments. It would be convenient to prepare a communication protocol where all participants could contribute from different points of view.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"34 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87164435","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}
Yunfeng Zhang, Xiaoshu Xu, Yan Yue, Jia Liu, V. Lei
The study aims to construct and pilot test a Universal Design for Learning (UDL) guided PLE platform to enhance learners’ engagement and achievements in the International English Language Test (IELTS) course. Altogether, 178 sophomores from a comprehensive university in the coastal area of China joined a 16-week IELTS project. Mixed methods were used. To assess the learners’ learning engagement, data involving the weekly discussion forum, weekly participation on the platform, vocabulary exercises, and open questions about the benefits and gains from the forum were collected and analyzed. The result indicated an improved learning engagement in the PLE-IELTS platform. To evaluate learners’ cognitive achievement, the pre-and post-test of IELTS listening and reading were carried out. The result of the pre-and post-test indicated a significant difference, indicating the improved cognitive performance of the participants. This paper offers insights into the construction of a highly engaged and cognitively effective PLE platform that is universally accessible and inclusive for all.
{"title":"Improving Online Learning Engagement and Cognitive Performance: A Pilot Study of UDL-Guided Personal Learning Environments","authors":"Yunfeng Zhang, Xiaoshu Xu, Yan Yue, Jia Liu, V. Lei","doi":"10.4018/ijvple.307020","DOIUrl":"https://doi.org/10.4018/ijvple.307020","url":null,"abstract":"The study aims to construct and pilot test a Universal Design for Learning (UDL) guided PLE platform to enhance learners’ engagement and achievements in the International English Language Test (IELTS) course. Altogether, 178 sophomores from a comprehensive university in the coastal area of China joined a 16-week IELTS project. Mixed methods were used. To assess the learners’ learning engagement, data involving the weekly discussion forum, weekly participation on the platform, vocabulary exercises, and open questions about the benefits and gains from the forum were collected and analyzed. The result indicated an improved learning engagement in the PLE-IELTS platform. To evaluate learners’ cognitive achievement, the pre-and post-test of IELTS listening and reading were carried out. The result of the pre-and post-test indicated a significant difference, indicating the improved cognitive performance of the participants. This paper offers insights into the construction of a highly engaged and cognitively effective PLE platform that is universally accessible and inclusive for all.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"15 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80699345","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}
Jacqueline Kareem, B. SharonValaramathi, Veerta Tantia
The teaching profession is undergoing a revolutionary change due to the compulsive integration of technology into education. There is a growing interest in understanding teachers' occupational stress and efficacy in online teaching. The participants of this study were school teachers in Bengaluru, India. The measures from teachers' occupational stress and self-efficacy scales investigate the influence of occupational stress and self-efficacy during two periods -- before and during COVID-19. The findings of the study reflected that the influence of Occupational Stress on Self-Efficacy has doubled during COVID-19. Classroom management and resources for online teaching mainly influenced Self-Efficacy during COVID-19, whereas classroom management and administration proved to influence Self-Efficacy before COVID-19. Online learning strategies adopted by educational institutions will certainly make an impression on the education system post COVID-19. The current research contributes a significant component in the formation of the teachers' professional identity.
{"title":"Influence of Teacher Occupational Stress on Self-Efficacy: Evidences From the Pre- and During-COVID-19 Periods","authors":"Jacqueline Kareem, B. SharonValaramathi, Veerta Tantia","doi":"10.4018/IJVPLE.295300","DOIUrl":"https://doi.org/10.4018/IJVPLE.295300","url":null,"abstract":"The teaching profession is undergoing a revolutionary change due to the compulsive integration of technology into education. There is a growing interest in understanding teachers' occupational stress and efficacy in online teaching. The participants of this study were school teachers in Bengaluru, India. The measures from teachers' occupational stress and self-efficacy scales investigate the influence of occupational stress and self-efficacy during two periods -- before and during COVID-19. The findings of the study reflected that the influence of Occupational Stress on Self-Efficacy has doubled during COVID-19. Classroom management and resources for online teaching mainly influenced Self-Efficacy during COVID-19, whereas classroom management and administration proved to influence Self-Efficacy before COVID-19. Online learning strategies adopted by educational institutions will certainly make an impression on the education system post COVID-19. The current research contributes a significant component in the formation of the teachers' professional identity.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"12 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70472090","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}
Augmented Reality (AR) is growing technology that superimpose 3D images onto real world. This enhances the user’s real-world experience. This potential of AR can be utilized effectively in teaching learning for engineering graphics course.There is visualization limitation for engineering students entering in first year, and this leads them to face difficulty in understanding and developing orthographic, isometric and section view of models. AR can empower the students to visualize the actual virtual object in 3D view to match their imagination with augmented object. In this regard initially a framework of AR is conceptualized for the course of engineering graphics & an AR application is developed. This paper mainly focuses on investigation & impact of AR technology on interactive teaching learning process in engineering graphics. Impact of this technology is measured by student’s performance in AR interactive test. The result shows increase in student’s performance in written test by 18.52% in engineering graphics and in mental rotation test by 28.97%.
