Terms Of Learning Environment Research Articles

Engineers of the future: student perspectives on integrating global competence in their education

ABSTRACT Engineering curricula need to integrate global competence learning to ensure that graduates can succeed in globalised labour markets. In this context, this study examines disciplinary engineering courses, focusing on the key characteristics of globally competent educators and teaching approaches in terms of learning environments and course activities from the students’ perspective. We conducted focus group discussions with 28 students from different engineering disciplines to learn more about their perceptions and experiences. The results suggest that they felt that integrated global competence learning would require educators to demonstrate open-mindedness, a global mindset, and strong social skills. In addition, global competence teaching approaches were associated with learning environments that were described as engaging, inclusive, and student-centered, and with course activities that were related to real-world situations, included collaborative elements, and were facilitated and supported by the instructor. This study contextualises the idea of global competence in engineering education and provides valuable insights into students’ perspectives and experiences with its integration during their studies. It also critically examines students’ ideas and suggestions about opportunities for such learning in relation to educational science, and suggests a way forward for global competence in engineering education.

Evaluation of Values Education in Out-of-School Learning Environments in terms of the Applications in Preschool: Systematic Literature Review

Değerler eğitimi aileden başlayıp, okulda devam ederek çevreyle iş birliğinde olduğu için sadece sınıf içi süreçleri ile sınırlı olmayacak kadar önemlidir. Değerler eğitimi, kişilik gelişiminde önemli bir yeri olan erken çocukluk döneminden başlanılarak okul öncesi dönemde farklı yöntem ve tekniklerle okul dışı süreçlere taşınabilir. Okul öncesi dönemde yapılan araştırmalarda değerler eğitiminde okul dışı öğrenme ortamlarına doğrudan yer verilmezken, okul dışı öğrenme merkezlerinde uygulanan etkinlikler sonucu değer kazanımı gerçekleşmektedir. Farklı yaş grubuyla yapılan çalışmalarda ise doğrudan okul dışında değerler eğitimine yer verilmektedir. Bu çalışma okul dışı öğrenme ortamları ve değerler eğitimi ile ilişkili olan çalışmaları sistematik literatür taraması ile analiz ederek; (1) okul dışı öğrenme ortamları ve okul öncesinde değerler eğitimi içeren araştırmaların yöntemsel özelliklerinin (2) araştırmalarda kullanılan okul dışı ortam ve ele alınan değerlerin incelenmesi (3) okul öncesinde değerler eğitimi kapsamında ele alınan etkinlik türleri ve hangi değerlere yer verildiğinin incelenmesini amaçlamaktadır. Sistematik literatür taraması dahilinde YÖK Tez, TRDizin, Google Scholar ve DergiPark veri tabanları taranarak 28 araştırma irdelenmiştir. Verilerin analizinde Maxqda 2022 programı kullanılmıştır. Araştırmaların 17’si nitel yöntemle tasarlanmış; katılımcı grubu olarak öğrencilerle çalışılmış olup sınıf içinde ve dışında yer alan değer türleri birbirine benzer olarak bulunmuştur. Araştırmaların 17’si nitel yöntemle tasarlanmış; katılımcı grubu olarak öğrenci, öğretmen adayı ve öğretmenlerle çalışılmış olup sınıf içinde ve dışında yer alan değer türleri birbirine benzer olarak bulunmuştur. Okul dışında ele alınan değerler on kök değer yanında kültürel ve tarihi mirasa duyarlılık, barış, çevreye farkındalık, hoşgörü, bilimsellik, estetik gibi değerlere yer verilmiştir. Okul öncesinde ele alınan değerler saygı, sorumluluk, sevginin yanında cesaret değeri de bulunurken etkinlikler sınıf içi ortamla sınırlı kalmıştır. Değerlere yer verme durumu açısından okul dışında yapılan çalışmalarda ve okul öncesi eğitim ile ilgili yapılan çalışmalarda benzer değerler bulunurken yöntem ve teknikler açısından da sınıf içinde uygulanan eğitsel oyun, drama, gözlem gibi tekniklerin okul dışında da kullanıldığı görülmüştür.

Identification the Impact of Differentiated Digitally Supported Learning Environments

The concepts of flipped learning (FL) and augmented reality (AR) draw attention which find strong support for contributing to learning performance. The purpose of this research is to examine to what extent pre-service teachers' environments with and without AR support differ from traditional digitally supported learning environments in terms of learning achievement. In this process, the analysis of the relationship between the perception of efficacy and motivation related to the learning content and the learning performance to measure the pure effect of the variables was the objective of another study. The study was conducted with the static group comparison design, which is among the weak experimental designs. The study group consisted of 109 pre-service teachers. Gain score test, academic motivation scale for learning information technology and perceived information and communication technologies (ICT) proficiency scale for pre-service teachers were used as data collection tools. Within the scope of the study, in-class implementations lasted for a total of eight weeks with each lasting for three hours. The ANOVA results indicated a statistically significant difference in favor of the AR-supported FL learning environment compared to the traditional digitally supported learning environment in terms of gains scores showing the pretest-posttest difference. In addition, no significant relationship was observed between perceived information technology proficiency and motivation status and gain scores. In this context, it can be suggested that the creation of AR supported FL environments from suitable content situations in learning performance.

