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o
n
al
d
e
v
e
l
o
p
m
en
t
to
o
v
e
r
c
o
m
e
t
ec
h
n
o
l
o
g
ic
al
b
a
r
r
ie
r
s
a
n
d
a
d
a
p
t
to
v
i
r
t
u
al
en
v
i
r
o
n
m
en
ts
[
1
1
]
.
Me
n
t
al
h
ea
lt
h
s
u
p
p
o
r
t
a
n
d
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
h
av
e
b
e
co
m
e
p
r
ess
i
n
g
c
o
n
ce
r
n
s
i
n
r
em
o
te
s
ett
in
g
s
,
la
r
g
el
y
d
u
e
t
o
li
m
ite
d
f
ac
e
-
to
-
f
ac
e
i
n
ter
ac
t
io
n
[
1
2
]
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
r
e
i
s
a
c
r
u
ci
al
n
e
ed
t
o
e
n
s
u
r
e
o
n
li
n
e
s
t
u
d
en
ts
r
e
ce
i
v
e
eq
u
i
ta
b
le
s
u
p
p
o
r
t
s
e
r
v
ices
,
in
cl
u
d
i
n
g
a
ca
d
e
m
i
c
c
o
u
n
s
eli
n
g
an
d
m
e
n
tal
h
e
alt
h
r
es
o
u
r
ce
s
,
m
atc
h
i
n
g
th
e
lev
el
o
f
s
u
p
p
o
r
t
av
ail
ab
le
t
o
t
r
a
d
i
ti
o
n
al
s
t
u
d
e
n
ts
[
1
3
]
,
[
1
4
]
.
T
h
ese
c
h
a
lle
n
g
es
r
e
q
u
i
r
e
c
o
o
r
d
i
n
ate
d
e
f
f
o
r
ts
b
et
we
en
e
d
u
c
ati
o
n
al
i
n
s
ti
tu
ti
o
n
s
an
d
p
o
lic
y
m
a
k
e
r
s
to
i
m
p
le
m
e
n
t
c
o
m
p
r
e
h
e
n
s
i
v
e
s
o
l
u
ti
o
n
s
[
1
1
]
.
Self
-
d
ir
ec
ted
lear
n
in
g
is
ess
e
n
tial
in
to
d
ay
’
s
r
ap
i
d
ly
ev
o
l
v
in
g
d
ig
ital
lan
d
s
ca
p
e
[
1
5
]
.
I
t
em
p
o
wer
s
in
d
iv
id
u
als to
tak
e
o
wn
er
s
h
ip
o
f
th
eir
lear
n
in
g
b
y
s
ettin
g
g
o
als an
d
d
eter
m
in
in
g
lear
n
in
g
p
r
io
r
ities
[
1
6
]
.
I
t c
an
o
cc
u
r
with
in
o
r
o
u
ts
id
e
f
o
r
m
al
ed
u
ca
tio
n
al
s
ettin
g
s
,
an
d
d
i
g
ital
lear
n
in
g
is
a
cr
itical
a
p
p
r
o
ac
h
t
h
at
en
g
ag
es
s
tu
d
en
ts
,
u
n
lo
ck
s
th
eir
p
o
ten
t
ial,
an
d
co
m
b
in
es
tr
ad
itio
n
al
teac
h
in
g
with
in
d
ep
en
d
en
t
lear
n
in
g
f
o
r
a
m
o
r
e
ef
f
ec
tiv
e,
s
tu
d
en
t
-
f
o
cu
s
ed
ex
p
er
ien
ce
[
1
7
]
,
[
1
8
]
.
I
t
in
v
o
lv
es
in
d
ep
en
d
e
n
tly
ac
tin
g
,
ac
q
u
ir
i
n
g
r
eso
u
r
ce
s
,
an
d
ev
alu
atin
g
o
u
tc
o
m
es
[
6
]
.
Ho
wev
er
,
s
tu
d
ies
o
n
s
elf
-
d
ir
ec
te
d
lear
n
in
g
p
r
esen
t
s
ev
er
al
g
a
p
s
th
at
n
ee
d
to
b
e
ad
d
r
ess
ed
to
im
p
r
o
v
e
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
its
im
p
ac
t
o
n
s
t
u
d
en
ts
’
lear
n
i
n
g
e
x
p
er
ien
ce
s
.
Stu
d
ies
in
s
cien
tific
r
ea
s
o
n
in
g
r
e
v
ea
led
th
at
le
ar
n
er
s
u
n
d
er
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
e
v
en
ad
u
lts
,
o
f
ten
s
tr
u
g
g
le
with
ex
p
er
im
en
tatio
n
.
T
h
is
d
if
f
icu
l
ty
u
s
u
ally
lead
s
th
em
to
d
r
a
w
in
ac
cu
r
ate
o
r
in
co
m
p
lete
co
n
clu
s
io
n
s
f
r
o
m
th
e
in
f
o
r
m
atio
n
th
ey
g
ath
er
[
1
9
]
.
Mo
r
eo
v
er
,
s
o
m
e
in
s
titu
tio
n
s
r
ely
h
ea
v
ily
o
n
b
eh
a
v
io
r
is
tic
teac
h
in
g
m
eth
o
d
s
.
Did
ac
tic
in
s
tr
u
ctio
n
,
s
u
ch
as
lectu
r
es,
r
em
ain
s
p
r
ev
alen
t
ac
r
o
s
s
s
o
m
e
ac
ad
em
ic
p
r
o
g
r
am
s
n
atio
n
ally
an
d
co
n
tin
en
tally
b
ec
a
u
s
e
o
f
lar
g
e
class
s
ize
s
,
lear
n
er
s
’
ex
p
ec
tatio
n
s
,
an
d
c
o
n
ten
t c
o
v
er
a
g
e.
Me
an
wh
ile,
tr
ad
itio
n
al
m
eth
o
d
s
ca
n
b
e
p
er
ce
iv
ed
as
m
o
r
e
co
n
v
en
ien
t
an
d
less
tim
e
-
co
n
s
u
m
in
g
,
p
ar
ticu
lar
ly
w
h
en
a
d
ap
tin
g
ex
is
tin
g
lectu
r
e
m
ater
ials
a
n
d
as
s
ess
m
en
ts
[
2
0
]
.
T
h
u
s
,
th
e
r
e
is
a
n
ee
d
t
o
d
ee
p
e
n
o
u
r
u
n
d
e
r
s
tan
d
in
g
b
y
in
v
esti
g
atin
g
th
e
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
ex
p
er
ien
ce
s
o
f
s
tu
d
e
n
ts
in
s
p
ec
if
ic
co
n
te
x
ts
,
s
u
ch
as
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
W
e
m
u
s
t
ex
am
in
e
h
o
w
d
iv
er
s
e
s
tu
d
en
t
p
o
p
u
lati
o
n
s
ex
p
er
ien
ce
a
n
d
en
g
ag
e
in
s
elf
-
d
ir
ec
ted
lea
r
n
i
n
g
,
an
d
th
e
p
o
ten
tial
o
f
tech
n
o
lo
g
y
t
o
b
o
t
h
s
u
p
p
o
r
t
an
d
im
p
ed
e
th
ese
p
r
ac
tices
r
eq
u
ir
es
f
u
r
th
er
e
x
p
lo
r
atio
n
[
2
1
]
.
