Research Article
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Year 2022, Volume: 5 Issue: 3, 500 - 518, 30.09.2022
https://doi.org/10.31681/jetol.1055170

Abstract

References

  • Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students' writing skills and attitudes through telegram application. International Journal of Instruction, 11(3), 433-448.
  • Akarasriworn, C. (2011). Students' knowledge construction and attitudes toward synchronous videoconferencing in an online collaborative problem-based learning environment (Unpublished Doctoral Dissertation). Retrieved from http://search.proquest.com/docview/919523309?accountid=11054
  • Alanazy, S. M. (2011). Saudi students' attitudes, beliefs, and preferences toward coeducational online cooperative learning (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. I3445199)
  • Alanazy, S. M. (2011). Saudi students' attitudes, beliefs, and preferences toward coeducational online cooperative learning. Wayne State University.
  • Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi, (Eds.), Theory and Practice of Online Learning (pp.3-31).Athabasca, AB: Athabasca University.
  • Altun, H., & Korkmaz, Ö. (2012). Computer, Electrical & Electronic Engineering students' attitude towards cooperative learning. Online Submission, 7(3), 220-228.
  • Anderson, T. (2011). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning. 2nd Edition (pp. 45–74). Edmonton: Athabasca University Press.
  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17. https://doi.org/10.24059 /olj.v5i2.1875.
  • Arreguin-Anderson, M. G., & Esquierdo, J. J. (2011). Overcoming difficulties, Science and Children, 48(7), 68-71.
  • Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12(3-4), 152-155.
  • Baran, B., & Keles, E. (2011). Case study discussion experiences of computer education and instructional technologies students about instructional design on an asynchronous environment. Turkish Online Journal Of Educational Technology-TOJET, 10(1), 58-70.
  • Bin, J. (2014). Web-based cooperative learning in college chemistry teaching. International Journal Of Emerging Technologies In Learning, 9(2).
  • Bliss, C., & Lawrence, B. (2009). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13: 25-39.
  • Bullen, M., & Janes, D. P. (2007). Making the transition to E-learning: Strategies and issues. Hershey: Information Science Publishing.
  • Cankaya, S., & Yunkul, E. (2018). Learner views about cooperative learning in social learning networks. International Education Studies, 11(1), 52-63.
  • ChanLin, L. J. (2012). Learning strategies in web-supported collaborative project. Innovations in Education & Teaching International, 49(3), 319–331.
  • Chao, I. T., Saj, T., & Hamilton, D. (2010). Using collaborative course development to achieve online course quality standards. International Review of Research in Open and Distance Learning, 11(3), 106–126.
  • Chatterjee, R., & Correia, A. P. (2020). Online students’ attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53-68.
  • Chen, C. C., Wu, J., & Yang, S. C. (2006). The efficacy of online cooperative learning systems: the perspective of task-technology fit. Campus-Wide Information Systems, 23(3), 112–127.
  • Chu, S. K. W., & Kennedy, D. M. (2011). Using online collaborative tools for groups to co‐construct knowledge. Online Information Review. 35 (4), 581-597.
  • Creswell, John W. 2003. Research Design: Qualitative, quantitative, and mixed methods approaches. 2nd ed. CA, USA: Sage Publications, Inc.
  • Denton, D. W. (2012). Enhancing instruction through constructivism, cooperative learning, and cloud computing. TechTrends, 56(4), 34-41
  • Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. J. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23(1), 496–514.
  • Duckworth, A. H. (2010). Cooperative learning: attitudes, perceptions, and achievement in a traditional, online, and hybrid instructional setting. (Order No. 3416278, The University of Southern Mississippi). ProQuest Dissertations and Theses, 182.
  • Dunn, R., Beaudry, J. S. & Klavas, A. (1989). Survey of research on learning styles. Educational leadership, 47(7), 50-58.
  • Er, S. & Aksu Ataç B. (2014). Cooperative learning in ELT classes: The attitudes of students towards cooperative learning in ELT classes. International Online Journal of Education and Teaching (IOJET), 2(1). 109-122.
  • Erdem, A. (2009). Preservice teachers’ attitudes towards cooperative learning in mathematics course. Procedia-Social and Behavioral Sciences, 1(1), 1668-1672.
  • Erten, P. (2015). Çevrimiçi işbirlikli öğrenme ortamında e-portfolyo uygulamasının akademik başarıya, tutumlara, motivasyona ve kalıcılığa etkisi, (Unpublished Doctoral Dissertation). Fırat Üniversitesi/ Eğitim Bilimleri Enstitüsü, Elazığ.
  • Fu, F. L., Wu, Y. L., & Ho, H. C. (2009). An investigation of coopetitive pedagogic design for knowledge creation in Web-based learning. Computers & Education, 53(3), 550-562.
