Frontline Learning Research最新文献_第3页

Flexible social perspective taking in higher education and the role of contextual cues 高等教育中灵活的社会视角选择与语境线索的作用

Frontline Learning Research Pub Date : 2022-08-19 DOI: 10.14786/flr.v10i1.781

Anett Wolgast, Yvonne Barnes-Holmes

{"title":"Flexible social perspective taking in higher education and the role of contextual cues","authors":"Anett Wolgast, Yvonne Barnes-Holmes","doi":"10.14786/flr.v10i1.781","DOIUrl":"https://doi.org/10.14786/flr.v10i1.781","url":null,"abstract":"\u0000Being able to coordinate the perspectives of oneself and others is likely to be helpful in educational contexts. For example, teachers need flexible social perspective taking to understand their own perspectives and those of their students. Evidence suggests that reading facilitates social perspective taking because it involves readers coordinating social perspectives. However, there is little evidence on actual flexible perspective taking in educational contexts. In the current research, we assumed that the presence of different spatial, temporal, and social cues with regard to (higher) educational contexts would affect flexible social perspective taking performances of prospective psychologists and teachers. Across two different studies, we employed relational frame theory and a within-subject design (n = 44 undergraduate students in Study 1 and n = 176 teacher education students in Study 2). We analyzed the data by Rasch-trees and general linear modeling. The results showed faster responding on flexible spatial and temporal social perspective taking tasks, involving a fictional college course in “English” rather than “statistics” (Study 1). In Study 2, the results suggested greater accuracy on flexible spatial and temporal social perspective taking tasks involving spatial rather than temporal relations (Study 2). The results shed some light on the integration of different approaches for research on understanding the relevance of flexible social perspective taking in educational contexts. Flexible spatial and temporal social perspective taking may be of benefit to both students in higher education and teachers in school education. \u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44668148","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

Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes 小组工作中的人际关系:两个小组动态结果的比较案例研究

Frontline Learning Research Pub Date : 2022-08-02 DOI: 10.14786/flr.v10i1.851

Cheryl Jones, S. Volet, Deborah Pino-Pasternak, Olli-Pekka Heinimäki

{"title":"Interpersonal affect in groupwork: A comparative case study of two small groups with contrasting group dynamics outcomes","authors":"Cheryl Jones, S. Volet, Deborah Pino-Pasternak, Olli-Pekka Heinimäki","doi":"10.14786/flr.v10i1.851","DOIUrl":"https://doi.org/10.14786/flr.v10i1.851","url":null,"abstract":"Teamwork capabilities are essential for 21st century life, with groupwork emerging as a fruitful context to develop these skills. Case studies that explore interpersonal affect dynamics in authentic higher education groupwork settings can highlight collaborative skills development needs. This comparative case-study traced the sociodynamic evolution of two groups of first-year university students to investigate the high collaborative variance outcomes of the two groups, which reported starkly contrasting group dynamics (negative and dysfunctional or positive and collaborative). Mixed-methods (video-recorded observations of five groupwork labs over one semester, and group interviews) provided interpersonal affect data as real-time visible behaviours, and the felt experiences and perceptions of participants. The study traced interpersonal affect dynamics in the natural fluctuation of not just task-focused (on-task), but also explicitly relational (off-task) interactions, which revealed their function in both task participation and group dynamics. Findings illustrate visible interpersonal affect behaviours that manifested and evolved over time as interactive patterns, and group dynamics outcomes. Fine-grained analysis of interactions unveiled interpersonal affect as a collective, evolving process, and the mechanism through which one group started and stayed highly positive and collaborative over the semester. The other group showed a tendency towards splitting to undertake tasks early, leading to low group-level interpersonal attentiveness, and over time, subgroups emerged through interactions both off-task and on-task. The study made visible the pervasive nature of interpersonal affect as enacted through seemingly inconsequential everyday behaviours that supported the relational and task-based needs of groupwork, and those behaviours which impeded collaboration.\u0000 ","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43967132","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: 1

Self-effective scientific reasoning? Differences between elementary and secondary school students 自我有效的科学推理？中小学生之间的差异

