InSITE Conference最新文献

{"title":"I Do Better, Feel Less Stress and Am Happier” – A Humanist and Affective Perspective on Student Engagement in an Online Class","authors":"Geraldine Torris-Steele","doi":"10.28945/4964","DOIUrl":"https://doi.org/10.28945/4964","url":null,"abstract":"Aim/Purpose: Fostering student engagement is one of the great challenges of teaching, especially in online learning environments. An educators’ assumptions and beliefs about what student engagement is and how it manifests will shape the strategies they design to engage students in learning. However, there is no agreement on the definition of concept of student engagement and it re-mains a vague construct.\u0000\u0000Background: Adopting the principles of user-centered design, the author maintains that to design learning experiences which better support student engagement it is important to gain insights into how students perceive and operationalize the concept of engagement in learning. The recent challenges of teaching effectively online prompted the author to reflect more deeply on the concept of engagement and how it might be achieved.\u0000\u0000Methodology: In the tradition of reflective teaching, the author undertook an informal, qualitative inquiry in her classroom, administering a brief questionnaire to students in her online class. When the themes which emerged were integrated with other literature and findings from the author’s earlier classroom inquiry, some insights were gained into how students ‘operationalize’ the concept of engagement, and weight was added to the authors’ premise of the value of humanistic approaches to university teaching, the need for greater emphasis on student-teacher connection and the necessity of considering the affective domain alongside the cognitive domain in learning in higher education. The insights were brought together and visualized in a conceptual model of student engagement.\u0000\u0000Contribution: The conceptual model presented in the present paper reflects the author’s present ‘mental model’ of student engagement in classes online and, when the opportunity arrives, in face-to-face classes as well. This mental model shapes the authors’ course design, learning activities and the delivery of the course. Although the elements of the model are not ‘new’, the model synthesizes several related concepts necessary to a humanist approach to under-standing student engagement. It is hoped that the model and discussion presented will be stimulus for further rich discussion around the nature of student engagement. \u0000\u0000Findings: Interestingly, the affective rather than the cognitive domain framed students’ perspectives on what engagement ‘looks like to them’ and on what teachers should do to engage them. \u0000\u0000Recommendations for Practitioners: By sharing the process through which the author arrived at this understanding of student engagement, the author has also sought to highlight three key points: the importance of including the ‘student perspectives and expectations’ against which educators can examine their own assumptions as part of the process reflective teaching practices; the usefulness of integrating theoretical and philosophical frameworks in our understandings of student engagement and how it might be nurtured, and finally the necess","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125891427","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}

{"title":"Why do Students not Choose to Study Information Systems? A Survey Study in Norway","authors":"Ali Acilar, Øystein Sæbø","doi":"10.28945/4990","DOIUrl":"https://doi.org/10.28945/4990","url":null,"abstract":"Aim/Purpose: The aim of this study is to explore why students do not choose to study In-formation Systems.\u0000Background Demand for information technology (IT) and information systems (IS) employees and managers has been increased, with the widespread use of information technologies. IT skills shortage is a concern for industries and higher education institutions. The findings of this study can help understanding why students do not choose to study Information Systems.\u0000\u0000Methodology: This study used an online survey for data collection. The survey link was emailed to 609 undergraduate students at the University of Agder in Kristian-sand, Norway. 62 useable responses were used for analysis. Descriptive statistics, chi-square test, and t-test were used for data analysis. \u0000\u0000Contribution: This study provides the results of a survey exploring why students do not choose to study Information Systems at a Norwegian university.\u0000\u0000Findings: The most indicated reason by the respondents for not choosing to study Information Systems was “little or no knowledge about IS”, followed by “lack of interest in the IS field.” Job availability was identified as the most motivating factor for the participant students in choosing to study their pro-grams at the university. The participants of this study did not consider In-formation Systems as easy to study.\u0000\u0000Recommendations for Practitioners: Candidate students should be given sufficient information about Information Systems study program and how it differs from other IT-related study pro-grams should be explained well. There is a need to better promote Information Systems study programs to candidate students.\u0000\u0000Future Research: Future studies should explore the factors impacting enrolment to Information Systems study programs with larger sample sizes and in different universities. Qualitative studies can help a deeper understanding of students’ career decisions. Future studies can also consider comparative studies in different countries.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126024924","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}