Ad
d
r
ess
in
g
th
ese
r
esear
ch
g
ap
s
will
lead
to
a
m
o
r
e
n
u
an
ce
d
co
m
p
r
eh
en
s
io
n
o
f
s
elf
-
d
ir
ec
ted
lear
n
in
g
,
en
a
b
lin
g
th
e
d
ev
elo
p
m
en
t
o
f
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
s
tr
ateg
ies
th
at
f
o
s
ter
s
tu
d
en
t
au
to
n
o
m
y
an
d
life
lo
n
g
lear
n
in
g
.
T
h
er
e
is
a
cr
itical
n
ee
d
f
o
r
r
esear
ch
ex
am
in
in
g
th
e
im
p
ac
t
o
f
v
ar
io
u
s
o
n
lin
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
o
n
tech
n
o
lo
g
y
ed
u
ca
tio
n
s
tu
d
en
ts
’
s
elf
-
lead
er
s
h
ip
b
eh
av
io
r
s
,
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
s
k
ills
,
an
d
attitu
d
es to
war
d
o
n
l
in
e
lear
n
in
g
i
n
th
ese
ev
o
l
v
in
g
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
nd
s
a
m
pli
ng
pro
ce
du
re
A
q
u
an
titativ
e
s
u
r
v
ey
r
esear
ch
d
esig
n
[
2
2
]
was
em
p
lo
y
ed
to
ass
ess
th
e
s
elf
-
d
ir
ec
ted
lear
n
in
g
ex
p
er
ien
ce
s
o
f
ed
u
ca
tio
n
s
tu
d
en
ts
with
in
an
o
n
lin
e
lear
n
in
g
co
n
tex
t.
T
h
e
s
tu
d
y
was c
o
n
d
u
cted
at
C
ar
ag
a
Stat
e
Un
iv
er
s
ity
C
ab
ad
b
ar
an
C
am
p
u
s
in
J
u
ly
2
0
2
3
.
I
t
u
tili
ze
d
to
t
al
en
u
m
er
atio
n
s
am
p
lin
g
[
2
3
]
wh
ich
is
a
ty
p
e
o
f
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e
[
2
4
]
,
wh
e
r
e
th
e
r
esear
ch
er
s
ch
o
s
e
to
s
tu
d
y
th
e
en
tire
p
o
p
u
latio
n
[
2
3
]
.
T
h
e
s
tu
d
y
s
elec
ted
all
1
5
4
p
ar
ticip
an
ts
f
r
o
m
th
e
f
ir
s
t
y
ea
r
,
s
ec
o
n
d
y
ea
r
,
an
d
f
o
u
r
t
h
y
ea
r
e
n
r
o
lled
d
u
r
i
n
g
th
e
ac
ad
em
ic
y
ea
r
2
0
2
2
-
2
0
2
3
.
T
h
ese
ed
u
ca
tio
n
s
tu
d
en
ts
ar
e
en
r
o
lled
in
th
e
u
n
iv
er
s
ity
’
s
B
ac
h
elo
r
o
f
T
ec
h
n
ical
-
Vo
ca
tio
n
al
T
ea
ch
er
E
d
u
ca
tio
n
(
B
T
VT
E
d
)
an
d
B
ac
h
elo
r
o
f
T
ec
h
n
o
lo
g
y
a
n
d
L
iv
elih
o
o
d
E
d
u
ca
tio
n
(
B
T
L
E
d
)
p
r
o
g
r
a
m
s
.
T
h
ey
we
r
e
s
elec
ted
b
ec
au
s
e
th
ey
h
av
e
th
e
e
x
p
er
i
en
ce
an
d
b
ac
k
g
r
o
u
n
d
r
e
q
u
ir
ed
f
o
r
th
is
s
tu
d
y
.
T
h
e
th
ir
d
-
y
ea
r
teac
h
e
r
ed
u
ca
tio
n
s
tu
d
en
ts
wer
e
n
o
t
in
clu
d
ed
b
e
ca
u
s
e
th
ey
wer
e
th
e
p
ar
ticip
an
ts
d
u
r
in
g
th
e
p
ilo
t
test
in
g
o
f
th
e
r
esear
ch
in
s
tr
u
m
en
t.
2
.
2
.
Resea
rc
h
i
ns
t
rum
ent
a
nd
v
a
lid
a
t
io
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
r
esear
ch
in
s
tr
u
m
en
t
th
at
s
y
n
th
esized
an
d
ad
ap
ted
f
r
o
m
f
o
u
r
d
is
tin
ct
s
tu
d
ies.
Fo
r
p
ar
am
eter
1
(
lear
n
i
n
g
m
o
tiv
atio
n
)
,
q
u
esti
o
n
s
wer
e
d
r
a
wn
f
r
o
m
Yan
g
et
a
l.
[
2
5
]
s
tu
d
y
o
n
s
elf
-
d
ir
ec
ted
o
n
lin
e
lear
n
in
g
.
T
h
e
lear
n
in
g
s
ty
les
q
u
esti
o
n
n
air
e
was
ad
o
p
ted
f
r
o
m
th
e
Un
i
v
er
s
ity
o
f
C
alif
o
r
n
ia,
Me
r
ce
d
s
tu
d
en
t
ad
v
is
in
g
an
d
lear
n
i
n
g
ce
n
ter
,
an
d
p
r
ev
io
u
s
s
t
u
d
ies
wer
e
em
p
lo
y
ed
to
ass
ess
lear
n
in
g
s
ty
le
(
p
ar
am
eter
2
)
[
2
6
]
,
[
2
7
]
.
L
astl
y
,
f
o
r
tech
n
o
l
o
g
y
p
r
ep
ar
e
d
n
ess
(
p
ar
am
eter
3
)
,
q
u
esti
o
n
s
wer
e
s
o
u
r
ce
d
f
r
o
m
Kh
iat
[
2
8
]
s
tu
d
y
o
n
m
ea
s
u
r
i
n
g
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
B
ef
o
r
e
th
e
m
ai
n
s
tu
d
y
,
th
e
in
s
tr
u
m
en
t
u
n
d
er
wen
t
a
r
ig
o
r
o
u
s
p
ilo
t
test
with
th
ir
d
-
y
ea
r
B
T
VT
E
d
an
d
B
T
L
E
d
s
tu
d
en
ts
.
T
h
e
p
ilo
t
test
in
g
p
h
ase
a
llo
wed
r
esear
ch
er
s
to
id
en
tify
an
d
ad
d
r
ess
am
b
ig
u
o
u
s
o
r
u
n
clea
r
item
s
,
r
esu
ltin
g
in
s
ig
n
if
ican
t
r
ef
i
n
em
en
ts
to
th
e
q
u
esti
o
n
n
air
e'
s
clar
ity
an
d
co
m
p
r
eh
en
s
ib
ilit
y
.