  • Gambrari, I. A., Yusuf, M. O., & Thomas, D. A. (2015). Effects of computer-assisted STAD, LTM and ICI cooperative learning strategies on nigerian secondary school students' achievement, gender and motivation in physics. Journal of Education and Practice, 6(19), 16-28.
  • Garrison, D. R., & Cleveland-Innes, M. (2005). Facilating cognitive presence in online learning: interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. doi:10.1016/S1096-7516(00)00016-6
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15, 7–23.
  • Ghaith, G. M., & Bouzeineddine, A. R. (2003). Relationship between reading attitudes, achievement, and learners’ perceptions of their Jigsaw II cooperative learning experience. Reading Psychology, 24(2), 105–121. https:// doi.org/10.1080/02702710390197444
  • Gonzales, W. D. W., & Torres, P. L. O. (2016). Filipino ESL learners' attitudes toward cooperative learning and their relationship to reading comprehension. TESOL International Journal, 11(2), 70-90.
  • Gradel, K., & Edson, A. J. (2011). Integrating cloud-based strategies and tools in face-to-face training sessions to increase the impact of professional development. Journal Of Educational Technology Systems, 40(2), 113-130.
  • Greener, S. L. (2020). COVID-19: A stimulus to 2020 vision. Interactive Learning Environments, 28(6), 656–657. https://doi. org/10.1080/10494820.2020.1821434
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press
  • Güler, M. (2014). Öğretmen adaylarının matematik öğretme bilgilerinin incelenmesi: Cebir örneği. (Unpublished master’s thesis). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Hamutoğlu, N. B. (2018). İşbirlikli öğrenme etkinliklerinde bulut bilişim teknolojilerinin üniversite öğrencilerinin kabul, paylaşmaya uygunluk ve öğrenme performanslarına etkisi [The effect of cloud computing technologies in collaborative learning activities on university students' acceptance, eligibility for responsibility-sharing, and learning performance]. (Unpublished master’s thesis), Sakarya University, Institute of Educational Sciences, Sakarya, Türkiye.
  • Herreid, C. F. (1998). Why isn't cooperative learning used to teach science?. BioScience, 48(7), 553-559.
  • Hornby, G. (2009). The effectiveness of cooperative learning with trainee teachers. Journal of Education for Teaching, 35(2), 161–8.
  • Hsu, M. H., Ju, T. L., Yen, C. H., & Chang, C. M. (2007). Knowledge sharing behavior in virtual communities: The relationship between trust, self-efficacy, and outcome expectations. International journal of human-computer studies, 65(2), 153-169.
  • Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone (3rd ed). Englewood Cliffs, NJ: Allyn & Bacon
  • Johnson, D. W., & Johnson, R. T. (2004). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 785–811). Mahwah, NJ: Lawrence Erlbaum
  • Johnson, D. W., Johnson, R., & Holubec, E. (2013). Cooperation in the classroom (9th ed.). Edina, MN: Interaction Book Company.
  • Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in education and teaching international, 39(2), 153-162. DOI: 10.1080/14703290252934603
  • Koloğlu, T. F., Kantar, M., & Doğan, M. (2016). Öğretim elemanlarının uzaktan eğitimde hazırbulunuşluklarının önemi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(1), 52-70.
  • Korkmaz, Ö. (2012). A validity and reliability study of the Online Cooperative Learning Attitude Scale (OCLAS). Computers & Education, 59(4), 1162-1169.
  • Korkmaz, Ö. (2013). BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları ve görüşleri. İlköğretim Online, 12(1), 283-294.
  • Korkmaz, Ö., & Yesil, R. (2011). Evaluation of achievement, attitudes towards technology using and opinions about group work among students working in gender based groups. Gazi University Journal of Gazi Education Faculty, 31(1), 201–229.
  • Ku, H. Y., Tseng, H. W., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior, 29(3), 922-929.
  • Kupczynski, L., Mundy, M. A., & Maxwell, G. (2012). Faculty perceptions of cooperative learning and traditional discussion strategies in online courses. Turkish Online Journal of Distance Education, 13(2), 84-95.
  • Lin, Y. T., Wen, M. L., Jou, M., & Wu, D. W. (2014). A cloud-based learning environment for developing student reflection abilities. Computers in Human Behavior, 32, 244-252.
  • Ma, G. (2020). The effectiveness of synchronous online flipped learning in college efl reading course during the covıd-19 epidemic. ResearchSquare. https://doi.org/10.21203/rs.3.rs-84578/v1
  • Marr, M. B. (1997). Cooperative learning: A brief review. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13(1), 7-20.
  • Marshall, H. W., Kostka, I. (2020). Fostering teaching presence through the synchronous online flipped learning approach. The Electronic Journal of English as a Second Language, 24(2), 1-14
  • Miller, M (2008). Cloud computing: Web-Based applications that change the way you work and collaborate online. New York: Que Publishing
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University students’ online cooperative learning attitudes and its relationship with course achievement

