Traditionally, storytelling was used for entertainment and the transfer of know-how. The advent of digital media gave rise to new possibilities for telling stories. When the context is, for example, to relay information about how to protect a person from COVID-19, it is referred to as serious storytelling. The main objective of this research was to establish what skills and attributes would be required for someone to autonomously “tell” a serious digital story in a resource constrained environment. A systematic literature review of peer reviewed articles resulted in a knowledge bank of articles. Atlas Ti was used to qualitatively analyse these articles. Even though a resource constrained environment may be a limiting factor for telling a digital story, this research has found that emotional support, digital inclusion, as well as assisting individuals with their devices, can pave the way to autonomous digital storytelling.
{"title":"The Innerworkings of Digital Storytelling","authors":"A. Daniels, I. Venter","doi":"10.4018/ijopcd.315300","DOIUrl":"https://doi.org/10.4018/ijopcd.315300","url":null,"abstract":"Traditionally, storytelling was used for entertainment and the transfer of know-how. The advent of digital media gave rise to new possibilities for telling stories. When the context is, for example, to relay information about how to protect a person from COVID-19, it is referred to as serious storytelling. The main objective of this research was to establish what skills and attributes would be required for someone to autonomously “tell” a serious digital story in a resource constrained environment. A systematic literature review of peer reviewed articles resulted in a knowledge bank of articles. Atlas Ti was used to qualitatively analyse these articles. Even though a resource constrained environment may be a limiting factor for telling a digital story, this research has found that emotional support, digital inclusion, as well as assisting individuals with their devices, can pave the way to autonomous digital storytelling.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82029631","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}
Pedagogical practices with high quality could affect students positively. In recent years, pedagogy in education is learner-centric or teacher-centric. Accordingly, different pedagogical approaches have been used by various traditional studies with an aim of creating an effective education system. Hence, this study intends to comprehensively examine various recent pedagogical practices to find its impact on students. It also attempts to discuss pedagogical statistics in global viewpoint and assess distinct approaches for teaching and learning. The study has also reviewed the Malaysian perspective regarding the pedagogical practices. Finally, it discusses the innovations to be employed in future for an effective education. Various teaching and learning styles are explored which could be opted by educators that suits them, and also employ the learning methods to students based on their ability. Innovations to be made in future pedagogy is also described that could serve as a guideline for researchers to focus for further implementation.
{"title":"A Comprehensive Review: An Innovative Pedagogy for Future Education","authors":"Thayalan Muniandy, N. Abdullah","doi":"10.4018/ijopcd.315816","DOIUrl":"https://doi.org/10.4018/ijopcd.315816","url":null,"abstract":"Pedagogical practices with high quality could affect students positively. In recent years, pedagogy in education is learner-centric or teacher-centric. Accordingly, different pedagogical approaches have been used by various traditional studies with an aim of creating an effective education system. Hence, this study intends to comprehensively examine various recent pedagogical practices to find its impact on students. It also attempts to discuss pedagogical statistics in global viewpoint and assess distinct approaches for teaching and learning. The study has also reviewed the Malaysian perspective regarding the pedagogical practices. Finally, it discusses the innovations to be employed in future for an effective education. Various teaching and learning styles are explored which could be opted by educators that suits them, and also employ the learning methods to students based on their ability. Innovations to be made in future pedagogy is also described that could serve as a guideline for researchers to focus for further implementation.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77579359","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}
Karli Brittz, Montlenyane Madisa, Lizemari Hugo-Van Dyk, C. Filmalter, T. Heyns
Despite the availability of online interprofessional collaboration (IPC) programs, few cater for low- and middle-income communities and healthcare workers with limited Internet resources. This article describes how an interdisciplinary team developed an IPC blended learning program for healthcare workers in a low- and middle-income maternity setting. The purpose of the article is to discuss and outline how the authors developed an IPC program that is easily accessible and cost-effective to implement in low- and middle-income communities. To scaffold the program content and structure, the authors integrated IPC principles and the ADDIE instructional design model. By discussing the design process and methodology, the article aims to demonstrate how an accessible learning program can be developed using a work-based pedagogy and blended learning approach. In doing so, the authors trust the design process and approach can guide other healthcare professionals and educators in similar contexts, as well as encourage educational professionals to utilize resources optimally.