T
h
r
o
u
g
h
th
is
iter
ativ
e
p
r
o
ce
s
s
,
th
e
r
esear
ch
er
s
e
n
s
u
r
ed
th
at
th
e
in
s
tr
u
m
e
n
t
was
well
-
s
u
ited
to
m
ea
s
u
r
e
th
e
in
ten
d
ed
co
n
s
tr
u
cts
an
d
p
r
o
v
id
ed
a
r
eliab
le
an
d
v
alid
f
o
u
n
d
atio
n
f
o
r
th
e
s
u
b
s
eq
u
en
t d
ata
c
o
llectio
n
an
d
an
aly
s
is
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
s
es
s
in
g
ed
u
ca
tio
n
s
tu
d
en
ts
’
s
elf
-
d
ir
ec
ted
lea
r
n
in
g
ex
p
erien
ce
s
fo
r
o
p
tima
l
… (
Ma
r
is
o
l J
a
n
e
M
.
B
era
y
)
2783
2
.
3
.
Q
ua
ntif
ic
a
t
io
n o
f
d
a
t
a
T
ab
le
1
s
h
o
ws
th
e
s
co
r
in
g
a
n
d
q
u
an
tific
atio
n
o
f
d
ata
f
o
r
th
e
q
u
an
titativ
e
an
aly
s
is
o
f
th
e
s
tu
d
y
wh
ich
p
r
esen
ts
th
e
4
-
p
o
in
t
L
ik
er
t
r
at
in
g
s
ca
le
f
o
r
d
ata
in
ter
p
r
etatio
n
.
I
n
ass
ess
in
g
ed
u
ca
tio
n
s
tu
d
en
ts
'
s
elf
-
d
ir
ec
ted
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
s
,
r
ec
en
t
r
esear
ch
s
u
g
g
ests
th
at
4
-
p
o
in
t
L
ik
er
t
s
ca
les
o
f
f
e
r
d
is
tin
ct
ad
v
an
tag
es
[
2
9
]
.
T
h
e
m
ea
s
u
r
em
en
t
f
r
am
ew
o
r
k
en
co
m
p
ass
es
d
is
tin
ct
n
u
m
er
ical
r
an
g
es
with
co
r
r
esp
o
n
d
in
g
q
u
alitativ
e
d
escr
ip
to
r
s
:
a
s
co
r
e
o
f
1
.
0
0
s
i
g
n
if
ies
“
litt
le
ex
ten
t,
”
wh
ile
4
.
0
0
r
ep
r
esen
ts
“
v
er
y
g
r
ea
t
ex
t
en
t
.
”
I
n
ter
m
ed
iate
m
ea
s
u
r
em
en
ts
ar
e
ca
teg
o
r
ized
as:
s
co
r
es
r
a
n
g
in
g
f
r
o
m
1
.
5
0
to
2
.
4
9
in
d
icate
“
m
o
d
e
r
ate
ex
ten
t,
”
wh
ile
v
alu
es
b
etwe
en
2
.
5
0
an
d
3
.
4
9
d
en
o
te
“
g
r
ea
t
e
x
ten
t.
”
W
h
ile
tr
ad
itio
n
al
5
-
an
d
7
-
p
o
i
n
t
s
ca
les
in
clu
d
e
n
e
u
tr
al
o
p
tio
n
s
,
th
e
4
-
p
o
i
n
t
f
o
r
m
at
en
c
o
u
r
a
g
es
d
ef
in
itiv
e
r
esp
o
n
s
es,
p
o
te
n
tially
p
r
o
v
id
i
n
g
clea
r
er
in
s
i
g
h
ts
in
to
s
tu
d
en
ts
'
lear
n
in
g
p
atter
n
s
an
d
p
r
ef
er
e
n
ce
s
.
C
u
r
r
en
t
liter
atu
r
e
in
d
icate
s
th
at
4
-
p
o
in
t
s
ca
les
m
ain
tain
r
eliab
ilit
y
wh
ile
r
ed
u
cin
g
r
esp
o
n
s
e
b
u
r
d
en
-
p
a
r
ticu
lar
ly
v
alu
ab
le
in
o
n
lin
e
ed
u
ca
tio
n
al
co
n
tex
ts
wh
er
e
s
u
r
v
ey
f
atig
u
e
is
a
co
n
ce
r
n
[
2
9
]
,
[
3
0
]
.
T
h
is
f
o
r
m
at
ca
n
h
elp
m
in
im
ize
ce
n
t
r
al
t
en
d
en
cy
b
ias,
lea
d
in
g
to
m
o
r
e
d
ec
is
iv
e
f
ee
d
b
ac
k
ab
o
u
t
s
elf
-
d
ir
ec
ted
lea
r
n
in
g
e
x
p
er
ien
ce
s
.
H
o
wev
er
,
th
e
r
esear
ch
er
s
ca
r
ef
u
lly
weig
h
ed
th
e
b
e
n
ef
its
ag
ain
s
t
p
o
ten
tial
lim
itatio
n
s
.
W
h
ile
f
o
r
cin
g
ch
o
ice
ca
n
y
ield
m
o
r
e
d
ef
in
itiv
e
d
ata,
it
is
im
p
o
r
tan
t
to
en
s
u
r
e
th
is
ap
p
r
o
ac
h
d
o
es
n
o
t
co
m
p
r
o
m
is
e
th
e
au
th
en
tic
r
e
p
r
esen
tatio
n
o
f
s
tu
d
e
n
ts
'
o
n
lin
e
lear
n
in
g
ex
p
er
ie
n
ce
s
an
d
attitu
d
es
[
3
0
]
.
T
ab
le
1
.
Sco
r
i
n
g
an
d
q
u
an
tific
atio
n
o
f
d
ata
S
c
a
l
e
o
p
t
i
o
n
s
S
c
o
r
e
r
a
n
g
e
s
I
n
t
e
r
p
r
e
t
a
t
i
o
n
1
1
.
0
0
–
1
.
4
9
Li
t
t
l
e
e
x
t
e
n
t
2
1
.
5
0
–
2
.
4
9
M
o
d
e
r
a
t
e
e
x
t
e
n
t
3
2
.
5
0
–
3
.
4
9
G
r
e
a
t
e
x
t
e
n
t
4
3
.
5
0
–
4
.
0
0
V
e
r
y
g
r
e
a
t
e
x
t
e
n
t
2
.
4
.
Da
t
a
g
a
t
hering
pro
ce
du
re
T
h
e
r
esear
ch
er
s
in
itiated
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
b
y
s
u
b
m
itti
n
g
a
f
o
r
m
al
letter
o
f
r
e
q
u
est
to
th
e
C
h
an
ce
llo
r
o
f
C
ar
ag
a
State
Un
iv
er
s
ity
C
ab
ad
b
ar
an
C
ity
.
T
h
is
letter
s
o
u
g
h
t
au
th
o
r
iza
tio
n
to
co
n
d
u
ct
th
e
s
u
r
v
ey
am
o
n
g
e
d
u
ca
tio
n
s
tu
d
en
ts
.