{"title":"Investigation of the Impact of Augmented Reality Technology on Interactive Teaching Learning Process","authors":"Pritam Kudale, R. Buktar","doi":"10.4018/ijvple.285594","DOIUrl":"https://doi.org/10.4018/ijvple.285594","url":null,"abstract":"Augmented Reality (AR) is growing technology that superimpose 3D images onto real world. This enhances the user’s real-world experience. This potential of AR can be utilized effectively in teaching learning for engineering graphics course.There is visualization limitation for engineering students entering in first year, and this leads them to face difficulty in understanding and developing orthographic, isometric and section view of models. AR can empower the students to visualize the actual virtual object in 3D view to match their imagination with augmented object. In this regard initially a framework of AR is conceptualized for the course of engineering graphics & an AR application is developed. This paper mainly focuses on investigation & impact of AR technology on interactive teaching learning process in engineering graphics. Impact of this technology is measured by student’s performance in AR interactive test. The result shows increase in student’s performance in written test by 18.52% in engineering graphics and in mental rotation test by 28.97%.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"12 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78069671","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}
Mobile language learning (MLL) has become an active area of research. This paper reports on the development of a MLL application to teach basic English language skills to pre-schoolers. The MLL application provides an opportunity for students to gain skills such as reading, writing, listening, and speaking. Designing science research was adopted to provide methodological support to structure our work. The MLL application was developed following the five activities (explicate problem, requirements definition, design and develop artifact, demonstrate artifact, and evaluate artifact) of the design science research methodology. The key findings of the study revealed that mobile phones are an effective tool in the language learning domain, and the proposed MLL application can be used to teach basic language skills to pre-school students with ease.
{"title":"Kid-Learn: A Mobile Language Learning Application for Pre-Schoolers","authors":"Bimal aklesh Kumar, Muni S. Goundar","doi":"10.4018/ijvple.314950","DOIUrl":"https://doi.org/10.4018/ijvple.314950","url":null,"abstract":"Mobile language learning (MLL) has become an active area of research. This paper reports on the development of a MLL application to teach basic English language skills to pre-schoolers. The MLL application provides an opportunity for students to gain skills such as reading, writing, listening, and speaking. Designing science research was adopted to provide methodological support to structure our work. The MLL application was developed following the five activities (explicate problem, requirements definition, design and develop artifact, demonstrate artifact, and evaluate artifact) of the design science research methodology. The key findings of the study revealed that mobile phones are an effective tool in the language learning domain, and the proposed MLL application can be used to teach basic language skills to pre-school students with ease.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"1 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90929397","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 translanguaging theory encourages language teachers to view their learners’ linguistic backgrounds as a resource for creative expression. This article proposes an autoethnographically oriented application of the translanguging approach to studying emergent bilingual creativity in online communication. It includes three steps—storytelling, cultural interpretation, and online research—thus linking personal experiences of bilingual creativity with communal practice. To illustrate the approach’s usefulness, the author applies it to his own observed cases of bilingual creativity in Chinese-English bilingual communication. Pedagogical implications for teaching language, World Englishes, and creative writing courses are provided.
{"title":"Using a Translanguaging Approach to Capture Emergent Bilingual Creativity","authors":"Shizhou Yang","doi":"10.4018/ijvple.295303","DOIUrl":"https://doi.org/10.4018/ijvple.295303","url":null,"abstract":"The translanguaging theory encourages language teachers to view their learners’ linguistic backgrounds as a resource for creative expression. This article proposes an autoethnographically oriented application of the translanguging approach to studying emergent bilingual creativity in online communication. It includes three steps—storytelling, cultural interpretation, and online research—thus linking personal experiences of bilingual creativity with communal practice. To illustrate the approach’s usefulness, the author applies it to his own observed cases of bilingual creativity in Chinese-English bilingual communication. Pedagogical implications for teaching language, World Englishes, and creative writing courses are provided.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"22 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86658583","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}
Covid-19 taught us the importance of personalized ICT use in the higher education context. In this scenario, the importance of researching student's ICT behaviour is becoming ever more crucial. This study investigates the influence of student alienation (SAL), socio-economic status, residential background, type of course, and gender on students' ICT use behaviour. 704 Kashmiri university students responded to an offline survey comprising two scales: Students ICT use scale and student alienation scale. The results showed that SAL has a negative relationship with student’s ICT use for education and capital enhancement. Students differed in their ICT behaviour based on gender, type of course, and residential background. Socio-economic status was positively correlated with ICT use for education and entertainment. These findings highlight the nuances of ICT use behaviour among young university students. The implications and future research directions have been discussed.
{"title":"ICT Use Behaviour and Student Alienation: A Descriptive Correlational Study","authors":"Wahid Ahmad Dar, Kounsar Jan","doi":"10.4018/ijvple.285600","DOIUrl":"https://doi.org/10.4018/ijvple.285600","url":null,"abstract":"Covid-19 taught us the importance of personalized ICT use in the higher education context. In this scenario, the importance of researching student's ICT behaviour is becoming ever more crucial. This study investigates the influence of student alienation (SAL), socio-economic status, residential background, type of course, and gender on students' ICT use behaviour. 704 Kashmiri university students responded to an offline survey comprising two scales: Students ICT use scale and student alienation scale. The results showed that SAL has a negative relationship with student’s ICT use for education and capital enhancement. Students differed in their ICT behaviour based on gender, type of course, and residential background. Socio-economic status was positively correlated with ICT use for education and entertainment. These findings highlight the nuances of ICT use behaviour among young university students. The implications and future research directions have been discussed.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"33 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77203778","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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