{"title":"Undergraduate Experiential Coding Courses: Coiling a Software Client [Abstract]","authors":"Christine Bakke","doi":"10.28945/5128","DOIUrl":"https://doi.org/10.28945/5128","url":null,"abstract":"Aim/Purpose.\u0000Courses that include development of complex software projects aim to provide career-like experiences prior to a software development-focused capstone. This research shares an international collaborative project (COIL) whereby a remote instructor and their students are the clients for an undergraduate project-focused coding course.\u0000\u0000Background.\u0000This work builds on previous multi-year, Design-Based Research that combined educational best practices in software project development with agile. Prior research incorporated the instructor in the role of both client and Scrum-master and resulted in students experiencing multiple complex software projects prior to the capstone and was conducted in two course formats: synchronous online and in person.\u0000There remains the challenge of incorporating a real client. The complexities and challenges of providing real clients in educational settings are well documented; and previous attempts to include real clients in a class setting have been unsuccessful. Involvement in international educational collaborations known as COIL formed the foundation for this exploratory study, as the remote instructor and their students provided the client experience.\u0000\u0000Methodology.\u0000This pilot study examines the experiences of a homogenous and quasi-experimental population consisting of technology students taking a required research course. Validation of the homogenous study is obtained through a small class size, resulting in close interactions between respondents and the instructor, interview-like settings, and immersive data capture. The course modality was Traditional Online, in that students were traditional on campus students with the option to be in the classroom; however, delivery was synchronous-remote. \u0000The research involved students enrolled in a technology course in the United States as software developers, working with an instructor and their students who were enrolled in an English class at a German University. Before beginning the project, the instructors met monthly to plan, and to align the project with their individual course outcomes. Throughout the project, COIL communication between the universities was exclusively online. \u0000This study builds on previous Design Based Research focused on development and validation of educational tools and techniques combining Scrum, Student Ownership of Learning, guided learning, and a flipped classroom approach.\u0000\u0000Contribution.\u0000This study is among the first to explore COIL as a software client and includes previously modified Scrum practices and tools that can be used to guide complex software projects. This study examines pilot data from an international collaboration where researchers and students have never met in person. It may be useful for institutions that are interested in providing technology students with additional complex software experiences. \u0000\u0000Findings.\u0000 {in progress, will be completed spring 2023}","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126652645","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}

{"title":"The Journey From Isolation to Community","authors":"Donna Armes-Thomas, A. Matthews, Miguel Sanchez","doi":"10.28945/4968","DOIUrl":"https://doi.org/10.28945/4968","url":null,"abstract":"Aim/Purpose: This paper examines faculty feelings of isolation when teaching in a distance education environment.\u0000\u0000Background: Faculty who teach in an exclusively online environment often feel isolated, which may lead to decreased cognitive ability, depression, and increased mortality rates. In addition to personal detriments, these issues could negatively impact teaching performance.\u0000\u0000Methodology: Using narrative autoethnography, the authors of this study share their experiences of isolation teaching online and the benefits they felt from joining a Community of Practice (CoP) to help alleviate those symptoms.\u0000\u0000Contribution: Authors share how helpful their experiences were in adapting to the COVID-19 pandemic.\u0000Findings Results of this study suggest that utilizing the CoP model reduces faculty feelings of isolation and improves teaching performance.\u0000\u0000Recommendations for Practitioners: The authors recommend that other faculty consider participating in a CoP, even if they initially feel hesitant.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123820750","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}

{"title":"The Importance of Examining Student’s Choice of Modalities in Higher Education [Abstract]","authors":"L. Powell, M. Hendon","doi":"10.28945/5077","DOIUrl":"https://doi.org/10.28945/5077","url":null,"abstract":"Aim/Purpose.\u0000Examination of student’s preferences regarding educational modalities after the COVID-19 pandemic. \u0000\u0000Background.\u0000It is necessary to investigate whether the mode of course delivery (online or traditional) offered by educational institutions aligns with the preferences of students, or if students are limited to enrolling in courses based solely on the available course modalities.\u0000\u0000Methodology.\u0000The paper in which this abstract is written is a quantative causal comparative study with the use of publicly available secondary data collected during course enrollment. \u0000\u0000Contribution.\u0000The contribution of this abstract to further the discussion of students needs and how an institution can continue to provide structure to adapt to a changing generation of students. \u0000\u0000Findings.\u0000The research suggests that higher education institutions should adjust their course offerings to accommodate the enrollment habits and preferences of students with respect to online and in-person courses.\u0000\u0000Recommendations for Practitioners.\u0000Recommendations can have practical impacts for university, colleges, program development, and faculty. Specific recommendations will be discussed after full development of the paper. \u0000\u0000Recommendations for Researchers.\u0000Specific recommendations will be discussed after full development of the paper.\u0000\u0000Impact on Society.\u0000This abstract and forthcoming paper may provide a different perspective on the priority of higher education institutions use adapt to student’s enrollment habits and preferences regarding their enrolling in an online or face-to-face course.\u0000\u0000Future Research.\u0000To account for the variations in institutional structures and student preferences regarding course delivery modes, it is recommended that further research be conducted.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116305999","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}