Up
o
n
r
ec
eiv
in
g
o
f
f
ici
al
ap
p
r
o
v
al
f
r
o
m
th
e
C
h
an
c
ello
r
'
s
o
f
f
ice,
th
e
r
esear
ch
er
s
p
r
o
ce
e
d
ed
with
th
e
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
tio
n
th
r
o
u
g
h
elec
tr
o
n
ic
m
ea
n
s
,
s
p
ec
if
ically
u
s
in
g
Go
o
g
le
Fo
r
m
s
[
3
1
]
,
[
3
2
]
to
r
ea
c
h
th
e
p
ar
ticip
an
ts
.
I
t
was
u
tili
ze
d
b
ec
au
s
e
it
ca
n
ea
s
ily
b
e
ac
ce
s
s
ed
o
n
lin
e.
T
h
e
Go
o
g
le
Fo
r
m
was
s
h
ar
ed
v
ia
t
h
e
class
g
r
o
u
p
u
s
in
g
th
e
Me
s
s
en
g
er
ap
p
licatio
n
.
T
h
e
in
f
o
r
m
atio
n
n
ee
d
ed
in
t
h
e
s
tu
d
y
was
co
llected
in
eig
h
t
wee
k
s
th
r
o
u
g
h
t
h
e
s
elf
-
ad
m
in
is
ter
ed
s
u
r
v
ey
q
u
esti
o
n
n
air
e
to
o
b
tain
r
esp
o
n
s
es
th
at
p
r
o
v
i
d
ed
r
eliab
le
p
ar
ticip
an
t
in
f
o
r
m
atio
n
[
3
3
]
,
[
3
4
]
.
Su
b
s
eq
u
en
tly
,
th
e
d
ata
was
an
al
y
ze
d
to
d
eter
m
in
e
th
e
p
ar
ticip
an
ts
’
r
esp
o
n
s
es r
elate
d
to
th
eir
s
elf
-
d
ir
e
cted
ex
p
e
r
ien
ce
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
L
ea
rning
m
o
t
iv
a
t
io
n
T
h
e
lear
n
er
s
’
m
o
tiv
atio
n
is
f
u
n
d
am
en
tal
to
ac
h
iev
in
g
p
o
s
itiv
e
r
esu
lts
[
3
5
]
,
esp
ec
ially
in
s
elf
-
d
ir
ec
ted
o
n
lin
e
lear
n
in
g
.
T
a
b
le
2
p
r
esen
ts
th
e
lear
n
in
g
e
x
p
er
ie
n
ce
s
o
f
e
d
u
ca
tio
n
s
tu
d
e
n
ts
r
eg
ar
d
in
g
lear
n
in
g
m
o
tiv
atio
n
.
T
h
e
r
esu
lts
r
ev
e
aled
th
at
p
a
r
ticip
an
ts
r
ep
o
r
ted
a
h
ig
h
lev
el
o
f
o
n
lin
e
lear
n
in
g
ex
p
e
r
ien
ce
ab
o
u
t
m
o
tiv
atio
n
,
with
an
o
v
er
all
m
ea
n
r
atin
g
o
f
3
.
3
5
o
n
a
s
ca
le
in
d
icatin
g
“
g
r
ea
t
ex
ten
t.
”
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
p
ar
ticip
an
ts
ar
e
g
en
er
ally
m
o
t
iv
ated
in
th
eir
o
n
lin
e
lear
n
in
g
.
No
tab
l
y
,
th
e
item
“
M
y
s
u
c
ce
s
s
es
an
d
f
ailu
r
es
in
s
p
ir
e
m
e
to
c
o
n
tin
u
e
lear
n
in
g
”
g
ar
n
er
ed
t
h
e
h
ig
h
est
r
atin
g
o
f
3
.
6
6
,
in
d
icatin
g
th
at
ac
a
d
e
m
ic
ac
h
iev
em
en
ts
,
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
,
s
ig
n
if
ican
tly
co
n
tr
ib
u
te
to
m
ain
tain
in
g
m
o
tiv
atio
n
d
u
r
i
n
g
o
n
l
in
e
class
es.
I
t
wa
s
also
f
o
llo
wed
b
y
“M
y
i
n
ter
ac
tio
n
with
o
th
e
r
s
h
elp
s
m
e
p
la
n
f
o
r
f
u
r
th
er
lear
n
in
g
,
”
with
a
r
a
tin
g
o
f
3
.
5
0
,
wh
ic
h
im
p
lied
th
at
lear
n
er
s
’
in
te
r
ac
tio
n
with
o
th
e
r
s
d
u
r
in
g
o
n
lin
e
lear
n
in
g
p
o
s
itiv
ely
im
p
r
o
v
es th
eir
m
o
tiv
atio
n
[
3
6
]
.
C
o
n
v
er
s
ely
,
th
e
l
o
west
m
ea
n
r
atin
g
o
f
3
.
0
8
,
t
o
th
e
item
,
“
My
in
s
tr
u
cto
r
is
a
v
ailab
le
o
n
li
n
e
to
s
u
p
e
r
v
is
e
m
e,
”
s
u
g
g
ests
th
at
th
e
in
s
tr
u
cto
r
’
s
p
r
esen
ce
is
a
cr
u
cial
f
ac
to
r
i
n
f
l
u
en
cin
g
m
o
tiv
atio
n
le
v
els
[
3
7
]
,
[
3
8
]
.
Fu
r
th
er
d
ata
an
aly
s
is
r
ev
ea
led
th
at
p
ar
ticip
an
ts
wh
o
r
ep
o
r
te
d
h
ig
h
er
m
o
tiv
atio
n
lev
els
als
o
ten
d
ed
to
h
av
e
m
o
r
e
p
o
s
itiv
e
ex
p
er
ien
c
es
with
o
n
lin
e
lear
n
in
g
o
v
er
al
l.
Me
ş
e
an
d
Sev
ilen
[
3
6
]
h
ig
h
lig
h
ted
th
at
a
well
-
d
esig
n
ed
b
len
d
ed
c
o
u
r
s
e
in
cl
u
d
in
g
o
n
lin
e
a
n
d
o
f
f
lin
e
elem
en
ts
will
b
e
m
o
r
e
ef
f
icien
t
t
h
an
a
well
-
d
esig
n
ed
f
ac
e
-
to
-
f
ac
e
o
r
a
well
-
d
esig
n
e
d
o
n
lin
e
c
o
u
r
s
e
to
en
h
a
n
ce
th
e
s
tu
d
en
ts
'
ab
ilit
y
in
m
ax
im
izin
g
th
eir
m
o
tiv
atio
n
alo
n
g
with
p
r
o
f
icien
cy
i
n
th
ei
r
en
r
o
lled
c
o
u
r
s
e
s
u
b
jects.
T
h
ese
p
ar
ticip
an
ts
wer
e
m
o
r
e
lik
ely
to
f
ee
l
en
g
a
g
ed
in
th
eir
co
u
r
s
ewo
r
k
,
to
co
llab
o
r
ate
ef
f
ec
tiv
ely
with
th
eir
p
e
er
s
,
an
d
to
d
ev
elo
p
s
tr
o
n
g
r
ela
tio
n
s
h
ip
s
with
th
eir
in
s
tr
u
cto
r
s
[
3
6
]
,
[
3
7
]
.