Year 2022, Volume: 5 Issue: 3, 500 - 518, 30.09.2022
https://doi.org/10.31681/jetol.1055170

Abstract

This study attempts to examine the effect of online cooperative teaching on students' attitudes towards online cooperative learning (OCLAS) and the relationship between OCLAS and course achievement. Besides, students' views on online collaborative practice were taken. The study was conducted with the 3rd year pre-service teachers who were studying at the primary school mathematics teaching program of a state university in Türkiye and who received the "algebra teaching" course during the spring term of the 2020-2021 academic year. Having the nested mixed method design, quantitative data were collected through use of a one-group pretest-posttest quasi-experimental design and correlational design. The findings revealed no statistically significant difference across the students' attitudes towards online cooperative learning after the implementation. In addition, the interviews conducted with students who had different attitude levels indicated that all of the students took certain advantages of the implementation and that they found the Google tools (docs, slides, forms, spreadsheet) used in group work convenient and useful for collaboration. The findings also suggested no significant relationship between the students’ achievement in the Algebra Teaching Achievement Test and their attitudes towards online cooperative learning.

References

  • Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students' writing skills and attitudes through telegram application. International Journal of Instruction, 11(3), 433-448.
  • Akarasriworn, C. (2011). Students' knowledge construction and attitudes toward synchronous videoconferencing in an online collaborative problem-based learning environment (Unpublished Doctoral Dissertation). Retrieved from http://search.proquest.com/docview/919523309?accountid=11054
  • Alanazy, S. M. (2011). Saudi students' attitudes, beliefs, and preferences toward coeducational online cooperative learning (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. I3445199)
  • Alanazy, S. M. (2011). Saudi students' attitudes, beliefs, and preferences toward coeducational online cooperative learning. Wayne State University.
  • Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi, (Eds.), Theory and Practice of Online Learning (pp.3-31).Athabasca, AB: Athabasca University.
  • Altun, H., & Korkmaz, Ö. (2012). Computer, Electrical & Electronic Engineering students' attitude towards cooperative learning. Online Submission, 7(3), 220-228.
  • Anderson, T. (2011). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning. 2nd Edition (pp. 45–74). Edmonton: Athabasca University Press.
  • Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17. https://doi.org/10.24059 /olj.v5i2.1875.
  • Arreguin-Anderson, M. G., & Esquierdo, J. J. (2011). Overcoming difficulties, Science and Children, 48(7), 68-71.
  • Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12(3-4), 152-155.
  • Baran, B., & Keles, E. (2011). Case study discussion experiences of computer education and instructional technologies students about instructional design on an asynchronous environment. Turkish Online Journal Of Educational Technology-TOJET, 10(1), 58-70.
  • Bin, J. (2014). Web-based cooperative learning in college chemistry teaching. International Journal Of Emerging Technologies In Learning, 9(2).
  • Bliss, C., & Lawrence, B. (2009). Is the whole greater than the sum of its parts? A comparison of small group and whole class discussion board activity in online courses. Journal of Asynchronous Learning Networks, 13: 25-39.
  • Bullen, M., & Janes, D. P. (2007). Making the transition to E-learning: Strategies and issues. Hershey: Information Science Publishing.
