{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T23:49:39Z","timestamp":1740181779290,"version":"3.37.3"},"reference-count":63,"publisher":"Walter de Gruyter GmbH","issue":"1","license":[{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2022,1,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>The School of Engineering of the Polytechnic of Porto (ISEP) has embraced the DrIVE-MATH project, since September 2017. Active-learning (AL) techniques were implemented in several Math courses, namely Linear Algebra and Analytic Geometry, Probability and Statistics, Statistical Models, Computational Mathematics, and Differential and Integral Calculus I. In this paper, we will share the strengths, weaknesses, opportunities and threats of the implementation of the active-learning (AL) environment in these courses. We will detail the courses\u2019 plans, emphasizing the syllabus, pedagogical methodologies, assessment methods, students\u2019 perceptions, and other related issues. Several questionnaires were posed to the students enrolled in these Math courses during the last three academic years. The statistical analysis of the gathered data provided valuable indications of students\u2019 perceptions on the effectiveness of several AL methods, on the development of their own essential (soft+hard) skills. These skills will be a valuable resource to their future professional and personal lives. The 5th Industrial Revolution is just around the corner.<\/jats:p>","DOI":"10.1515\/edu-2022-0001","type":"journal-article","created":{"date-parts":[[2022,2,20]],"date-time":"2022-02-20T19:05:23Z","timestamp":1645383923000},"page":"1-20","source":"Crossref","is-referenced-by-count":4,"title":["DrIVE-MATH Project: Case Study from the Polytechnic of Porto, PT"],"prefix":"10.1515","volume":"4","author":[{"given":"Carla M.A.","family":"Pinto","sequence":"first","affiliation":[{"name":"School of Engineering, Polytechnic of Porto , Portugal ; Centre for Mathematics, University of Porto"}]},{"given":"Jorge","family":"Mendon\u00e7a","sequence":"additional","affiliation":[{"name":"School of Engineering, Polytechnic of Porto , Portugal"}]},{"given":"Susana","family":"Nicola","sequence":"additional","affiliation":[{"name":"School of Engineering, Polytechnic of Porto , Portugal"}]}],"member":"374","published-online":{"date-parts":[[2022,2,20]]},"reference":[{"key":"2022103118212919006_j_edu-2022-0001_ref_001","unstructured":"[1] Cornell University, Getting Started with Active Learning Techniques, Center for Teaching Innovation, 2020. [Online]. Available: https:\/\/teaching.cornell.edu\/resource\/getting-started-activelearning-techniques. Accessed at September 24 2020."},{"key":"2022103118212919006_j_edu-2022-0001_ref_002","unstructured":"[2] DrIVE-MATH, http:\/\/www.isep.ipp.pt\/Page\/ViewPage\/drive_math. Accessed May 29 2019."},{"key":"2022103118212919006_j_edu-2022-0001_ref_003","unstructured":"[3] Duke University, Active Learning Techniques for the classroom,\u201d Duke: Learning Innovation, 2020. [Online]. Available: https:\/\/learninginnovation.duke.edu\/faculty-opportunities\/art-and-science-ofteaching\/active-learning-techniques-classroom. Accessed at September 24 2020."},{"key":"2022103118212919006_j_edu-2022-0001_ref_004","unstructured":"[4] Jigsaw activity, https:\/\/strategiesforspecialinterventions.weebly.com\/jigsaw1.html. Accessed at May 29 2019."},{"key":"2022103118212919006_j_edu-2022-0001_ref_005","unstructured":"[5] Jigsaw classroom, https:\/\/www.jigsaw.org\/. Accessed at February 16 2021."