M
o
r
eo
v
er
,
wh
en
s
tu
d
en
ts
ar
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m
o
tiv
at
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e
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ac
h
iev
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co
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o
n
test
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q
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izze
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h
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win
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a
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d
in
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f
th
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m
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d
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em
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r
in
g
wh
at
th
ey
h
av
e
lear
n
ed
f
o
r
a
lo
n
g
er
tim
e
[
39
]
.
I
n
co
n
tr
ast,
p
ar
ticip
an
ts
wh
o
r
ep
o
r
ted
to
h
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lik
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2784
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o
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ter
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s
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s
u
p
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ts
s
tu
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lear
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g
[4
1
]
.
A
d
d
itio
n
ally
,
th
e
s
tu
d
y
im
p
lied
th
e
c
r
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tical
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o
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m
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li
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r
io
r
it
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s
tr
ateg
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p
r
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g
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em
en
t,
co
n
n
ec
tio
n
,
an
d
s
u
cc
ess
[
3
5
]
,
[4
2
]
.
T
ab
le
2
.
L
ea
r
n
in
g
e
x
p
er
ie
n
ce
s
in
ter
m
s
o
f
lear
n
in
g
m
o
tiv
atio
n
No
S
t
a
t
e
me
n
t
M
e
a
n
r
a
t
i
n
g
I
n
t
e
r
p
r
e
t
a
t
i
o
n
1.
I
w
a
s a
b
l
e
t
o
r
e
ma
i
n
m
o
t
i
v
a
t
e
d
e
v
e
n
t
h
o
u
g
h
t
h
e
i
n
st
r
u
c
t
o
r
w
a
s a
l
w
a
y
s
n
o
t
o
n
l
i
n
e
.
3
.
0
8
G
r
e
a
t
e
x
t
e
n
t
2.
I
w
a
s a
b
l
e
t
o
c
o
mp
l
e
t
e
my
w
o
r
k
e
v
e
n
w
h
e
n
t
h
e
r
e
w
e
r
e
o
n
l
i
n
e
d
i
st
r
a
c
t
i
o
n
s (
e
.
g
.
,
f
r
i
e
n
d
s,
sen
d
i
n
g
e
m
a
i
l
s)
.
3
.
3
2
G
r
e
a
t
e
x
t
e
n
t
3.
I
set
t
a
r
g
e
t
s t
o
a
c
h
i
e
v
e
f
o
r
a
ss
i
g
n
m
e
n
t
s a
n
d
e
x
a
m
i
n
a
t
i
o
n
s f
o
r
e
a
c
h
c
o
u
r
se.
3
.
3
1
G
r
e
a
t
e
x
t
e
n
t
4.
I
k
n
o
w
w
h
a
t
I
w
a
n
t
t
o
a
c
h
i
e
v
e
i
n
l
e
a
r
n
i
n
g
f
r
o
m
t
h
e
p
r
o
g
r
a
m.
3
.
2
9
G
r
e
a
t
e
x
t
e
n
t
5.
I
w
a
s a
b
l
e
t
o
ma
k
e
d
e
c
i
s
i
o
n
s
a
b
o
u
t
m
y
o
n
l
i
n
e
l
e
a
r
n
i
n
g
(
e
.
g
.
,
se
l
e
c
t
i
n
g
o
n
l
i
n
e
p
r
o
j
e
c
t
t
o
p
i
c
s)
.
3
.
1
7
G
r
e
a
t
e
x
t
e
n
t
6.
Th
e
p
r
o
c
e
ss
o
f
w
r
i
t
i
n
g
a
n
d
p
o
s
t
i
n
g
m
e
ssa
g
e
s
h
e
l
p
e
d
m
e
a
r
t
i
c
u
l
a
t
e
m
y
t
h
o
u
g
h
t
s.
3
.
2
7
G
r
e
a
t
e
x
t
e
n
t
7.
R
e
g
a
r
d
l
e
ss
o
f
t
h
e
r
e
su
l
t
o
r
e
f
f
e
c
t
i
v
e
n
e
ss o
f
m
y
l
e
a
r
n
i
n
g
,
I
st
i
l
l
l
i
k
e
l
e
a
r
n
i
n
g
.
3
.
4
7
G
r
e
a
t
e
x
t
e
n
t
8.
M
y
i
n
t
e
r
a
c
t
i
o
n
w
i
t
h
o
t
h
e
r
s
h
e
l
p
s
me
p
l
a
n
f
o
r
f
u
r
t
h
e
r
l
e
a
r
n
i
n
g
.
3
.
5
0
V
e
r
y
g
r
e
a
t
e
x
t
e
n
t
9.
I
k
n
o
w
w
h
a
t
I
w
a
n
t
t
o
a
c
h
i
e
v
e
i
n
t
e
r
m
s o
f
l
e
a
r
n
i
n
g
f
r
o
m
t
h
e
p
r
o
g
r
a
m.
3
.
4
5
G
r
e
a
t
e
x
t
e
n
t
1
0
.
M
y
su
c
c
e
sses
a
n
d
f
a
i
l
u
r
e
s
i
n
s
p
i
r
e
me
t
o
c
o
n
t
i
n
u
e
l
e
a
r
n
i
n
g
.
3
.
6
6
V
e
r
y
g
r
e
a
t
e
x
t
e
n
t
To
t
a
l
3
.
3
5
G
r
e
a
t
e
x
t
e
n
t
3
.
2
.
L
ea
rning
s
t
y
le
T
ab
le
3
p
r
esen
ts
th
e
lear
n
in
g
ex
p
er
ien
ce
s
o
f
ed
u
ca
tio
n
s
tu
d
en
ts
in
ter
m
s
o
f
lear
n
in
g
s
ty
le.
T
h
e
lear
n
in
g
s
ty
le
is
th
e
co
n
d
itio
n
u
n
d
er
wh
ic
h
lear
n
er
s
ca
n
b
est
u
n
d
er
s
tan
d
,
p
r
o
ce
s
s
,
r
em
em
b
er
,
an
d
r
etr
ie
v
e
th
e
in
f
o
r
m
atio
n
th
ey
ar
e
tr
y
in
g
t
o
lear
n
[4
3
]
.
T
h
e
r
esu
lts
o
v
e
r
wh
elm
in
g
ly
in
d
icate
d
th
at
th
e
p
a
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ticip
an
ts
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lear
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in
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ex
p
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ce
s
alig
n
ed
with
th
eir
p
r
ef
er
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ed
s
ty
les,
with
an
o
v
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all
m
ea
n
r
atin
g
o
f
3
.
1
0
,
wh
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in
d
icate
d
a
“
g
r
ea
t
ex
ten
t
.”
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h
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im
p
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a
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s
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etwe
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f
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d
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n
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Su
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On
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n
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m
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e
r
9
r
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th
e
lo
west
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atin
g
o
f
2
.
