Journal of Education and e-Learning Research最新文献

Developing a model for life skills training through the enhancement of academic, personal, social, and career competencies for middle school students 通过提高中学生的学术、个人、社会和职业能力，开发生活技能培训模式

Journal of Education and e-Learning Research Pub Date : 2024-07-25 DOI: 10.20448/jeelr.v11i3.5847

A. Hafina, N. Rusmana, Rifqy Muhammad Hamzah, Tb Moh Irma Ari Irawan, Srie Mulyati

{"title":"Developing a model for life skills training through the enhancement of academic, personal, social, and career competencies for middle school students","authors":"A. Hafina, N. Rusmana, Rifqy Muhammad Hamzah, Tb Moh Irma Ari Irawan, Srie Mulyati","doi":"10.20448/jeelr.v11i3.5847","DOIUrl":"https://doi.org/10.20448/jeelr.v11i3.5847","url":null,"abstract":"The objective of this research is to develop a model for life skills training through the strengthening of academic, personal, social, and career competencies for middle school students. We designed this model to equip students with the necessary skills to navigate the complexities of life’s challenges. Design-Based Research (DBR) serves as a research methodology, encompassing four stages: identification and analysis of practical problems, solution design, iterative testing cycles and solution refinement, reflection, and producing the final design. Validation testing of the model was conducted with four experts, including one developmental guidance and counseling specialist, one developmental psychologist, one adolescent psychologist, one curriculum and learning specialist, and eight guidance and counseling teachers or practitioners. The results of expert and practitioner validation indicate that the life skills training model is worthy of further experimentation to develop student’s life skills. Recommendations for future research emphasize the importance of developing new skills or competencies for the younger generation and educators to address the challenges and dynamics of the digital era. Globalization and societal shifts toward digitally automated services underscore the need for teacher preparation in imparting life skills that not only adhere to conventional norms but also integrate technological skills into student education.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141804412","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}

引用次数: 0

Psychosocial barriers to promoting self-directed and autonomous learning: The perception of students and lecturers in Malaysia 促进自主学习的社会心理障碍：马来西亚学生和讲师的看法

Journal of Education and e-Learning Research Pub Date : 2024-07-19 DOI: 10.20448/jeelr.v11i3.5828

Ahmad Azmi AbdelHamid Esmaeil, Dg Norizah Binti Ag Kiflee @ Dzulkifli, Ismail Maakip, Murnizam H. J. Halik, Sanen Marshall

{"title":"Psychosocial barriers to promoting self-directed and autonomous learning: The perception of students and lecturers in Malaysia","authors":"Ahmad Azmi AbdelHamid Esmaeil, Dg Norizah Binti Ag Kiflee @ Dzulkifli, Ismail Maakip, Murnizam H. J. Halik, Sanen Marshall","doi":"10.20448/jeelr.v11i3.5828","DOIUrl":"https://doi.org/10.20448/jeelr.v11i3.5828","url":null,"abstract":"It can be difficult to align with the present theoretical change in education from teacher-centered to student-centered learning especially in high-power distance cultures like Malaysia that are communal. This study aims to investigate the perceptions of students and lecturers regarding the psychosocial barriers to promoting self-directed and autonomous learning in the Malaysian context. The qualitative research method was chosen based on the research questions. Qualitative research allows the researcher to understand people's beliefs, attitudes, perceptions and behaviors. This study used purposive sampling and semi-structured interviews were conducted with thirteen students and four lecturers at a Malaysian public university. The study found two types of challenges: personal (within the student) and environmental (surrounding the student). Personal obstacles include ideas about the value of education such as an emphasis on grades and diplomas as well as attitudes towards life, such as a propensity for hedonism and a need for spoon-feeding. Environmental barriers include a lack of encouragement for critical thinking, the development of student dependency, issues with university regulations, family and lecturers' attitudes and teaching methods. These challenges were explained using Hofstede's, self-determination and ARCS theories. The study highlights how important it is for teachers to modify their pedagogical approaches and attitudes in order to encourage student-centered learning as well as how important it is for students to get more assistance and support.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821556","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}

引用次数: 0

Teachers’ perceptions, attitudes and knowledge of online learning for students with disabilities in Saudi Arabia 沙特阿拉伯教师对残疾学生在线学习的看法、态度和知识

Journal of Education and e-Learning Research Pub Date : 2024-07-19 DOI: 10.20448/jeelr.v11i3.5829