},{"key":"2022103118212919006_j_edu-2022-0001_ref_006","unstructured":"[6] Jigsaw-CDIO, http:\/\/slideplayer.com\/slide\/9344337\/. Accessed at February 16 2021."},{"key":"2022103118212919006_j_edu-2022-0001_ref_007","unstructured":"[7] Jigsaw-Sesync, URL: https:\/\/www.sesync.org\/system\/tdf\/resources\/sescasestudybestpracticesjigsawandcooperativelearning.pdf. Accessed at February 16 2021."},{"key":"2022103118212919006_j_edu-2022-0001_ref_008","unstructured":"[8] M. Murphy, C. Maccartan, THE CDIO APPROACH TO ENGINEERING EDUCATION:3. Engaging Students in Their Learning, http:\/\/slideplayer.com\/slide\/9344337\/. Accessed at november 22 2017."},{"key":"2022103118212919006_j_edu-2022-0001_ref_009","unstructured":"[9] Project Based Learning, https:\/\/www.pblworks.org\/what-is-pbl. Accessed at May 29 2019."},{"key":"2022103118212919006_j_edu-2022-0001_ref_010","unstructured":"[10] Scrum Methodology, URL: https:\/\/www.inloox.com\/company\/blog\/articles\/the-scrum-methodology\/. Accessed at May 29 2019."},{"key":"2022103118212919006_j_edu-2022-0001_ref_011","unstructured":"[11] S. Lukins. Why Are Soft Skills So Important In the Graduate Job Market? URL: https:\/\/www.gooduniversitiesguide.com.au\/education-blogs\/after-graduation\/soft-skills-for-graduates. Accessed at 9 May 2020."},{"key":"2022103118212919006_j_edu-2022-0001_ref_012","unstructured":"[12] Think-Pair-Share. http:\/\/www.adlit.org\/strategies\/23277\/. Accessed at May 29 2019."},{"key":"2022103118212919006_j_edu-2022-0001_ref_013","unstructured":"[13] Think-Pair-Share, https:\/\/www.tes.com\/teaching-resource\/think-pair-share-place-mat-simpsons-11308541. Accessed at May 29 2019."},{"key":"2022103118212919006_j_edu-2022-0001_ref_014","unstructured":"[14] R. Watson, Active Learning Spectrum Short Definitions, http:\/\/www.uwyo.edu\/science-initiative\/lamp\/al_spectrum.html. Accessed at February 25 2021."},{"key":"2022103118212919006_j_edu-2022-0001_ref_015","unstructured":"[15] Yotam\u2019s Courses. Retrieved from URL: https:\/\/sites.google.com\/a\/leobaeck.net\/courses\/grade-8\/13-base-groups\/activity2-jigsaw-23102010. Accessed at June 29 2017."},{"key":"2022103118212919006_j_edu-2022-0001_ref_016","doi-asserted-by":"crossref","unstructured":"[16] R. Amran, F. Yokoyama, & K. Nishino, Development of active learning methods of English in Japanese high schools to support student activities in group discussions. Procedia Computer Science, 96, 1471-1478, 2016.","DOI":"10.1016\/j.procs.2016.08.193"},{"key":"2022103118212919006_j_edu-2022-0001_ref_017","doi-asserted-by":"crossref","unstructured":"[17] L. Babo, J. Mendon\u00e7a, C. Pinto. Online Math courses: Advantages and obstacles in an informatics baccalaureate, 15th Annual International Technology, Education and Development Conference, 2021, accepted for publication.","DOI":"10.21125\/inted.2021.0431"},{"key":"2022103118212919006_j_edu-2022-0001_ref_018","doi-asserted-by":"crossref","unstructured":"[18] L. Babo, C. Pinto, J. Mendon\u00e7a, M. Zannin, Motivating engineering students to learn Math: hints from a Calculus course. Proceedings of the 12th International Conference on Education and New Learning Technologies, pp. 8433-8440, 2020.","DOI":"10.21125\/edulearn.2020.2070"},{"key":"2022103118212919006_j_edu-2022-0001_ref_019","unstructured":"[19] J.B. Biggs, Teaching for quality learning at university. Bucking-ham: Open University Press, 1999."