{"title":"A Cost-Effective Work-Based Interprofessional Collaboration Program for Healthcare Professionals","authors":"Karli Brittz, Montlenyane Madisa, Lizemari Hugo-Van Dyk, C. Filmalter, T. Heyns","doi":"10.4018/ijopcd.315589","DOIUrl":"https://doi.org/10.4018/ijopcd.315589","url":null,"abstract":"Despite the availability of online interprofessional collaboration (IPC) programs, few cater for low- and middle-income communities and healthcare workers with limited Internet resources. This article describes how an interdisciplinary team developed an IPC blended learning program for healthcare workers in a low- and middle-income maternity setting. The purpose of the article is to discuss and outline how the authors developed an IPC program that is easily accessible and cost-effective to implement in low- and middle-income communities. To scaffold the program content and structure, the authors integrated IPC principles and the ADDIE instructional design model. By discussing the design process and methodology, the article aims to demonstrate how an accessible learning program can be developed using a work-based pedagogy and blended learning approach. In doing so, the authors trust the design process and approach can guide other healthcare professionals and educators in similar contexts, as well as encourage educational professionals to utilize resources optimally.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87476840","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}
Traditionally, the participation patterns in the humanities and STEM (science, technology, engineering, and mathematics) programs in higher education differ. This study aimed to tackle this issue using concurrent time series data sets in the expanding higher education system. Authors selected the higher education system in Taiwan as an example. The participation in the humanities and STEM programs, covering 71 periods from 1950-2020, were collected from the Ministry of Education in Taiwan. The authors applied CCF (cross-correlation function) and ARIMAX (multivariable autoregressive integrated moving average) models to select the fittest model to predict the future trend. The humanities was the input variable and STEM was the output variable in the model. The findings revealed that ARIMAX (1,2,1) works well for these target data sets. According to the findings, enrollment in STEM programs will decrease with the decline in humanities programs in the future. This finding may provide useful information for related policy makers.
传统上，高等教育中人文学科和STEM(科学、技术、工程和数学)课程的参与模式是不同的。本研究旨在利用并行时间序列数据集在不断扩大的高等教育系统中解决这一问题。笔者以台湾高等教育体制为例。从1950年到2020年的71个时期，人文和STEM项目的参与情况由台湾教育部收集。采用交叉相关函数(cross-correlation function, CCF)和多变量自回归综合移动平均(ARIMAX, multi - variable autoregressive integrated moving average)模型选择最适合的模型来预测未来趋势。人文学科是模型的输入变量，STEM是输出变量。结果表明，ARIMAX(1,2,1)对这些目标数据集效果良好。根据调查结果，未来STEM课程的入学人数将随着人文课程的减少而减少。这一发现可能为相关决策者提供有用的信息。
{"title":"Predicting the Enrollments in Humanities and STEM Programs in Higher Education Using ARIMAX Models","authors":"Dian-Fu Chang, Wenhau Zhu, Shu-Jing Wu","doi":"10.4018/ijopcd.311435","DOIUrl":"https://doi.org/10.4018/ijopcd.311435","url":null,"abstract":"Traditionally, the participation patterns in the humanities and STEM (science, technology, engineering, and mathematics) programs in higher education differ. This study aimed to tackle this issue using concurrent time series data sets in the expanding higher education system. Authors selected the higher education system in Taiwan as an example. The participation in the humanities and STEM programs, covering 71 periods from 1950-2020, were collected from the Ministry of Education in Taiwan. The authors applied CCF (cross-correlation function) and ARIMAX (multivariable autoregressive integrated moving average) models to select the fittest model to predict the future trend. The humanities was the input variable and STEM was the output variable in the model. The findings revealed that ARIMAX (1,2,1) works well for these target data sets. According to the findings, enrollment in STEM programs will decrease with the decline in humanities programs in the future. This finding may provide useful information for related policy makers.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82824949","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 COVID-19 crisis, universities worldwide were forced to shift from face-to-face instruction to online instruction. This shift exposes learners to challenges they have never encountered, and numerous studies have revealed a variety of barriers preventing learners from achieving learning goals in an online learning environment. Accordingly, there is an increasing need to understand the factors that contribute to learner success. This study therefore analyzed the key success factors that could assist learners in learning more efficiently in an online learning environment. The participants of this study were 105 Thai learners who were in their second year of an undergraduate degree. To reach the objective of this study, two distinct data collection procedures were used: a questionnaire for learners to identify the factors effecting learners' success in an online course and a focus group interview. The result indicated that teacher support, interaction during learning, and technological support are all critical for the success in online learning.