6
0
,
wh
ich
im
p
lied
th
at
lear
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s
h
av
e
d
if
f
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lty
f
o
llo
win
g
o
r
al
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r
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tio
n
s
.
I
tem
n
u
m
b
er
3
,
“
I
ca
n
r
e
m
em
b
er
b
est
b
y
lis
ten
in
g
to
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lectu
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at
in
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s
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”
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ar
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ed
t
h
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g
h
est
m
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s
co
r
e
o
f
3
.
3
3
.
T
h
is
s
tatis
ticall
y
s
ig
n
if
ican
t
r
esu
lt
p
r
o
v
id
es
co
m
p
ellin
g
ev
i
d
en
ce
f
o
r
th
e
p
a
r
ticip
an
ts
'
p
r
ev
alen
ce
o
f
au
d
ito
r
y
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n
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n
g
s
ty
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Au
d
ito
r
y
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n
er
s
,
ch
ar
ac
ter
ized
b
y
th
eir
ap
titu
d
e
f
o
r
p
r
o
ce
s
s
in
g
in
f
o
r
m
atio
n
th
r
o
u
g
h
au
d
ito
r
y
ch
an
n
els,
ex
h
ib
ited
ex
ce
p
tio
n
al
r
ec
all
ab
ilit
ies.
T
h
is
o
u
tco
m
e
alig
n
s
with
estab
lis
h
ed
c
o
g
n
it
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e
th
eo
r
ies
th
at
p
o
s
it
d
is
tin
ct
lear
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in
g
c
h
an
n
els
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d
th
eir
co
r
r
esp
o
n
d
in
g
s
tr
en
g
th
s
[4
3
]
–
[4
5
]
.
T
h
e
p
r
o
m
in
en
ce
o
f
au
d
ito
r
y
lear
n
in
g
in
th
is
co
n
tex
t
h
ig
h
li
g
h
ts
th
e
p
o
ten
tial
b
e
n
ef
its
o
f
in
co
r
p
o
r
atin
g
au
d
ito
r
y
elem
en
ts
in
to
in
s
tr
u
ctio
n
al
d
esig
n
s
.
L
ec
tu
r
es,
au
d
io
r
ec
o
r
d
in
g
s
,
an
d
g
r
o
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p
d
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cu
s
s
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n
s
co
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ld
b
e
p
ar
ticu
lar
l
y
ef
f
ec
tiv
e
in
f
ac
ilit
atin
g
k
n
o
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ac
q
u
is
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d
r
eten
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o
f
t
h
e
lear
n
er
s
wh
e
n
ap
p
r
o
p
r
iately
u
tili
ze
d
[4
6
]
.
I
n
co
n
tr
ast,
au
d
io
lear
n
i
n
g
o
f
f
er
s
lim
itatio
n
s
in
in
f
o
r
m
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n
ac
q
u
is
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n
an
d
o
f
f
er
c
h
allen
g
es
to
lea
r
n
er
s
with
p
o
o
r
in
ter
n
et
c
o
n
n
ec
tiv
i
ty
[4
7
]
.
T
h
e
s
tu
d
y
f
u
r
th
er
r
e
v
ea
led
in
item
n
u
m
b
er
6
th
at
s
o
m
e
p
ar
ticip
an
ts
n
ee
d
h
elp
u
n
d
e
r
s
tan
d
in
g
co
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r
s
e
-
r
elate
d
in
f
o
r
m
atio
n
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en
p
r
esen
ted
i
n
au
d
io
r
ec
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r
d
in
g
f
o
r
m
ats,
with
a
m
ea
n
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ati
n
g
o
f
2
.
9
0
.
Au
d
io
f
iles
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clu
d
e
th
e
f
ac
t
th
at
th
e
y
ar
e
n
o
t in
ter
ac
tiv
e
an
d
d
o
n
o
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v
id
e
th
e
v
is
u
al
elem
en
ts
th
at
lear
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er
s
d
esire
[4
8
]
.
T
h
u
s
,
to
en
h
an
ce
th
e
o
n
lin
e
l
ea
r
n
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d
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ld
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co
r
p
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ates a
d
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izze
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th
e
v
ar
ied
lear
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g
s
ty
les
o
f
s
tu
d
en
t
s
[
49
]
,
[
5
0
]
.
W
h
ile
lev
er
ag
in
g
th
e
s
tr
en
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t
h
s
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ito
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cr
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cial
to
ad
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ess
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o
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ly
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ats
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p
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aid
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ter
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ch
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an
s
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ip
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d
iag
r
am
s
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d
q
u
izze
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B
y
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f
e
r
in
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lex
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ilit
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d
em
p
o
wer
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g
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ch
o
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s
e
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tr
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f
o
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m
ats
th
at
alig
n
with
th
eir
p
r
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f
er
en
ce
s
[5
1
]
o
n
lin
e
ed
u
ca
to
r
s
in
th
e
u
n
iv
er
s
ity
ca
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clu
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o
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t,
m
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,
u
ltima
tely
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im
p
r
o
v
ed
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tco
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T
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in
r
ec
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izin
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'
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ity
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a
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-
s
ize
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f
its
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all
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h
[5
2
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.
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A
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2785
T
ab
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3
.
L
ea
r
n
in
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x
p
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ce
s
in
ter
m
s
o
f
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ty
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No
S
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me
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M
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n
r
a
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i
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g
I
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t
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r
p
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e
t
a
t
i
o
n
1.
I
n
t
h
e
c
l
a
ssr
o
o
m
o
r
o
n
m
y
o
w
n
,
I
a
m
a
b
l
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t
o
f
o
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l
o
w
m
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w
n
p
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a
n
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l
e
a
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n
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n
g
.
3
.
2
4
G
r
e
a
t
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x
t
e
n
t
2.
I
a
p
p
r
o
a
c
h
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d
o
n
l
i
n
e
l
e
a
r
n
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n
g
i
n
m
y
o
w
n
w
a
y
.
3
.
1
4
G
r
e
a
t
e
x
t
e
n
t
3.
I
c
a
n
r
e
m
e
m
b
e
r
b
e
s
t
b
y
l
i
st
e
n
i
n
g
t
o
a
l
e
c
t
u
r
e
t
h
a
t
i
n
c
l
u
d
e
s i
n
f
o
r
mat
i
o
n
,
e
x
p
l
a
n
a
t
i
o
n
s
a
n
d
d
i
s
c
u
ssi
o
n
s
.
3
.
3
3
G
r
e
a
t
e
x
t
e
n
t
4.
I
r
e
q
u
i
r
e
e
x
p
l
a
n
a
t
i
o
n
s
o
f
d
i
a
g
r
a
ms
,
g
r
a
p
h
s,
o
r
v
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s
u
a
l
d
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e
c
t
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o
n
s
.
3
.
3
1
G
r
e
a
t
e
x
t
e
n
t
5.
I
w
a
s a
b
l
e
t
o
u
n
d
e
r
st
a
n
d
c
o
u
r
se
-
r
e
l
a
t
e
d
i
n
f
o
r
mat
i
o
n
w
h
e
n
i
t
w
a
s
p
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e
s
e
n
t
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d
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v
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o
f
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r
mat
s.