},{"key":"2022103118212919006_j_edu-2022-0001_ref_020","doi-asserted-by":"crossref","unstructured":"[20] M. Broy. Software engineering \u2014 from auxiliary to key technologies. In: Broy, M., Dener, E. (eds.) Software Pioneers, pp. 10-13. Springer, Heidelberg 2002.","DOI":"10.1007\/978-3-642-59412-0_1"},{"key":"2022103118212919006_j_edu-2022-0001_ref_021","doi-asserted-by":"crossref","unstructured":"[21] L.M. Camarinha-Matos, H. Afsarmanesh, and M. Ollus. ECOLEAD and CNO base concepts. Methods and tools for collaborative networked organizations. Springer, Boston, MA, pp. 3-32, 2008.","DOI":"10.1007\/978-0-387-79424-2_1"},{"key":"2022103118212919006_j_edu-2022-0001_ref_022","doi-asserted-by":"crossref","unstructured":"[22] T. Day, I. C. C. Chang, C. K. L. Chung, W. E. Doolittle, J. Housel, and P. N. McDaniel, The Immediate Impact of COVID-19 on Post-secondary Teaching and Learning. The Professional Geographer, vol. 73, no. 1, pp. 1\u201313, 2021.","DOI":"10.1080\/00330124.2020.1823864"},{"key":"2022103118212919006_j_edu-2022-0001_ref_023","doi-asserted-by":"crossref","unstructured":"[23] G. Duffy, T. Gallagher, Shared Education in contested spaces: How collaborative networks improve communities and schools. Journal of Educational Change 18.1, pp. 107-134, 2017.","DOI":"10.1007\/s10833-016-9279-3"},{"key":"2022103118212919006_j_edu-2022-0001_ref_024","doi-asserted-by":"crossref","unstructured":"[24] K. Edstr\u00f6m, A. Kolmos, PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, vol.39, no. 5, pp. 539\u2013555, 2014.","DOI":"10.1080\/03043797.2014.895703"},{"key":"2022103118212919006_j_edu-2022-0001_ref_025","unstructured":"[25] J. Eison, Using active learning instructional strategies to create excitement and enhance learning, 2010. Retrieved from http:\/\/www.cte.cornell.edu\/documents\/presentations\/Eisen-Handout.pdf"},{"key":"2022103118212919006_j_edu-2022-0001_ref_026","doi-asserted-by":"crossref","unstructured":"[26] A. Francescucci and L. Rohani, Exclusively Synchronous Online (VIRI) Learning: The Impact on Student Performance and Engagement Outcomes. J. Mark. Educ., vol. 41, no. 1, pp. 60\u201369, 2019.","DOI":"10.1177\/0273475318818864"},{"key":"2022103118212919006_j_edu-2022-0001_ref_027","doi-asserted-by":"crossref","unstructured":"[27] S. Freeman, Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, vol.111, no. 23, pp. 8410-8415, 2014.","DOI":"10.1073\/pnas.1319030111"},{"key":"2022103118212919006_j_edu-2022-0001_ref_028","doi-asserted-by":"crossref","unstructured":"[28] K.O. Geddes, S.R. Czapor, G. Labahn, Algorithms for Computer Algebra. Kluwer, Boston, 1992.","DOI":"10.1007\/b102438"},{"key":"2022103118212919006_j_edu-2022-0001_ref_029","unstructured":"[29] A. G\u00f6\u00e7er, A comparative research on the effectivity of cooperative learning method and jigsaw technique on teaching literary genres. Educational Research and Reviews, v5(8), 439, 2010."},{"key":"2022103118212919006_j_edu-2022-0001_ref_030","unstructured":"[30] J. Hair, W. Black, B. Babin, R. Anderson, Multivariate data analysis (7th ed.), Upper Saddle River, NJ: Prentice Hall, 2010."},{"key":"2022103118212919006_j_edu-2022-0001_ref_031","doi-asserted-by":"crossref","unstructured":"[31] C. Hamburger, Quasimonotonicity, regularity and duality for nonlinear systems of partial differential equations. Ann. Mat. Pura. Appl. 169, 321\u2013354, 1995.","DOI":"10.1007\/BF01759359"},{"key":"2022103118212919006_j_edu-2022-0001_ref_032","doi-asserted-by":"crossref","unstructured":"[32] S. Katz, L. Earl, Learning about networked learning communities. School effectiveness and school improvement, 21.1, pp. 27-51, 2010.","DOI":"10.1080\/09243450903569718"},{"key":"2022103118212919006_j_edu-2022-0001_ref_033","doi-asserted-by":"crossref","unstructured":"[33] J. Kingston, Doing Twice as Much Maths in Half the Time: Implementing Scrum Methodology in a Year 7 Mathematics Classroom. TEACH Journal of Christian Education, vol. 9, no.2, pp. 4-7, 2015.","DOI":"10.55254\/1835-1492.1289"},{"key":"2022103118212919006_j_edu-2022-0001_ref_034","unstructured":"[34] J. M. da M. Magalh\u00e3es, Aprendizagem de conte\u00fados matem\u00e1ticos de c\u00e1lculo por alunos do 1.o ano de cursos de engenharia: contextos e materiais did\u00e1ticos. Universidade do Minho. Retrieved from http:\/\/hdl.handle.net\/1822\/46021, 2016."