Frontline Learning Research Pub Date : 2022-06-24 DOI: 10.14786/flr.v10i1.955

Kristin Nyberg, Susanne Koerber, Christopher Osterhaus

{"title":"Self-effective scientific reasoning? Differences between elementary and secondary school students","authors":"Kristin Nyberg, Susanne Koerber, Christopher Osterhaus","doi":"10.14786/flr.v10i1.955","DOIUrl":"https://doi.org/10.14786/flr.v10i1.955","url":null,"abstract":"\u0000Although scientific reasoning is not a formal, independent school subject, it is an increasingly important skill, especially for student learning in science, technology, engineering, and mathematics (STEM) subjects. To promote scientific reasoning effectively, it is important to know its influencing factors. While cognitive influences have been investigated, affective-motivational factors, particularly self-efficacy, have rarely been considered in studies on scientific reasoning. To examine, for the first time, whether self-efficacy can be measured in a task-specific way and whether self-efficacy correlates with students’ scientific reasoning performance, the study assessed performance in scientific reasoning and self-efficacy (academic and task-specific) in a sample of 140 fourth graders and 148 eighth graders. As expected, higher correlations emerged for task-specific self-efficacy in both grades. A hierarchical cluster analysis showed that the correlational patterns were not the same across grade levels, with differences in self-estimated performance prevailing between the two grade levels: The largest cluster in Grade 4 (41%) comprised children who significantly overestimated their performance, whereas the largest cluster in Grade 8 (39%) comprised students who gave a realistic estimate of their own performance in scientific reasoning. This cluster was not present in Grade 4. Additional clusters of students who overestimated or underestimated their performance emerged in both grades. The results support the conclusion that self-efficacy expectations are important to consider when fostering scientific reasoning, and the large number of elementary school students who overestimated their performance suggests that not all students might benefit from interventions targeted at increasing self-efficacy.\u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41727172","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: 1

Preconditions of teachers’ collaborative practice 教师合作实践的前提条件

Frontline Learning Research Pub Date : 2022-04-13 DOI: 10.14786/flr.v10i1.911

Katharina Maag Merki, U. Grob, B. Rechsteiner, Ariane Rickenbacher, A. Wullschleger

{"title":"Preconditions of teachers’ collaborative practice","authors":"Katharina Maag Merki, U. Grob, B. Rechsteiner, Ariane Rickenbacher, A. Wullschleger","doi":"10.14786/flr.v10i1.911","DOIUrl":"https://doi.org/10.14786/flr.v10i1.911","url":null,"abstract":"\u0000Previous findings on the preconditions of teachers’ collaboration are inconsistent. This might be related to the research methods used to assess the teachers’ collaborative practice. Retrospective assessments by self-report on a relatively general level prevail. The validity of these self-reports is limited, however. In contrast, time-sampling methods have the potential to investigate collaborative practice specifically and longitudinally as a day-to-day process over time validly. But to date, no research on collaborative activities in schools based on time-sampling methods is available. In this study, we extended the current state of research by analysing the variability and preconditions of teachers’ collaboration at four secondary schools over three weeks based on time-sampling data collected by a newly developed online practice log. Recorded were collaborative activities outside of teaching with a focus on administrative and organisational tasks and on school subject-specific tasks. The results revealed that teachers’ collaborative activities varied significantly between weekdays, showing a linear decrease from Monday to Friday, regardless of the content of collaboration. Collaboration that focused on administrative-organisational tasks seemed to be quite stable over the weeks and was hardly influenced by teachers’ individual characteristics. Instead, collaborative activities that focused on school subject-specific tasks varied significantly between weeks; moreover, they were influenced by teachers’ leadership role and gender. The results indicate that rather stable routinised patterns of day-to-day collaboration over the weeks decrease the influence of teachers’ individual characteristics. Hence, by collecting data that is closer to content-specific day-to-day collaborative activities, time-sampling methods can be seen as a driver for new insights.\u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47532077","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

How teachers interpret displays of students’ gaze in reading comprehension assignments 教师如何解读阅读理解作业中学生凝视的表现

Frontline Learning Research Pub Date : 2021-12-07 DOI: 10.14786/flr.v9i4.881

C. A. K. Knoop-van Campen, Ellen M. Kok, Roos Van Doornik, Pam De Vries, Marleen Immink, H. Jarodzka, T. van Gog

{"title":"How teachers interpret displays of students’ gaze in reading comprehension assignments","authors":"C. A. K. Knoop-van Campen, Ellen M. Kok, Roos Van Doornik, Pam De Vries, Marleen Immink, H. Jarodzka, T. van Gog","doi":"10.14786/flr.v9i4.881","DOIUrl":"https://doi.org/10.14786/flr.v9i4.881","url":null,"abstract":"Reading comprehension is a central skill in secondary education. To be able to provide adaptive instruction, teachers need to be able to accurately estimate students’ reading comprehension. However, they tend to experience difficulties doing so. Eye tracking can uncover these reading processes by visualizing what a student looked at, in what order, and for how long, in a gaze display. The question is, however, whether teachers could interpret such displays. We, therefore, examined how teachers interpret gaze displays and perceived their potential use in education to foster tailored support for reading comprehension. Sixty teachers in secondary education were presented with three static gaze displays of students performing a reading comprehension task. Teachers were asked to report how they interpreted these gaze displays and what they considered to be the promises and pitfalls of gaze displays for education. Teachers interpreted in particular reading strategies in the gaze displays quite well, and also interpreted the displays as reflecting other concepts, such as motivation and concentration. Results showed that teachers’ interpretations of the gaze displays were generally consistent across teachers and that teachers discriminated well between displays of different strategies. Teachers were generally positive about potential applications in educational practice. This study provides first insights into how teachers experience the utility of gaze displays as an innovative tool to support reading instruction, which is timely as rapid technological developments already enable eye tracking through webcams on regular laptops. Thus, using gaze displays in an educational setting seems to be an increasingly feasible scenario.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48676255","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: 4