3
.
2
2
G
r
e
a
t
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x
t
e
n
t
6.
I
w
a
s a
b
l
e
t
o
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d
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a
n
d
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o
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se
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f
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mat
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w
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p
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f
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mat
s
.
2
.
9
0
G
r
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a
t
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x
t
e
n
t
7.
I
w
a
s a
b
l
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t
o
t
a
k
e
n
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t
e
s w
h
e
n
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o
p
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c
w
a
s
p
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d
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P
o
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t
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3
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0
8
G
r
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x
t
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t
8.
I
w
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s a
b
l
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o
l
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a
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n
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k
e
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sc
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ssi
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3
.
2
1
G
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t
9.
I
h
a
v
e
d
i
f
f
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c
u
l
t
y
f
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l
o
w
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n
s
.
2
.
6
0
G
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1
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p
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m
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3
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To
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3
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3
.
3
.
T
ec
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lo
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re
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ess
T
h
e
s
tu
d
y
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ev
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led
th
at
p
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ticip
an
ts
d
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o
n
s
tr
ated
ex
ce
p
tio
n
al
tech
n
o
lo
g
ical
p
r
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f
ici
en
cy
f
o
r
ac
ad
em
ic
p
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r
p
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s
es.
I
t
is
e
v
id
e
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t
in
T
ab
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4
w
h
ich
p
r
esen
ts
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e
lear
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n
g
ex
p
er
ie
n
ce
s
o
f
ed
u
ca
tio
n
s
tu
d
e
n
ts
in
ter
m
s
o
f
tech
n
o
lo
g
y
p
r
ep
a
r
e
d
n
ess
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
in
ter
n
et
was
an
in
v
alu
ab
le
r
eso
u
r
ce
,
co
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ib
u
tin
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s
ig
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ican
tly
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ass
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n
m
en
t
s
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cc
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,
as
ev
id
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ce
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b
y
th
e
h
ig
h
est
m
e
an
r
atin
g
o
f
3
.
5
1
,
r
esp
ec
tiv
ely
.
I
ts
ac
ce
s
s
ib
ilit
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to
a
wea
lth
o
f
in
f
o
r
m
atio
n
is
b
en
ef
icial
to
th
e
lea
r
n
er
s
.
H
o
wev
er
,
wh
ile
th
e
I
n
ter
n
et
en
h
a
n
ce
s
lear
n
in
g
,
p
ar
ticip
an
ts
h
ig
h
lig
h
ted
ch
alle
n
g
es
in
d
is
ce
r
n
in
g
,
an
d
u
tili
zin
g
r
elev
an
t
o
n
lin
e
co
n
ten
t
an
d
f
elt
in
tim
id
ated
wh
en
u
s
in
g
tech
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o
lo
g
ical
d
e
v
ices
with
th
e
lo
west
r
atin
g
s
o
f
2
.
3
2
an
d
2
.
4
1
,
r
esp
ec
tiv
ely
.
No
tab
ly
,
th
e
s
tu
d
y
in
d
icate
d
th
at
tec
h
n
o
lo
g
y
r
ea
d
in
ess
is
a
cr
u
cial
f
ac
to
r
in
f
lu
en
cin
g
o
n
lin
e
lear
n
in
g
ex
p
e
r
ien
ce
s
[5
3
]
,
an
d
th
e
lear
n
er
s
'
s
elf
-
d
ir
ec
ted
o
n
lin
e
lear
n
in
g
ex
p
er
ien
ce
r
ef
l
ec
ts
th
eir
ex
ten
t
o
f
tech
n
o
lo
g
y
p
r
e
p
ar
ed
n
ess
[5
3
]
.
I
t
is
ev
id
en
t
th
at
th
e
s
tu
d
y
f
u
r
t
h
er
im
p
lied
th
at
to
o
p
tim
ize
t
h
e
lear
n
in
g
e
x
p
er
ie
n
ce
s
o
f
s
tu
d
en
ts
,
it
is
ess
en
tial
to
p
r
o
ac
tiv
ely
s
u
p
p
o
r
t
th
em
in
d
ev
el
o
p
in
g
t
h
eir
in
f
o
r
m
atio
n
liter
ac
y
s
k
ills
[5
4
]
,
[
5
5
]
a
n
d
en
s
u
r
i
n
g
tech
n
o
lo
g
ical
r
ea
d
in
ess
b
y
p
r
o
v
id
in
g
th
em
with
th
e
n
ec
ess
ar
y
h
a
r
d
war
e,
s
o
f
twar
e,
an
d
i
n
ter
n
et
co
n
n
ec
tiv
ity
to
p
ar
ticip
ate
f
u
lly
in
o
n
lin
e
l
ea
r
n
in
g
.
Stu
d
en
ts
wh
o
r
ea
d
ily
em
b
r
ac
e
tech
n
o
lo
g
y
ar
e
m
o
r
e
willin
g
to
ex
p
lo
r
e
an
d
ad
o
p
t n
ew
lear
n
in
g
to
o
ls
an
d
d
ig
ital c
o
m
m
u
n
icatio
n
p
lat
f
o
r
m
s
.
T
h
is
o
p
en
n
ess
o
f
ten
tr
a
n
s
lates in
to
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
tech
n
o
lo
g
y
-
m
e
d
iated
lear
n
in
g
e
x
p
er
ien
ce
s
.
On
th
e
o
th
er
h
a
n
d
,
s
tu
d
en
ts
wh
o
ex
p
er
ien
ce
d
is
co
m
f
o
r
t
o
r
a
p
p
r
eh
en
s
io
n
wh
en
in
ter
ac
tin
g
w
ith
tech
n
o
l
o
g
y
m
ay
en
c
o
u
n
ter
a
s
teep
er
lear
n
in
g
cu
r
v
e
wh
en
u
tili
zin
g
o
n
lin
e
le
ar
n
in
g
p
latf
o
r
m
s
ef
f
ec
tiv
ely
.
T
h
eir
in
itial
r
eser
v
atio
n
s
m
ig
h
t
h
in
d
er
th
eir
ab
ilit
y
to
n
av
ig
ate
d
ig
ital
in
ter
f
ac
es
an
d
en
g
ag
e
with
o
n
lin
e
r
eso
u
r
ce
s
ef
f
icien
tly
.
T
h
er
ef
o
r
e,
p
r
o
v
id
in
g
ad
d
itio
n
al
s
u
p
p
o
r
t
a
n
d
s
ca
f
f
o
ld
in
g
m
a
y
b
e
n
ec
ess
ar
y
t
o
f
ac
ilit
ate
th
eir
tr
an
s
itio
n
a
n
d
e
n
s
u
r
e
t
h
ey
ca
n
f
u
lly
p
a
r
ticip
ate
i
n
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
[5
3
]
.
T
ab
le
4
.