},{"key":"2022103118212919006_j_edu-2022-0001_ref_035","unstructured":"[35] J. Mendon\u00e7a, L. Babo, & C. Pinto, Skills of bachelor engineering students attending active-learning math courses. Proceedings of the 19th Conference on Applied Mathematics APLIMAT,pp. 803\u2013813, Bratislava. https:\/\/www.worldcat.org\/isbn\/9788022749831, 2020."},{"key":"2022103118212919006_j_edu-2022-0001_ref_036","doi-asserted-by":"crossref","unstructured":"[36] J. Mendon\u00e7a, L. Babo, C. Pinto. Adaptation to emergency remote teaching by students with distinct ICT backgrounds, EDUCON2021 \u2013 IEEE Global Engineering Education Conference 2021, accepted for publication.","DOI":"10.1109\/EDUCON46332.2021.9454019"},{"key":"2022103118212919006_j_edu-2022-0001_ref_037","doi-asserted-by":"crossref","unstructured":"[37] J. Mendon\u00e7a, C.M. Pinto, S. Nicola, Active-learning: self-motivation in math courses. Proceedings of 12th International Technology, Education and Development Conference, pp. 1870-1877, 2018.","DOI":"10.21125\/inted.2018.0332"},{"key":"2022103118212919006_j_edu-2022-0001_ref_038","doi-asserted-by":"crossref","unstructured":"[38] J. Mendon\u00e7a, C. Pinto, S. Nicola, Collaborative networking for educational innovation in math courses \u2013 Project DRIVE-MATH. Proceedings of 10th International Conference on Education and New Learning Technologies, pp. 4548-4553, 2018.","DOI":"10.21125\/edulearn.2018.1134"},{"key":"2022103118212919006_j_edu-2022-0001_ref_039","unstructured":"[39] J. Mendon\u00e7a, C.M.A. Pinto, & S. Nicola, Effectiveness of Active-Learning Methodologies in Math Courses for Engineering Students Effectiveness of AL in Math Courses for Engineering Students. Proceedings in SEFI Conference, pp. 755\u2013769, 2019. ISBN 9782873520182, 2020."},{"key":"2022103118212919006_j_edu-2022-0001_ref_040","unstructured":"[40] M. Moloney, Collaboration\/Networking in Education, its contribution to schools. Diss. National University of Ireland Maynooth, 2000."},{"key":"2022103118212919006_j_edu-2022-0001_ref_041","doi-asserted-by":"crossref","unstructured":"[41] D. Nicol, From monologue to dialogue: Improving written feedback processes in mass higher education. Assess. Eval. High. Educ., vol. 35, no. 5, pp. 501\u2013517, 2010.","DOI":"10.1080\/02602931003786559"},{"key":"2022103118212919006_j_edu-2022-0001_ref_042","unstructured":"[42] M. Nichols, K. Cator, & M. Torres, Challenge based learner user guide. Redwood City, CA: Digital Promise, 24-36, 2016."},{"key":"2022103118212919006_j_edu-2022-0001_ref_043","unstructured":"[43] S. Nicola, J. Mendon\u00e7a, C.M.A. Pinto. Active-learning techniques in math courses in engineering degrees: the pursuit for a new engineer profile. Proceedings of the 17th Conference on Applied Mathematics - APLIMAT, pp. 786\u2013794, 2018, ISBN: 978-80-227-4765-3, 2018."