Students in sight: Using mobile eye-tracking to investigate mathematics teachers’ gaze behaviour during task instruction-giving 视觉学生：使用移动眼动追踪调查数学教师在任务教学中的凝视行为

Frontline Learning Research Pub Date : 2021-12-01 DOI: 10.14786/flr.v9i4.965

Olli Maatta, Nora A. McIntyre, Jussi Palomäki, M. Hannula, Patrik Scheinin, Petri Ihantola

{"title":"Students in sight: Using mobile eye-tracking to investigate mathematics teachers’ gaze behaviour during task instruction-giving","authors":"Olli Maatta, Nora A. McIntyre, Jussi Palomäki, M. Hannula, Patrik Scheinin, Petri Ihantola","doi":"10.14786/flr.v9i4.965","DOIUrl":"https://doi.org/10.14786/flr.v9i4.965","url":null,"abstract":"Abstract\u0000Mobile eye-tracking research has provided evidence both on teachers' visual attention in relation to their intentions and on teachers’ student-centred gaze patterns. However, the importance of a teacher’s eye-movements when giving instructions is unexplored. In this study we used mobile eye-tracking to investigate six teachers’ gaze patterns when they are giving task instructions for a geometry problem in four different phases of a mathematical problem-solving lesson. We analysed the teachers’ eye-tracking data, their verbal data, and classroom video recordings. Our paper brings forth a novel interpretative lens for teacher’s pedagogical intentions communicated by gaze during teacher-led moments such as when introducing new tasks, reorganizing the social structures of students for collaboration, and lesson wrap-ups. A change in the students’ task changes teachers’ gaze patterns, which may indicate a change in teacher’s pedagogical intention. We found that teachers gazed at students throughout the lesson, whereas teachers’ focus was at task-related targets during collaborative instruction-giving more than during the introductory and reflective task instructions. Hence, we suggest two previously not detected gaze types: contextualizing gaze for task readiness and collaborative gaze for task focus to contribute to the present discussion on teacher gaze","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44887143","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: 3

The Frequency of Emotions and Emotion Variability in Self-regulated Learning: What Matters to Task Performance? 自我调节学习中的情绪频率和情绪变异性:对任务绩效的影响?

Frontline Learning Research Pub Date : 2021-11-05 DOI: 10.14786/flr.v9i4.901

Shan Li, Juan Zheng, Susanne P. Lajoie

{"title":"The Frequency of Emotions and Emotion Variability in Self-regulated Learning: What Matters to Task Performance?","authors":"Shan Li, Juan Zheng, Susanne P. Lajoie","doi":"10.14786/flr.v9i4.901","DOIUrl":"https://doi.org/10.14786/flr.v9i4.901","url":null,"abstract":"\u0000Emotion variability and its relationship to performance is an underexplored area of research both inside and outside the realm of medical education. We address this gap by examining the relative importance of the frequency of emotions and emotion variability that occurred in specific phases of self-regulated learning (SRL) in predicting students’ performance. Specifically, 23 medical students were recruited to complete the task of diagnosing a virtual patient in a hospital-simulated environment. Students’ facial expressions were video-recorded and were classified into basic emotions. We calculated the frequency of emotions and emotion variability at each SRL phase: forethought, performance, and self-reflection. Findings revealed that both the frequency of emotions and emotion variability influenced clinical reasoning performance, but they functioned differently in different SRL phases. Moreover, emotion variability negatively predicted performance regardless of which SRL phases it was tied to. This study helps shift the focus of research from the effect of emotions on performance to the joint effect of emotion and emotion variability, which has the potential to address the inconsistency in emotion-related research findings. Although we situate the study in the context of clinical reasoning, findings from this research inform the research of emotion in learning and instruction for other domains. Furthermore, this study lays the foundation for future advances in emotion-related study designs since the introduction of emotion variability leaves many questions unanswered and shows promise for new research directions.\u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48702330","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: 3

Unravelling the interplay of primary school teachers’ topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science 小学教师专题认知信念与历史科学探究性学习观的相互作用