  • Cankaya, S., & Yunkul, E. (2018). Learner views about cooperative learning in social learning networks. International Education Studies, 11(1), 52-63.
  • ChanLin, L. J. (2012). Learning strategies in web-supported collaborative project. Innovations in Education & Teaching International, 49(3), 319–331.
  • Chao, I. T., Saj, T., & Hamilton, D. (2010). Using collaborative course development to achieve online course quality standards. International Review of Research in Open and Distance Learning, 11(3), 106–126.
  • Chatterjee, R., & Correia, A. P. (2020). Online students’ attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53-68.
  • Chen, C. C., Wu, J., & Yang, S. C. (2006). The efficacy of online cooperative learning systems: the perspective of task-technology fit. Campus-Wide Information Systems, 23(3), 112–127.
  • Chu, S. K. W., & Kennedy, D. M. (2011). Using online collaborative tools for groups to co‐construct knowledge. Online Information Review. 35 (4), 581-597.
  • Creswell, John W. 2003. Research Design: Qualitative, quantitative, and mixed methods approaches. 2nd ed. CA, USA: Sage Publications, Inc.
  • Denton, D. W. (2012). Enhancing instruction through constructivism, cooperative learning, and cloud computing. TechTrends, 56(4), 34-41
  • Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. J. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23(1), 496–514.
  • Duckworth, A. H. (2010). Cooperative learning: attitudes, perceptions, and achievement in a traditional, online, and hybrid instructional setting. (Order No. 3416278, The University of Southern Mississippi). ProQuest Dissertations and Theses, 182.
  • Dunn, R., Beaudry, J. S. & Klavas, A. (1989). Survey of research on learning styles. Educational leadership, 47(7), 50-58.
  • Er, S. & Aksu Ataç B. (2014). Cooperative learning in ELT classes: The attitudes of students towards cooperative learning in ELT classes. International Online Journal of Education and Teaching (IOJET), 2(1). 109-122.
  • Erdem, A. (2009). Preservice teachers’ attitudes towards cooperative learning in mathematics course. Procedia-Social and Behavioral Sciences, 1(1), 1668-1672.
  • Erten, P. (2015). Çevrimiçi işbirlikli öğrenme ortamında e-portfolyo uygulamasının akademik başarıya, tutumlara, motivasyona ve kalıcılığa etkisi, (Unpublished Doctoral Dissertation). Fırat Üniversitesi/ Eğitim Bilimleri Enstitüsü, Elazığ.
  • Fu, F. L., Wu, Y. L., & Ho, H. C. (2009). An investigation of coopetitive pedagogic design for knowledge creation in Web-based learning. Computers & Education, 53(3), 550-562.
  • Gambrari, I. A., Yusuf, M. O., & Thomas, D. A. (2015). Effects of computer-assisted STAD, LTM and ICI cooperative learning strategies on nigerian secondary school students' achievement, gender and motivation in physics. Journal of Education and Practice, 6(19), 16-28.
  • Garrison, D. R., & Cleveland-Innes, M. (2005). Facilating cognitive presence in online learning: interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. doi:10.1016/S1096-7516(00)00016-6
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15, 7–23.
  • Ghaith, G. M., & Bouzeineddine, A. R. (2003). Relationship between reading attitudes, achievement, and learners’ perceptions of their Jigsaw II cooperative learning experience. Reading Psychology, 24(2), 105–121. https:// doi.org/10.1080/02702710390197444
  • Gonzales, W. D. W., & Torres, P. L. O. (2016). Filipino ESL learners' attitudes toward cooperative learning and their relationship to reading comprehension. TESOL International Journal, 11(2), 70-90.
  • Gradel, K., & Edson, A. J. (2011). Integrating cloud-based strategies and tools in face-to-face training sessions to increase the impact of professional development. Journal Of Educational Technology Systems, 40(2), 113-130.
  • Greener, S. L. (2020). COVID-19: A stimulus to 2020 vision. Interactive Learning Environments, 28(6), 656–657. https://doi. org/10.1080/10494820.2020.1821434