{"title":"Understanding the Value of Enterprise Resource Planning (ERP) Systems","authors":"Teboho Talasi, Lisa F Seymour","doi":"10.28945/4983","DOIUrl":"https://doi.org/10.28945/4983","url":null,"abstract":"Aim/Purpose: The purpose of this research is to explain how ERP systems provide value to companies in Lesotho, a developing country.\u0000\u0000Background: The percentage of organizations with Enterprise Resource Planning systems (ERPs) has been increasing in both developed and developing nations. Despite the popularity of ERPs, the literature has shown that ERP failure is a major challenge facing organizations. Companies invest a considerable amount of money into these systems, expecting a return on in-vestment. Yet, findings on the benefits that organizations accrue from the implementation of ERPs are mixed. There are concerns that in developing countries the return is low.\u0000\u0000Methodology: An online survey strategy was used for collecting data from companies. Using the simple random method, 169 companies using ERP systems were selected.\u0000\u0000Contribution: The core contribution is in supporting proposed relationships that had not been tested prior. The empirical results of this study describe the Lesotho ERP context. The results also emphasize the importance of the use of ERP in determining the value of ERPs. \u0000\u0000Findings: This study has confirmed that ERP usage and business processes improvements are the main factors affecting ERP value, and ERP usage is the strongest determiner of ERP value. The finding also emphasizes the importance of organizational culture and training.\u0000\u0000Recommendations for Practitioners: Companies are encouraged to focus on training users and build a supportive organizational culture. \u0000\u0000Recommendations for Researchers: Context plays a vital role in determining ERP value and hence should be taken into account when explaining ERP value. \u0000\u0000Impact on Society: The paper highlights the impact of organizational culture on ERP usage and business process improvement and hence ERP value.\u0000\u0000Future Research: While this study focused on training quality, further studies could focus on the impact of training quantity and ongoing training.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"811 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134005606","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}

{"title":"Proceedings of the 2022 InSITE Conference","authors":"","doi":"10.28945/4995","DOIUrl":"https://doi.org/10.28945/4995","url":null,"abstract":"Table of Contents: Proceedings of the 2022 InSITE Conference\u0000(Documents are in the process of being uploaded)","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127829323","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}

{"title":"Africanisation of Tutor Support in Open Distance Learning [Abstract]","authors":"Cynthia Smangele Ntuli, M. Gumbo","doi":"10.28945/5158","DOIUrl":"https://doi.org/10.28945/5158","url":null,"abstract":"Aim/Purpose.\u0000This phenomenological qualitative study explores the views of Unisa students and tutors on the Africanisation of tutor support in Open Distance Learning by taking the African worldview of students into account. \u0000\u0000Background.\u0000Tutor support is a widely used phenomenon in different spheres of education including institutions of higher learning to promote equity of access and fair chances of success for all. The University of South Africa (Unisa) is making a concerted effort to support its students by providing various programmes to enhance the success and this includes tutorial support. However, the tutor support being offered lacks African perspectives and approaches.\u0000\u0000Methodology.\u0000A qualitative phenomenological design was used in this study. Data were collected through face-to-face (F2F) interviews from the tutors who teach the students and students at Unisa regions. Data was also collected through focus groups from the students.\u0000\u0000Contribution.\u0000Africanising tutor support will contribute toward the Africanising of the academic project that Unisa has started to implement from a transformation point of view. \u0000\u0000Findings.\u0000The findings showed that a lot still needs to be done to transform tutor support at Unisa by ensuring the inclusion of African cultural perspectives and approaches in tutor support to suit the majority of African students who are enrolled at Unisa.\u0000\u0000Recommendations for Practitioners.\u0000Africanisation should not only be confined to the academic programmes but primary lecturers, who are represented by tutors in the regions, and the tutors, should transform tutor support to suit the teaching of the modules from the programmes.\u0000\u0000Recommendations for Researchers.\u0000The findings of the study can inspire further research on Africanisation of tutor support considering the Africanisation of the academic project that Unisa is embarking on.\u0000\u0000Impact on Society.\u0000The findings of the study could increase the interest of African students in learning by making not only the programmes relevant to their worldview but tutor support as well.\u0000\u0000Future Research.\u0000The study can trigger future research on the impact of students’ culture on guided learning and tutor-student interaction as far as tutoring is concerned.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124413340","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}