Frontline Learning Research Pub Date : 2021-10-25 DOI: 10.14786/flr.v9i4.777

Athina Koutsianou, Anastassios Emvalotis

{"title":"Unravelling the interplay of primary school teachers’ topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science","authors":"Athina Koutsianou, Anastassios Emvalotis","doi":"10.14786/flr.v9i4.777","DOIUrl":"https://doi.org/10.14786/flr.v9i4.777","url":null,"abstract":"Inquiry-based learning remains both an important goal and challenge for primary school teachers within and across different subjects, such as history and science. By addressing primary school teachers, for the first time, as both learners who deal with controversial topics and teachers who have significant teaching experience, this study aims to unravel the interplay between teachers’ topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science. Fifteen primary school teachers from Greece participated in this exploratory study through scenario-based semi-structured interviews. Data were analysed through a qualitative content analysis by applying both deductive and inductive approaches. The results of this study revealed the complex nature of teachers’ epistemic beliefs and the necessity of using a nuanced approach to elicit their epistemic belief patterns in the context of working on a task. Further, this study revealed an overview of teachers’ conceptions of inquiry-based learning in both history and science, by giving voice to teachers’ thoughts and reasoning. But most importantly, the interplay between the two constructs was unravelled, indicating a complex connection between teachers’ epistemic belief patterns and their conceptions of inquiry-based learning. Overall, it could be argued that the more availing the teachers’ epistemic beliefs, the more thoroughly they conceive inquiry-based learning. Similarities and differences between history and science were also detected. Theoretical, empirical, and educational implications are discussed in an attempt to support primary school teachers involve themselves, and then their students, in an active process of knowing by applying helpful epistemic criteria.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45210135","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: 2

Moderating Effects of Individual Differences in Causality Orientation on Relationships between Reward, Choice, and Intrinsic Motivation 因果取向的个体差异对奖励、选择和内在动机关系的调节作用

Frontline Learning Research Pub Date : 2021-08-12 DOI: 10.14786/flr.v9i3.751

Juming Jiang, Misaki Kusamoto, A. Tanaka

{"title":"Moderating Effects of Individual Differences in Causality Orientation on Relationships between Reward, Choice, and Intrinsic Motivation","authors":"Juming Jiang, Misaki Kusamoto, A. Tanaka","doi":"10.14786/flr.v9i3.751","DOIUrl":"https://doi.org/10.14786/flr.v9i3.751","url":null,"abstract":"This study examines the effects of external environmental factors, specifically monetary reward and choice, on intrinsic motivation, and tests whether they are moderated by individual differences in causality orientation. We randomly assigned 103 undergraduates to one of four conditions: reward (reward vs. no reward) × choice (choice vs. no choice). Participants were given puzzles to solve in the experimenters' presence, which they were free to continue tackling when the experimenters left the room. We measured the time spent solving puzzles when free to choose other activities, task enjoyment, and perceived competence as dependent variables. Interest in puzzles was unaffected by receiving a reward in participants with high autonomy orientation but dropped significantly in participants with low autonomy orientation. Choice over the task increased competence in participants with high autonomy orientation but lowered competence in low autonomy orientation. Finally, we found no significant effects on time spent on puzzles. The present study contributes to current literature regarding the causes of differences in performance in various achievement settings.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45522752","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

Digital student agency: Approaching agency in digital contexts from a critical perspective 数字学生中介：从批判性角度看待数字背景下的中介

Frontline Learning Research Pub Date : 2021-07-30 DOI: 10.14786/flr.v9i3.697

M. H. Stenalt

{"title":"Digital student agency: Approaching agency in digital contexts from a critical perspective","authors":"M. H. Stenalt","doi":"10.14786/flr.v9i3.697","DOIUrl":"https://doi.org/10.14786/flr.v9i3.697","url":null,"abstract":"\u0000Developing student agency is a critical aspect of higher education and, in particular, digital education. In this sense, the capacity to understand what constitutes agency in digital contexts of education and evaluate students’ digital agency is now crucial. In contrast to traditional approaches to student agency in digital contexts that subsume technologies to educational intentions, media research has illustrated a more complex interplay between humans and technology. Drawing on this insight, the paper argues for a more critical disposition to digital student agency, wherein relational, cultural, and technological dynamics are central to agency. Specifically, the article proposes a framework for digital student agency that distinguishes five critical domains to student agency in digital contexts: (1) agentic possibility, (2) digital self-representation, (3) data uses, (4) digital sociality, and (5) digital temporality. The article concludes by outlining the implications of the framework for educational practice and academic research around student agency and student learning. Specifically, adopting the framework implies changes in how we investigate student agency in digital contexts and enables critical investigations of student-centred teaching practices.\u0000","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46927012","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: 7