Ahmed Aldousari, Weili Yuan

{"title":"Teachers’ perceptions, attitudes and knowledge of online learning for students with disabilities in Saudi Arabia","authors":"Ahmed Aldousari, Weili Yuan","doi":"10.20448/jeelr.v11i3.5829","DOIUrl":"https://doi.org/10.20448/jeelr.v11i3.5829","url":null,"abstract":"This study investigates how Saudi Arabian special education teachers believe about online learning for students with disabilities evaluating their familiarity with the subject and identifying factors affecting their preparedness to adopt this mode of instruction. Researchers aim to understand educators’ perceptions of delivering special education through online platforms in Saudi Arabia through a cross-sectional analysis of quantitative data complemented by responses to three open-ended questions. The study involves 130 in-service special education teachers currently employing online methods to teach students with disabilities. The research findings reveal key insights: Firstly, most participants (79%) viewed online learning as beneficial for their students, echoing prior research highlighting its feasibility for students with disabilities. Secondly, many teachers indicated gaps in their knowledge (34%) and confidence (31%) related to online instruction emphasizing the need for tailored professional development. Lastly, challenges related to internet access (36%) and software availability (35%) underline infrastructure barriers requiring attention to facilitate effective online education for individuals with disabilities in Saudi Arabia. These findings underscore the importance of ongoing professional development and infrastructure enhancements to optimize the online learning experience in Saudi Arabia. This paper concludes by outlining practical implications and suggesting avenues for future research.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823757","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}

引用次数: 0

Moving beyond the challenges of learning through technologies: The current status of ICT integration in South African schools 超越技术学习的挑战：南非学校整合信息与传播技术的现状

Journal of Education and e-Learning Research Pub Date : 2024-02-16 DOI: 10.20448/jeelr.v11i1.5396

Barutoa Ruth Mnisi, Thokozani Isaac Mtshali, Makgato Moses

{"title":"Moving beyond the challenges of learning through technologies: The current status of ICT integration in South African schools","authors":"Barutoa Ruth Mnisi, Thokozani Isaac Mtshali, Makgato Moses","doi":"10.20448/jeelr.v11i1.5396","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5396","url":null,"abstract":"The purpose of this study was to understand the current status of ICT integration in South African schools. Yet, this study focused on the Tshwane West District schools in Gauteng Province, South Africa. This study employed a descriptive research design to understand the aforesaid phenomenon. Data was collected through interviews and open-ended questionnaires with 10 teachers and one curriculum specialist. This study employed thematic analysis as a qualitative research method. Furthermore, Roger's Diffusion of Innovations is used as a framework. Despite the existence of policies, this study revealed that the integration of ICT remained a significant challenge for several instructors in South Africa. The most interesting part was that schools had improved on most ICT tools to enable access to learning with technologies, but to a greater extent, insufficient internet coverage in classrooms made it impossible for most teachers to appreciate the benefits that come with using tools such as laptops, whiteboards, and online videos. This research proposes the installation of pocket Wi-Fi devices in every classroom in schools to provide comprehensive internet access. This will facilitate interaction between instructors and students through up-to-date learning management systems subscribed to by schools, as well as films. This will promote a digitally viable learning environment that promotes creative opportunities for learners.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139960487","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}

引用次数: 0

Biology teaching that develops the metacognitive aspect of learning: How to learn competence 培养学习元认知的生物教学：如何学习能力

Journal of Education and e-Learning Research Pub Date : 2024-02-16 DOI: 10.20448/jeelr.v11i1.5395

I. Labak, Ivona Maruncek, S. Blažetić

{"title":"Biology teaching that develops the metacognitive aspect of learning: How to learn competence","authors":"I. Labak, Ivona Maruncek, S. Blažetić","doi":"10.20448/jeelr.v11i1.5395","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5395","url":null,"abstract":"Higher-order thinking and metacognition are closely related and are part of learning to develop competence. The goal of this research was to determine the practice of teaching biology that develops metacognition and evaluate whether teachers require specific professional training for this purpose or if broader cognitive-focused training can also enhance metacognitive development in students. The original Teaching Observation Form (TOF) has been adapted for research objectives. A survey was designed to capture the subjective perspectives of 292 students and their teachers regarding metacognition development. Additionally, the research involved six biology teachers who were professionally trained in a program focused on higher-order thinking. The survey results indicate a self-assessed good teaching practice for the development of metacognition. However, analysis of the first lesson's video recordings showed that some components had been eliminated from biology classes which hindered students' ability to develop metacognition. Although higher-order thinking and metacognition are interconnected phenomena, professional development training focuses solely on higher-order thinking whose impact we established through analysis of other lessons does not induce the necessary positive changes for the comprehensive development of metacognition in students. In a nutshell, explicit professional development programs aimed at fostering metacognitive awareness among teachers need to be designed. These programs should instruct teachers on how to model the development of metacognition in students through their teaching.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139961817","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}