L
ea
r
n
in
g
e
x
p
er
ie
n
ce
s
in
ter
m
s
o
f
tech
n
o
lo
g
y
p
r
ep
ar
ed
n
ess
No
S
t
a
t
e
me
n
t
M
e
a
n
r
a
t
i
n
g
I
n
t
e
r
p
r
e
t
a
t
i
o
n
1.
I
n
t
e
r
n
e
t
a
n
d
t
e
c
h
n
o
l
o
g
y
m
a
k
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l
e
a
r
n
i
n
g
m
o
r
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i
n
t
e
r
e
st
i
n
g
3
.
4
9
G
r
e
a
t
e
x
t
e
n
t
2.
Th
e
I
n
t
e
r
n
e
t
p
r
o
v
i
d
e
s
me
w
i
t
h
a
w
e
a
l
t
h
o
f
r
e
s
o
u
r
c
e
s f
o
r
m
y
a
ssi
g
n
me
n
t
s
.
3
.
5
1
V
e
r
y
g
r
e
a
t
e
x
t
e
n
t
3.
I
h
a
v
e
p
r
o
b
l
e
ms
u
si
n
g
c
o
m
p
u
t
e
r
s
o
f
t
w
a
r
e
a
n
d
h
a
r
d
w
a
r
e
.
2
.
5
5
G
r
e
a
t
e
x
t
e
n
t
4.
I
f
e
e
l
c
o
n
f
i
d
e
n
t
u
si
n
g
o
n
l
i
n
e
l
e
a
r
n
i
n
g
r
e
so
u
r
c
e
s
.
3
.
0
4
G
r
e
a
t
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x
t
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t
5.
I
e
x
p
e
r
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n
c
e
d
i
f
f
i
c
u
l
t
i
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s w
h
i
l
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u
s
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n
g
o
n
l
i
n
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l
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a
r
n
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g
ma
t
e
r
i
a
l
s.
2
.
6
9
G
r
e
a
t
e
x
t
e
n
t
6.
I
a
m v
e
r
y
c
o
mf
o
r
t
a
b
l
e
u
si
n
g
a
c
o
m
p
u
t
e
r
.
3
.
0
5
G
r
e
a
t
e
x
t
e
n
t
7.
I
d
o
n
o
t
k
n
o
w
h
o
w
t
o
e
v
a
l
u
a
t
e
a
n
d
e
x
t
r
a
c
t
r
e
l
e
v
a
n
t
i
n
f
o
r
mat
i
o
n
f
r
o
m
t
h
e
I
n
t
e
r
n
e
t
f
o
r
my
a
ss
i
g
n
m
e
n
t
s.
2
.
3
2
M
o
d
e
r
a
t
e
e
x
t
e
n
t
8.
I
f
e
e
l
i
n
t
i
mi
d
a
t
e
d
w
h
e
n
e
v
e
r
I
u
s
e
t
e
c
h
n
o
l
o
g
i
c
a
l
d
e
v
i
c
e
s
.
2
.
4
1
M
o
d
e
r
a
t
e
e
x
t
e
n
t
9.
I
h
a
v
e
d
i
f
f
i
c
u
l
t
y
a
c
c
e
ssi
n
g
e
d
u
c
a
t
i
o
n
a
l
si
t
e
s
b
e
c
a
u
s
e
o
f
w
e
a
k
i
n
t
e
r
n
e
t
c
o
n
n
e
c
t
i
o
n
.
2
.
8
6
G
r
e
a
t
e
x
t
e
n
t
1
0
.
I
h
a
v
e
d
i
f
f
i
c
u
l
t
y
k
e
e
p
i
n
g
u
p
w
i
t
h
o
n
l
i
n
e
d
i
sc
u
ssi
o
n
s
b
e
c
a
u
se
o
f
t
h
e
l
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o
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c
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ss
t
o
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c
h
n
o
l
o
g
i
c
a
l
d
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v
i
c
e
s.
2
.
7
7
G
r
e
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x
t
e
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t
To
t
a
l
2
.
8
7
G
r
e
a
t
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x
t
e
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t
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
ce
n
ter
s
o
n
ass
ess
i
n
g
ed
u
ca
tio
n
s
tu
d
en
ts
’
s
elf
-
d
i
r
ec
ted
lear
n
in
g
e
x
p
er
ie
n
ce
s
f
o
r
o
p
tim
al
o
n
lin
e
lear
n
in
g
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
r
ev
ea
led
t
h
at
lear
n
er
s
wer
e
g
en
er
ally
m
o
tiv
ated
an
d
ac
co
u
n
tab
le
f
o
r
th
eir
lear
n
in
g
,
co
u
ld
s
et
g
o
als,
an
d
co
m
p
lete
ass
ig
n
ed
task
s
d
esp
ite
d
is
tr
ac
tio
n
s
.
Mo
r
eo
v
er
,
th
ey
d
em
o
n
s
tr
ate
d
h
ig
h
tech
n
o
lo
g
ical
p
r
ep
ar
ed
n
ess
,
u
tili
zin
g
th
e
I
n
ter
n
et
to
a
cc
ess
an
d
co
m
p
lete
th
eir
ass
ig
n
m
en
ts
.
Ho
wev
er
,
it
was
also
ev
id
e
n
t
th
at
th
ey
s
till
p
r
ef
er
to
h
av
e
au
d
i
o
-
v
is
u
a
l
b
ec
au
s
e
s
o
m
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er
s
ex
p
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s
s
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d
if
f
icu
lties
in
u
n
d
er
s
tan
d
i
n
g
i
n
f
o
r
m
atio
n
p
r
esen
ted
s
o
lely
i
n
a
u
d
io
f
o
r
m
ats.
Fu
r
th
er
m
o
r
e,
it
was
h
ig
h
lig
h
ted
th
at
th
e
lear
n
er
s
’
m
o
tiv
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co
u
ld
b
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in
f
lu
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d
b
y
th
e
lack
o
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o
n
lin
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in
s
tr
u
cto
r
s
u
p
er
v
is
io
n
,
l
ea
d
in
g
to
p
o
ten
tial
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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&
R
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Vo
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14
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Au
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20
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2786
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th
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.
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co
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at
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ai
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in
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o
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atio
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liter
ac
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d
tech
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o
lo
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ical
s
k
ills
.
Ad
d
itio
n
ally
,
a
s
tu
d
y
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ass
ess
in
g
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e
teac
h
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s
’
s
tr
ateg
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f
o
r
th
e
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ad
e
m
ic
p
er
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o
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m
an
ce
o
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s
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d
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ts
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u
r
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g
th
e
im
p
lem
en
tatio
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o
f
s
elf
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d
ir
ec
ted
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lin
e
lear
n
in
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s
u
g
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ested
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u
r
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u
p
p
o
r
t th
e
f
in
d
in
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o
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th
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tu
d
y
.
ACK
NO
WL
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DG
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M
E
NT
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e
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esear
ch
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s
wo
u
ld
lik
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k
all
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Als
o
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ly
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ar
ticip
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s
elf
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u
r
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.
F
UNDING
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NF
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h
e
C
ar
ag
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State
Un
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T
h
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k
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Evaluation Warning : The document was created with Spire.PDF for Python.
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