{"title":"A Study of University Students' Adoption of 3D Online Immersive Worlds","authors":"Reza Ghanbarzadeh, Amir Hossein Ghapanchi","doi":"10.28945/4932","DOIUrl":"https://doi.org/10.28945/4932","url":null,"abstract":"Aim/Purpose:\u0000The purpose of this study was to examine the impact of five factors on the user acceptance of Three-Dimensional Virtual Worlds (3DVWs) in higher education. Another objective of the study was to investigate the effects of the use of 3DVWs on five variables relevant to positive outcomes for higher education students.\u0000\u0000Background:\u0000Three-Dimensional Virtual Worlds (3DVW) are of considerable importance and potential for the creation of the next generation of teaching and learning environments. There has been a tremendous interest in the educational communities in applying virtual environments for teaching and learning, and this technology has been largely adopted to favour educational settings. With the increasing development of 3DVW technologies in the education sector, two uncertainties have emerged with respect to higher education that significantly influence the applicability of the technology in the field: user acceptance of the technology and educational benefits of the technology for both individuals and institutions. Thus, this study examined the relationship between various factors and the user acceptance of 3DVWs in higher education as well as the relationship between the application of 3DVWs in higher education and positive educational outcomes.\u0000\u0000Methodology:\u0000By conducting a quantitative study, an extensive research model was developed by which 21 hypotheses were examined to assess the relationships between 12 variables. In order to evaluate the hypotheses, an online survey with 32 questions was developed and distributed among the participants. The questionnaire was developed to analyse the relationship between independent and dependent constructs of the research model. By applying a purposive convenience sampling technique, 135 undergraduate students enrolled in a first-year elective course participated in the survey. The PLS-SEM method was used to analyse the relationships between variables based on the hypothesised hypotheses. Second Life was used as the primary 3DVW environment for the research experiment in this study.\u0000\u0000Contribution:\u0000This study is among the first to conduct a quantitative method by developing an extensive research model to examine both antecedents and consequences of the application of 3DVWs in higher education. The research model examined several self-developed variables relevant to the antecedents and consequences of user acceptance of 3DVWs that had not been defined or examined previously in this field. The study takes 3DVW engagement into account, which is a variable associated with continuous use of the technology and deeper involvement with the technology. This study contributes to the research and practitioner body of knowledge by introducing various factors significant in preparing a distance learning environment and activities that can be adapted in higher education.\u0000\u0000Findings:\u0000The findings suggest the effectiveness of ease of use, usefulness, enjoyment, and visual attractiveness of a 3DVW-based l","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123593420","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}

{"title":"Using Teach Back to Overcome Pandemic Learning Gaps","authors":"S. Sherman, Benjamin E. Larson, Jeffrey A Bohler, E. Fran Smith","doi":"10.28945/4963","DOIUrl":"https://doi.org/10.28945/4963","url":null,"abstract":"Aim/Purpose\u0000The purpose of this paper is to address the issue of gaps in students’ knowledge at the time they enter a comprehensive Information Systems capstone course. This problem of knowledge gaps was exacerbated by the forced remote learning and isolation caused by the COVID-19 pandemic. The aim was to find a technique that would identify and fill those gaps. Ideally, the method would also reinforce the students’ interpersonal soft skills.\u0000\u0000Background\u0000Many universities have a capstone course where students may apply their knowledge from the curriculum to a project, and they are evaluated on their retention of knowledge from the core classes. Over the past two years, students have experienced course interruptions and modifications due to the pandemic, resulting in learning gaps on topics covered in the core courses. Depending on the project’s scope and curriculum, this may prevent students from conversing on many essential concepts during the capstone course. By requiring students to create “Teach Back” tutorials on materials from their core courses, faculty may ensure that the key concepts are discussed multiple times within the curriculum. \u0000\u0000Methodology\u0000We present a case study to identify key concepts and compare cohort results before and after implementation. \u0000\u0000Contribution\u0000A process for identifying potential knowledge gaps is identified, and a method to repeatedly expose students to concepts is introduced. \u0000\u0000Findings\u0000There were improvements to the overall capstone scores after the tutorial implementation. While many factors influence changes in scores across cohorts, the initial findings are promising, supporting the concept that teaching back helps to close knowledge gaps. \u0000\u0000Recommendations for Practitioners\u0000Faculty should collaborate to identify knowledge areas that need to be reinforced later in their students’ academic careers. Teaching back essential concepts that may not be prioritized in implementing a capstone project ensures a repeated exposure to the identified concepts. \u0000\u0000Recommendations for Researchers \u0000There needs to be a priority to teach students to be lifelong learners and to teach the skills needed to share their knowledge with future coworkers. There needs to be more research into a pedagogy that builds these essential soft skills within our curriculum. Finally, research into alumni feedback on course topics and pedagogy is needed. \u0000\u0000Impact on Society\u0000Introducing pedagogy that improves both knowledge and soft skills, this research looks to build individuals who will learn independently and be able to communicate with and improve others. \u0000\u0000Future Research\u0000There needs to be additional research to study the changes in technical knowledge before and after Teach Back, the consequences of elective sequencing, the consideration of elective versus required courses, and the use of Teach Back to capture student knowledge gained from completing diverse electives prior to the capstone course.","PeriodicalId":441880,"journal":{"name":"InSITE Conference","volume":"17 21","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113976749","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}