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press
  • Güler, M. (2014). Öğretmen adaylarının matematik öğretme bilgilerinin incelenmesi: Cebir örneği. (Unpublished master’s thesis). Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Hamutoğlu, N. B. (2018). İşbirlikli öğrenme etkinliklerinde bulut bilişim teknolojilerinin üniversite öğrencilerinin kabul, paylaşmaya uygunluk ve öğrenme performanslarına etkisi [The effect of cloud computing technologies in collaborative learning activities on university students' acceptance, eligibility for responsibility-sharing, and learning performance]. (Unpublished master’s thesis), Sakarya University, Institute of Educational Sciences, Sakarya, Türkiye.
  • Herreid, C. F. (1998). Why isn't cooperative learning used to teach science?. BioScience, 48(7), 553-559.
  • Hornby, G. (2009). The effectiveness of cooperative learning with trainee teachers. Journal of Education for Teaching, 35(2), 161–8.
  • Hsu, M. H., Ju, T. L., Yen, C. H., & Chang, C. M. (2007). Knowledge sharing behavior in virtual communities: The relationship between trust, self-efficacy, and outcome expectations. International journal of human-computer studies, 65(2), 153-169.
  • Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone (3rd ed). Englewood Cliffs, NJ: Allyn & Bacon
  • Johnson, D. W., & Johnson, R. T. (2004). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 785–811). Mahwah, NJ: Lawrence Erlbaum
  • Johnson, D. W., Johnson, R., & Holubec, E. (2013). Cooperation in the classroom (9th ed.). Edina, MN: Interaction Book Company.
  • Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in education and teaching international, 39(2), 153-162. DOI: 10.1080/14703290252934603
  • Koloğlu, T. F., Kantar, M., & Doğan, M. (2016). Öğretim elemanlarının uzaktan eğitimde hazırbulunuşluklarının önemi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(1), 52-70.
  • Korkmaz, Ö. (2012). A validity and reliability study of the Online Cooperative Learning Attitude Scale (OCLAS). Computers & Education, 59(4), 1162-1169.
  • Korkmaz, Ö. (2013). BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları ve görüşleri. İlköğretim Online, 12(1), 283-294.
  • Korkmaz, Ö., & Yesil, R. (2011). Evaluation of achievement, attitudes towards technology using and opinions about group work among students working in gender based groups. Gazi University Journal of Gazi Education Faculty, 31(1), 201–229.
  • Ku, H. Y., Tseng, H. W., & Akarasriworn, C. (2013). Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning. Computers in Human Behavior, 29(3), 922-929.
  • Kupczynski, L., Mundy, M. A., & Maxwell, G. (2012). Faculty perceptions of cooperative learning and traditional discussion strategies in online courses. Turkish Online Journal of Distance Education, 13(2), 84-95.
  • Lin, Y. T., Wen, M. L., Jou, M., & Wu, D. W. (2014). A cloud-based learning environment for developing student reflection abilities. Computers in Human Behavior, 32, 244-252.
  • Ma, G. (2020). The effectiveness of synchronous online flipped learning in college efl reading course during the covıd-19 epidemic. ResearchSquare. https://doi.org/10.21203/rs.3.rs-84578/v1
  • Marr, M. B. (1997). Cooperative learning: A brief review. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13(1), 7-20.
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There are 80 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Züleyha Yıldırım Yakar 0000-0002-6420-2205

Publication Date September 30, 2022
Published in Issue Year 2022 Volume: 5 Issue: 3

Cite

APA Yıldırım Yakar, Z. (2022). University students’ online cooperative learning attitudes and its relationship with course achievement. Journal of Educational Technology and Online Learning, 5(3), 500-518. https://doi.org/10.31681/jetol.1055170


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