Students’ Preference in Online Learning Environment and Academic Resilience in Relation to Their Academic Performance in Mathematics

Students' online learning environment and academic resilience are indicators of academic success in online learning. This study determined the level of perception in an online learning environment and academic resilience concerning students' performance in Mathematics among Junior High School students at Misamis University, Ozamis City, during the first quarter of the school year 2021-2022. The researchers used the descriptive-correlational research design. The respondents were 148 Junior High School students chosen by simple random sampling. The instruments used were the Students' Online Learning Environment Questionnaire (SOLEQ) and the Students' Academic Resilience Questionnaire (SARQ). Mean, standard deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools used. Findings revealed that students had a high level of perception in their online learning environment and had high academic resilience in their online learning. They performed very satisfactorily in their online class. There was a significant relationship between the students' online learning environment in terms of computer usage, teacher support, and student autonomy and their academic performance in Mathematics. In the students' online learning environment, there was no significant relationship between the other variables and their academic achievement in Mathematics. Furthermore, there was a significant relationship between the students' academic resilience and their academic performance in Mathematics. Computer Usage predicted students' academic performance in Mathematics. Teachers need to be technologically proficient in using technology as an educational tool. School administrators conduct online seminars, trainings, and workshops regarding technical literacy. Future researchers must look into other factors contributing to the student's academic performance in online learning.

Pursuing Stem Careers: Challenges of Senior High School Students during Distance Learning

The COVID-19 pandemic required the educational sector to implement countermeasures in order to continue educating students amidst the pandemic, this may have resulted in a gap in the number of people entering the STEM (Science, Technology, Engineering, and Mathematics) field. This study determined the challenges of senior high school students in learning in STEM through distance learning. The respondents were 85 Grade 12 STEM students from the six (6) selected public and private educational institutions in the province of Zambales who were chosen through stratified random sampling. Results revealed that STEM 12 students often encountered challenges in terms of Learning Environment (LEC), Student Isolation (SIC), and Workload, simultaneously, it was noted that they sometimes encountered challenges in terms of Self-Regulation (SRC), Technological Sufficiency (TSC), and Technological Literacy and Competency (TLCC).Statistically significant differences were noted on the challenges encountered by Senior High School Students during distance learning in terms of school and age, but there were no significant differences that were noted regarding the other profile variables. The study suggests that the education sector should create program interventions to address the challenges such as curriculum development, to encourage or institutionalize special training courses in mathematics and science, and to develop learning continuity plans to empower teachers and students.

Effectiveness of project-based mathematics in first-year high school in terms of learning environment and student outcomes

AbstractThis study of first year high-school students in South Australia focussed on the effectiveness of using an innovative project-based mathematics strategy to improve the classroom learning environment and the student outcomes of enjoyment, academic efficacy and achievement. As well, we investigated the differential effectiveness of project-based mathematics for male and female students. A sample of 284 students from a co-educational private secondary school provided quantitative data about classroom learning environment as assessed with seven scales from the What Is Happening In this Class? (WIHIC), together with data about the three student outcomes assessed with one scale each. Our study also included a mixed-method design involving qualitative information collected through classroom observations and interviews with 20 students and 3 teachers to explain patterns emerging from the analysis of quantitative data.

Coordinating modalities of mathematical collaboration in shared VR environments

This study investigates how learners collaboratively construct embodied geometry knowledge in shared VR environments. Three groups of in-service teachers collaboratively explored six geometric conjectures with various virtual objects (geometric shapes) under the guidance of a facilitator. Although all the teachers were in different physical locations, they logged into a single virtual classroom with their respective groups and were able to see and manipulate the same geometric shapes as well as see their collaborators’ avatars and actions on the shapes in real time in the shared virtual space. This paper introduces a novel multimodal data analysis method for analyzing participants’ interactive patterns in collaborative forms of actions, gestures, movements, and speech. Results show that collaborative speech has a strong simultaneous relationship with actions on virtual objects and virtual hand gestures. They also showed that body movements and positions, which often focus on virtual objects and shifts in these movements away from or around the object, often signal key interactional collaborative events. In addition, this paper presents five emergent multimodality interaction themes showing participants’ collaborative patterns in different problem-solving stages and their different strategies in collaborative problem-solving. The results show that virtual objects can be effective media for collaborative knowledge building in shared VR environments, and that structured activity design and moderate realism may benefit shared VR learning environments in terms of equity, adaptability, and cost-effectiveness. We show how multimodal data analysis can be multi-dimensional, visualized, and conducted at both micro and macro levels.