{"title":"Key Success Factors in an Online English Learning Environment From Tertiary Learners' Perspectives","authors":"Atima Kaewsa-ard","doi":"10.4018/ijopcd.311436","DOIUrl":"https://doi.org/10.4018/ijopcd.311436","url":null,"abstract":"During the COVID-19 crisis, universities worldwide were forced to shift from face-to-face instruction to online instruction. This shift exposes learners to challenges they have never encountered, and numerous studies have revealed a variety of barriers preventing learners from achieving learning goals in an online learning environment. Accordingly, there is an increasing need to understand the factors that contribute to learner success. This study therefore analyzed the key success factors that could assist learners in learning more efficiently in an online learning environment. The participants of this study were 105 Thai learners who were in their second year of an undergraduate degree. To reach the objective of this study, two distinct data collection procedures were used: a questionnaire for learners to identify the factors effecting learners' success in an online course and a focus group interview. The result indicated that teacher support, interaction during learning, and technological support are all critical for the success in online learning.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86378077","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}
Synchronous videoconferencing has integrated the resources of text, audio, and images, and has become a popular tool in education. This study aims to explore how to strengthen students' collaborative learning and online social presence via Tencent Meeting and WeChat. Through bibliometric clustering of previous research, this study visualizes the top 10 keywords, countries, authors, organizations, and sources. Through a meticulous content analysis, it is concluded that Tencent Meeting could improve students' collaboration through forum discussion and screen sharing while increasing their social presence via open communication and group cohesion. The author constructs a collaborative model to conduct course design integrating Tencent Meeting and WeChat, making up for the deficiency of a single platform. Future research is called for exploring how blended learning platforms can better support learners' collaboration and social presence and to what extent the platforms should be combined to maximize the outcomes for learners.
{"title":"A Bibliometric Analysis of Students' Collaborative Learning and Online Social Presence via Tencent Meeting and WeChat","authors":"Ruobing Qin, Zhonggen Yu","doi":"10.4018/ijopcd.311438","DOIUrl":"https://doi.org/10.4018/ijopcd.311438","url":null,"abstract":"Synchronous videoconferencing has integrated the resources of text, audio, and images, and has become a popular tool in education. This study aims to explore how to strengthen students' collaborative learning and online social presence via Tencent Meeting and WeChat. Through bibliometric clustering of previous research, this study visualizes the top 10 keywords, countries, authors, organizations, and sources. Through a meticulous content analysis, it is concluded that Tencent Meeting could improve students' collaboration through forum discussion and screen sharing while increasing their social presence via open communication and group cohesion. The author constructs a collaborative model to conduct course design integrating Tencent Meeting and WeChat, making up for the deficiency of a single platform. Future research is called for exploring how blended learning platforms can better support learners' collaboration and social presence and to what extent the platforms should be combined to maximize the outcomes for learners.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85088946","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 number of digital game-based language learning studies over the past two decades has considerably increased. Conversely, game-based pedagogy from the instructional design perspective has been discussed to a lesser extent despite the emergence of a variety of digital games in the global educational technology market. The objectives of the present study were to examine the game design elements of digital game-based language learning as a pedagogical tool for English language settings and to address the application of digital games in pedagogical settings. A scoping review was employed as the research synthesis, and the PRISMA method was utilized to manage the screening process and to code the articles. The results revealed that game design elements including game genres, game availability, and game platforms have an impact on the effectiveness of digital game-based language teaching. In addition, the implementation of digital game-based pedagogy relies upon two aspects: system design and instructional design.
{"title":"Pedagogical Design Perspective of Digital Game-Based English Language Learning: An Analysis of Journal Publications From 2000 to 2021","authors":"Panicha Nitisakunwut, Gwo-jen Hwang, Natthaphong Chanyoo","doi":"10.4018/ijopcd.311437","DOIUrl":"https://doi.org/10.4018/ijopcd.311437","url":null,"abstract":"The number of digital game-based language learning studies over the past two decades has considerably increased. Conversely, game-based pedagogy from the instructional design perspective has been discussed to a lesser extent despite the emergence of a variety of digital games in the global educational technology market. The objectives of the present study were to examine the game design elements of digital game-based language learning as a pedagogical tool for English language settings and to address the application of digital games in pedagogical settings. A scoping review was employed as the research synthesis, and the PRISMA method was utilized to manage the screening process and to code the articles. The results revealed that game design elements including game genres, game availability, and game platforms have an impact on the effectiveness of digital game-based language teaching. In addition, the implementation of digital game-based pedagogy relies upon two aspects: system design and instructional design.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75285832","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}
Subhan El Hafiz, Puti Archianti Widiasih, Alvin Eryandra
The present article aims to explain the challenges of maker education in social science, specifically in psychological courses. Three distinctive but inseparable challenges are the products, the professional competencies, and technology. The present articles show that the challenges can be overcome since the barrier is mainly in the back of educators’ minds. This paper argues that maker education should be cultivated in psychological courses to enhance meta-competencies, i.e., creativity in problem-solving, and to appreciate a prominent scholar in Psychology who creates a psychological product, i.e., counseling couch, namely Sigmund Freud. Further, a subject of maker education has been applied in psychological courses that show the benefit of making tangible products. The subject, i.e., creative and innovative, has successfully trained students to develop their creativity through making a product to address daily psychological issues. Finally, the course design and the effect on the students were discussed.