引用次数: 0

The impact of differentiated learning materials on students’ understanding of nationalism and global diversity 差异化学习材料对学生理解民族主义和全球多样性的影响

Journal of Education and e-Learning Research Pub Date : 2024-02-07 DOI: 10.20448/jeelr.v11i1.5369

I. Ardiawan, I. W. Lasmawan, N. Dantes, G. Dantes

{"title":"The impact of differentiated learning materials on students’ understanding of nationalism and global diversity","authors":"I. Ardiawan, I. W. Lasmawan, N. Dantes, G. Dantes","doi":"10.20448/jeelr.v11i1.5369","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5369","url":null,"abstract":"This study aims to determine the differentiated learning materials' impact on students' understanding of nationalism and global diversity. This research was a quasi-experimental study conducted by following a post-test-only control group design. Two classes from different schools were selected as research samples using a statistical matching technique. The researchers collected the data using tests and analyzed them using descriptive statistics and an independent t-test to achieve the study's objective. The results of the descriptive statistics showed that the experimental group had a higher score than the control group. It can be seen from the mean, minimum and maximum scores of the two groups. This result demonstrates that students who used varied learning resources had a greater comprehension of nationalism and global diversity. Furthermore, the independent t-test result confirmed that the differences in understanding were significant. In terms of the effect size, it confirms that differentiated instruction greatly affects students' understanding of nationalism and global diversity. Thus, this study concluded that differentiated learning materials affect students' understanding of nationalism and global diversity significantly. Thus, the researchers promote differentiated learning materials for teaching nationalism and global diversity based on the study results. Moreover, differentiated instruction may also be used for teaching different learning materials.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796008","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}

引用次数: 0

The impact of differentiated learning materials on students’ understanding of nationalism and global diversity 差异化学习材料对学生理解民族主义和全球多样性的影响

Journal of Education and e-Learning Research Pub Date : 2024-02-07 DOI: 10.20448/jeelr.v11i1.5369

I. Ardiawan, I. W. Lasmawan, N. Dantes, G. Dantes

{"title":"The impact of differentiated learning materials on students’ understanding of nationalism and global diversity","authors":"I. Ardiawan, I. W. Lasmawan, N. Dantes, G. Dantes","doi":"10.20448/jeelr.v11i1.5369","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5369","url":null,"abstract":"This study aims to determine the differentiated learning materials' impact on students' understanding of nationalism and global diversity. This research was a quasi-experimental study conducted by following a post-test-only control group design. Two classes from different schools were selected as research samples using a statistical matching technique. The researchers collected the data using tests and analyzed them using descriptive statistics and an independent t-test to achieve the study's objective. The results of the descriptive statistics showed that the experimental group had a higher score than the control group. It can be seen from the mean, minimum and maximum scores of the two groups. This result demonstrates that students who used varied learning resources had a greater comprehension of nationalism and global diversity. Furthermore, the independent t-test result confirmed that the differences in understanding were significant. In terms of the effect size, it confirms that differentiated instruction greatly affects students' understanding of nationalism and global diversity. Thus, this study concluded that differentiated learning materials affect students' understanding of nationalism and global diversity significantly. Thus, the researchers promote differentiated learning materials for teaching nationalism and global diversity based on the study results. Moreover, differentiated instruction may also be used for teaching different learning materials.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855766","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}

引用次数: 0

Exploring key parameters influencing student performance in a blended learning environment using learning analytics 利用学习分析探索混合学习环境中影响学生成绩的关键参数

Journal of Education and e-Learning Research Pub Date : 2024-01-18 DOI: 10.20448/jeelr.v11i1.5330