},{"key":"2022103118212919006_j_edu-2022-0001_ref_044","doi-asserted-by":"crossref","unstructured":"[44] S. Nicola, C. Pinto, & J. Mendon\u00e7a, The role of education on the acquisition of 21st century soft skills by engineering students. Proceedings of the 3rd International Conference of the Portuguese Society for Engineering Education, pp. 1-4, 2018.","DOI":"10.1109\/CISPEE.2018.8593495"},{"key":"2022103118212919006_j_edu-2022-0001_ref_045","doi-asserted-by":"crossref","unstructured":"[45] S. Nicola, J. Mendon\u00e7a,C. Pinto,& A. Pereira, Education by challenge: innovation driven spirit. Proceedings of 13th International Technology, Education and Development Conference, pp. 5182-5190, 2019.","DOI":"10.21125\/inted.2019.1292"},{"key":"2022103118212919006_j_edu-2022-0001_ref_046","doi-asserted-by":"crossref","unstructured":"[46] C. Pinto, L. Babo, % J. Mendon\u00e7a, Is COVID-19 shaping our students\u2019 learning process?. Proceedings of 13th annual International Conference of Education, Research and Innovation, pp. 1751-1762, 2020.","DOI":"10.21125\/iceri.2020.0442"},{"key":"2022103118212919006_j_edu-2022-0001_ref_047","doi-asserted-by":"crossref","unstructured":"[47] C. Pinto, J. Mendon\u00e7a, and L. Babo, Trends of Active-Learning Teaching Practices Among Engineering Students. Proceedings of 14th International Technology, Education and Development Conference, vol. 1, pp. 8580\u20138589, 2020.","DOI":"10.21125\/inted.2020.2338"},{"key":"2022103118212919006_j_edu-2022-0001_ref_048","doi-asserted-by":"crossref","unstructured":"[48] C. Pinto, J. Mendon\u00e7a, S. Nicola, & L. Babo. Impact of a new teaching framework for math courses in higher education. Proceedings of 10th International Conference on Education and New Learning Technologies, pp. 10513-10520, IATED Academy, 2018.","DOI":"10.21125\/edulearn.2018.2561"},{"key":"2022103118212919006_j_edu-2022-0001_ref_049","doi-asserted-by":"crossref","unstructured":"[49] C. Pinto, S. Nicola, J. Mendon\u00e7a, & D. Velichov\u00e1. Best teaching practices in the first year of the pilot implementation of the project DrIVE-MATH. Teaching Mathematics and its Applications: An International Journal of the IMA, 38(3), 154-166, Oxford University Press. 2019.","DOI":"10.1093\/teamat\/hrz004"},{"key":"2022103118212919006_j_edu-2022-0001_ref_050","unstructured":"[50] C. Pinto, S. Nicola, J. Mendon\u00e7a, & D. Velichov\u00e1. Project DrIVE-MATH - Analyzing students\u2019 perceptions of the improvement of their social skills in active-learning courses. Proceedings of the 18th Conference on Applied Mathematics, pp. 943\u2013948, 2019, ISBN: 978-80-227-4884-1, 2019."},{"key":"2022103118212919006_j_edu-2022-0001_ref_051","unstructured":"[51] C. Pinto, S. Nicola, J. Mendon\u00e7a, D. Velichov\u00e1, & A. Heler. New Methodologies for Teaching Math Courses in Engineering Degrees. Proceedings of the 19th SEFI Mathematics Working Group Seminar on Mathematics in Engineering Education, p.70, 2018."},{"key":"2022103118212919006_j_edu-2022-0001_ref_052","doi-asserted-by":"crossref","unstructured":"[52] P. R. Pintrich and A. Zusho, Student motivation and self-regulated learning in the college classroom, in Higher Education. Handbook of Theory and Research, no. XVII, pp. 55\u2013128, 2002.","DOI":"10.1007\/978-94-010-0245-5_2"},{"key":"2022103118212919006_j_edu-2022-0001_ref_053","doi-asserted-by":"crossref","unstructured":"[53] S. Rinc\u00f3n-Gallardo, M. Fullan, Essential features of effective networks in education. Journal of Professional Capital and Community, 1.1, pp. 5-22, 2016.","DOI":"10.1108\/JPCC-09-2015-0007"},{"key":"2022103118212919006_j_edu-2022-0001_ref_054","doi-asserted-by":"crossref","unstructured":"[54] A. Rytk\u00f6nen, T. Kaivola, Collaborative networking for the development of quality in education at university level. Working Conference on Virtual Enterprises. Springer, Berlin, Heidelberg, 