{"title":"Maker Education Challenge in Social Sciences: An Insight From Psychology","authors":"Subhan El Hafiz, Puti Archianti Widiasih, Alvin Eryandra","doi":"10.4018/ijopcd.304085","DOIUrl":"https://doi.org/10.4018/ijopcd.304085","url":null,"abstract":"The present article aims to explain the challenges of maker education in social science, specifically in psychological courses. Three distinctive but inseparable challenges are the products, the professional competencies, and technology. The present articles show that the challenges can be overcome since the barrier is mainly in the back of educators’ minds. This paper argues that maker education should be cultivated in psychological courses to enhance meta-competencies, i.e., creativity in problem-solving, and to appreciate a prominent scholar in Psychology who creates a psychological product, i.e., counseling couch, namely Sigmund Freud. Further, a subject of maker education has been applied in psychological courses that show the benefit of making tangible products. The subject, i.e., creative and innovative, has successfully trained students to develop their creativity through making a product to address daily psychological issues. Finally, the course design and the effect on the students were discussed.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81921487","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}
Society 5.0 is characterized by problem solving and value creation, decentralization, diversity, resilience, and environmental harmony. It also indicates that the major mankind needs to face are presented in the seventeen SDGs proposed by the UN. Therefore, the educational context of the UN SDGs was investigated in this study. Through a dialogue with Taiwan’s educational context and link with the educational technology behind the current Society 5.0 proposed by Japan, UN SDGs were discussed and aligned with the 12-year national basic education program of Taiwan. Societal design was applied to drive the practice of maker education, demonstrating the three core ideas of the 12-year national basic education: taking initiative (ontological view), engaging the public (cognitive view), and seeking the common good (ethical view). Defining the 12-year national basic education program can help truly implement the connotations of education in SDGs and highlight the key role of educational technology.
{"title":"Correlations Between the UN SDGs and Educational Technology From the Perspective of Taiwan's Educational Innovation","authors":"Shin-Jia Ho","doi":"10.4018/ijopcd.304081","DOIUrl":"https://doi.org/10.4018/ijopcd.304081","url":null,"abstract":"Society 5.0 is characterized by problem solving and value creation, decentralization, diversity, resilience, and environmental harmony. It also indicates that the major mankind needs to face are presented in the seventeen SDGs proposed by the UN. Therefore, the educational context of the UN SDGs was investigated in this study. Through a dialogue with Taiwan’s educational context and link with the educational technology behind the current Society 5.0 proposed by Japan, UN SDGs were discussed and aligned with the 12-year national basic education program of Taiwan. Societal design was applied to drive the practice of maker education, demonstrating the three core ideas of the 12-year national basic education: taking initiative (ontological view), engaging the public (cognitive view), and seeking the common good (ethical view). Defining the 12-year national basic education program can help truly implement the connotations of education in SDGs and highlight the key role of educational technology.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82118765","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}
Makerspaces and the learning and teaching associated with them have become a growing area of interest in K-12 education, especially with respect to student engagement in STEM. While the benefits of maker education in schools have been studied, little empirical research has been on how to assess K-12 student learning through making. In this paper, the authors address this gap by examining the research question: How do educators assess the learning experience in maker education? We took a sample of 4 different non-profit and in-school STEAM programs in Ontario, Canada and carried out a qualitative case study. We conducted interviews, observations, and document analysis. The findings revealed that authentic assessment practices were used at each research site. Further, sharing the learning experience with the wider community beyond the classroom benefited the students and teachers in the programs as well as students and educators both local and outside the programs. This study sheds light on the nature and benefits of assessment and documentation in makerspaces.
{"title":"Maker Education: Assessment, Documentation, and Sharing With a Wider Community","authors":"M. Bertrand, I. Namukasa","doi":"10.4018/ijopcd.304083","DOIUrl":"https://doi.org/10.4018/ijopcd.304083","url":null,"abstract":"Makerspaces and the learning and teaching associated with them have become a growing area of interest in K-12 education, especially with respect to student engagement in STEM. While the benefits of maker education in schools have been studied, little empirical research has been on how to assess K-12 student learning through making. In this paper, the authors address this gap by examining the research question: How do educators assess the learning experience in maker education? We took a sample of 4 different non-profit and in-school STEAM programs in Ontario, Canada and carried out a qualitative case study. We conducted interviews, observations, and document analysis. The findings revealed that authentic assessment practices were used at each research site. Further, sharing the learning experience with the wider community beyond the classroom benefited the students and teachers in the programs as well as students and educators both local and outside the programs. This study sheds light on the nature and benefits of assessment and documentation in makerspaces.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76636796","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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