Shabnam Ara S J, Tanuja R

{"title":"Exploring key parameters influencing student performance in a blended learning environment using learning analytics","authors":"Shabnam Ara S J, Tanuja R","doi":"10.20448/jeelr.v11i1.5330","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5330","url":null,"abstract":"Understanding the factors that influence students' results in hybrid learning environments is becoming increasingly important in today's educational environment. The goal of this research is to examine factors that influence students' academic performance as well as their level of participation in blended learning environments. A comprehensive study was conducted with 330 interested participants from the prestigious government polytechnics of the state of Karnataka in order to achieve this goal. Our data acquisition approach relied on the administration of a meticulously crafted survey questionnaire. The conceptual framework underpinning this study seamlessly integrates Transactional Distance Theory (TDT) principles with valuable insights derived from prior research. The Welch test and one-way ANOVA (Analysis of Variance) are two statistical approaches that we used selectively to reinforce our research which produced surprising results. These findings underscore the pivotal role played by certain specific factors. The geographical location of learners and the medium through which they pursue their studies have emerged as critical determinants significantly influencing academic performance. Aspects like the frequency of login activities and active engagement in forum discussions have been found to exert a positive influence on learners' academic performance. In contrast, the duration of sleep did not show a significant impact on performance. These insights bear tangible implications for teachers and policymakers who are dedicated to the enhancement of the quality of BL programs with the ultimate goal of enriching the overall educational experience.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615367","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}

引用次数: 0

A needs analysis on the utilization of learning management systems as blended learning media in elementary school 小学利用学习管理系统作为混合式学习媒体的需求分析

Journal of Education and e-Learning Research Pub Date : 2024-01-12 DOI: 10.20448/jeelr.v11i1.5310

M. Zainil, Y. Helsa, Cicih Sutarsih, Sahrun Nisa, Sartono, Suparman

{"title":"A needs analysis on the utilization of learning management systems as blended learning media in elementary school","authors":"M. Zainil, Y. Helsa, Cicih Sutarsih, Sahrun Nisa, Sartono, Suparman","doi":"10.20448/jeelr.v11i1.5310","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5310","url":null,"abstract":"In Indonesia, educational activities have shifted to home-based learning after the COVID-19 epidemic broke out. Consequently, digital learning has become a necessary option for many teachers. This study aims to understand teachers’ experiences, digital platform mastery, digital-based learning pedagogy and the role of parents in learning at home in implementing the teaching process using learning management system-based blended learning media during the COVID-19 epidemic. A questionnaire was used in this study to gather data on the experiences of the teachers, parents' participation in home learning during COVID-19, the digital pedagogy and the mastery of digital platforms using a qualitative approach. This study involved 16 students’ parents and 96 elementary school teachers. The data was analyzed using NVivo Pro software. The testing of data validity was carried out through data triangulation. Results of this recent study revealed that based on their experience, teachers still used videos as the main teaching material in digital learning and they carried out the learning assessment process using digital platforms. This was impacted by the process of changing from distant learning to the new normal. Additionally, the selection of digital media was carried out by considering media effectiveness, the learning process, available facilities and digital literacy. Moreover, parents not only provided learning facilities at home but were also more active as facilitators and supervisors during the learning process at home. This study contributes to provide some considerations for mathematics teachers in designing learning management system-based blended learning media in elementary schools during the COVID-19 epidemic.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139624007","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}

引用次数: 0

Examining the e-learning attitudes of Indonesian students during the COVID-19 pandemic 考察印度尼西亚学生在 COVID-19 大流行期间的电子学习态度

Journal of Education and e-Learning Research Pub Date : 2024-01-03 DOI: 10.20448/jeelr.v11i1.5290

Irwanto Irwanto, Ucu Cahyana, Ni Putu Sri Ayuni

{"title":"Examining the e-learning attitudes of Indonesian students during the COVID-19 pandemic","authors":"Irwanto Irwanto, Ucu Cahyana, Ni Putu Sri Ayuni","doi":"10.20448/jeelr.v11i1.5290","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5290","url":null,"abstract":"The COVID-19 epidemic has impacted higher education institutions across the country by switching traditional teaching practices to online learning. The attitudes of students towards e-learning are essential to research in order to determine the extent to which successful implementation of online learning. Thus, this research aims to evaluate the attitudes of Indonesian students towards e-learning throughout the pandemic. The study adopted a quantitative research approach through a survey questionnaire. The attitude of students was evaluated using the attitude scale towards e-learning. The questionnaire comprised 20 items assessing students’ attitudes towards remote learning. A questionnaire was distributed to 342 (255 female and 87 male) undergraduate students who took online courses at an Indonesian state university. The statistical analyses including descriptive statistics, t-tests and one-way ANOVA were used in the present study. The results suggested that students’ e-learning attitudes tend to be neutral. The t-test and ANOVA indicated that there was no statistically significant gap in students’ attitudes with respect to gender, daily internet usage time or level of COVID-19. Meanwhile, age, study year and personal computer ownership exerted a statistically significant impact on e-learning attitudes. Teachers can better prepare for the adoption of online learning during COVID-19 and beyond by using the valuable insights provided by the findings.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389417","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}

引用次数: 0