2009.","DOI":"10.1007\/978-3-642-04568-4_81"},{"key":"2022103118212919006_j_edu-2022-0001_ref_055","doi-asserted-by":"crossref","unstructured":"[55] D.R. Sadler, Formative assessment and the design of instructional systems. Instr. Stud., vol. 18, no. 2, pp. 119\u2013144, 1989.","DOI":"10.1007\/BF00117714"},{"key":"2022103118212919006_j_edu-2022-0001_ref_056","doi-asserted-by":"crossref","unstructured":"[56] A.R. Santos, A. Sales, P. Fernandes, M. Nichols. Combining Challenge-Based Learning and Scrum Framework for Mobile Application Development. Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education. ACM, New York, NY, USA, 189-194. DOI: http:\/\/dx.doi.org\/10.1145\/2729094.2742602.","DOI":"10.1145\/2729094.2742602"},{"key":"2022103118212919006_j_edu-2022-0001_ref_057","unstructured":"[57] C.L. Scott, THE FUTURES of LEARNING 1: Why must learning content and methods change in the 21st century? UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, No. 13]"},{"key":"2022103118212919006_j_edu-2022-0001_ref_058","doi-asserted-by":"crossref","unstructured":"[58] A. Shekar, Active learning and reflection in product development engineering education. European Journal of Engineering Education, vol.32, no.2, pp. 125\u2013133, 2007.","DOI":"10.1080\/03043790601118705"},{"key":"2022103118212919006_j_edu-2022-0001_ref_059","unstructured":"[59] A. Sliwka, Networking for educational innovation: A comparative analysis. Networks of innovation: Towards new models for managing schools and systems, pp. 49-63, 2003."},{"key":"2022103118212919006_j_edu-2022-0001_ref_060","unstructured":"[60] J. Sutherland, Scrum: The Art of Doing Twice the Work in Half the Time. Crown Business, ISBN 978-0385346450. 2014."},{"key":"2022103118212919006_j_edu-2022-0001_ref_061","unstructured":"[61] A. J. Viamonte & I. P. Figueiredo, Can gamification be effective in combating dropout in higher education? In CASHE Conference: Academic Success in Higher Education (pp. 1\u20133), 2019"},{"key":"2022103118212919006_j_edu-2022-0001_ref_062","unstructured":"[62] M-L. Yu, G.T. Brown, C.R. White, & C.K. Marston, The impact of undergraduate occupational therapy students\u2019 interpersonal skills on their fieldwork education performance: A pilot study. 43-43. Abstract from Conference on Occupational Therapy, Perth, Australia, (2018)."},{"key":"2022103118212919006_j_edu-2022-0001_ref_063","unstructured":"[63] P. Zimmermann, L. Stallings, R. Pierce, and D. Largent, Classroom Interaction Redefined: Multidisciplinary Perspectives on Moving beyond Traditional Classroom Spaces to Promote Student Engagement. Journal of Learning Spaces, vol. 7, no. 1, pp. 45\u201361, 2018."}],"container-title":["Open Education Studies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.degruyter.com\/document\/doi\/10.1515\/edu-2022-0001\/xml","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/www.degruyter.com\/document\/doi\/10.1515\/edu-2022-0001\/pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,10,31]],"date-time":"2022-10-31T18:29:10Z","timestamp":1667240950000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.degruyter.com\/document\/doi\/10.1515\/edu-2022-0001\/html"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,1,1]]},"references-count":63,"journal-issue":{"issue":"1","published-online":{"date-parts":[[2022,7,5]]},"published-print":{"date-parts":[[2022,1,1]]}},"alternative-id":["10.1515\/edu-2022-0001"],"URL":"https:\/\/doi.org\/10.1515\/edu-2022-0001","relation":{},"ISSN":["2544-7831"],"issn-type":[{"type":"electronic","value":"2544-7831"}],"subject":[],"published":{"date-parts":[[2022,1,1]]}}}