Parental Involvement and Students' Engagement in Modular Learning Environments

Parental involvement in education improves 'scaffolding' for children's growth and is important in learners' cognitive and behavioral development. This study was specifically conducted to investigate parental involvement and students’ engagement in modular learning environments in terms of academic performance and interpersonal skills. The study employed a Descriptive – Correlational Research Design. The study’s respondents are Grade 12 Humanities and Social Sciences students of Recto Memorial National High School and seventy-five respondents took part in the data collection. The main instrument of the study was the researcher-made survey question. The findings have shown that parental involvement has a moderately significant relationship to the students’ interpersonal skills in terms of ability to listen and understand, assertiveness, decision- making, problem-solving, and personal stress management. On the other hand, no significant relationship was found between parental involvement and students’ engagement in modular environments in terms of academic performance. The researchers suggest that institutions may consider parent seminars to promote parental involvement in the classroom and help achieve positive student and school outcomes.

Analisis Lingkungan Belajar Siswa Kelas 4 SD Gembong 02 Ditinjau Dari Teori Behavioristik

The purpose of this research is to analyze the learning environment of grade 4 SD Gembong 02 students in terms of behavioristic theory.The research method used is narrative qualitative. This research is focused on looking at the student learning environment in terms of behavioristic theory. The research was conducted at Gembong 02 Elementary School. The informants in this study were class IV children. Data collection techniques used are 1) documentation; 2) interviews; and 3) observation. In analyzing qualitative data, three stages were carried out, namely: data reduction, data display, and conclusion drawing/verification.The results of the study found that the learning environment influenced the learning behavior shown by students. The learning environment greatly influences the behavior shown by children when learning at school. A fun learning environment will show students who are active, passionate and enthusiastic when learning. Meanwhile, an unpleasant learning environment will tend to show students who are less active in the teaching and learning process and show poor learning behavior.Students feel happy and enthusiastic about participating in learning when students study in groups. When studying in groups, cooperation is needed to complete assignments so that students can do group work well. In carrying out assignments students can interact with their friends and collaborate so that they can stimulate students' abilities to behave well in learning.

ОНЛАЙН СРЕДА: СВОБОДА ИЛИ ОГРАНИЧЕНИЯ?

The paper provides the study of the topical issue of modern education which defines online learning as an environment characterized by both autonomy and limitation for all the participants of the educational process. The reasons for raising this issue have been investigated and listed as follows: necessary moving to an online due to the pandemic of recent years; technical, methodological and technological lack of preparedness of teachers to implement the educational process in a new environment; a low level of motivation of teachers and students to work online efficiently, even though having a high level of digital proficiency. The authors consider the autonomy of an online learning environment in terms of the power of digital tools to be used in solving methodological problems and designing a pedagogical scenario in the logic of achieving planned educational results. Teachers’ and students’ autonomy in an online environment is realized in: a wide choice of different ways to present educational information; a variety of technologies to increase educational motivation; the possibility of implementing the ideas of microlearning; gamification of the educational process; monitoring the psychological well-being of a students, a positive attitude; a variety of individual trajectories of learning and a significantly changed role of students; the possibility of synchronous and asynchronous work, the presenting forms of the students’ projects and its evaluation, monitoring of students’ achievements. The limitations of an online environment as the authors conclude are mostly created by the participants of the educational process. This is an automatic rejection of new requirements and conditions and resistance to changes. The teachers’ lack of preparedness to solve the educational tasks in an online environment is doubled with the poor technical conditions of the physical environment. A major role in appearing the limitations online is also played by the methodological illiteracy of the teachers and the thoughtless use of digital solutions with no reference to educational tasks. The redesign of the pedagogical scenario and role changing of all the participants of the educational process could solve the problem of limitation of an online educational environment.

Effects of multicultural education on student engagement in low- and high-concentration classrooms: the mediating role of student relationships

Having positive and meaningful social connections is one of the basic psychological needs of students. The satisfaction of this need is directly related to students’ engagement—a robust predictor of educational achievement. However, schools continue to be sites of interethnic tension and the educational achievement of ethnically-minoritized students still lags behind that of their ethnic majority peers. The goal of the present study was to provide a quantitative account of the current segregated learning environments in terms of multicultural curriculum and instruction, as well as their possible impact on student outcomes that can mitigate these challenges. Drawing upon Self-Determination Theory, we investigated the extent to which the use of multicultural practices can improve students’ engagement and whether this relationship is mediated by students’ peer relationships. With data from 34 upper primary school classroom teachers and their 708 students, our multigroup analysis using structural equation modeling indicated that, in classrooms with a low (compared with high) minoritized student concentration, peer relationships can mediate the positive as well as negative effects of different dimensions of multicultural education on student engagement.

School Factory Education in Optometry Towards Employability

In recent years, social problems such as "difficult employment" and "shortage of skilled workers" have troubled the development of vocational education. The Chinese Ministry of Education focuses on the areas where technical skills are in short supply, this study will find out the possible employability of the school factory education in optometry. The methodology of the study employed a descriptive research design to determine the assessment of school-factory education in Higher Vocational Colleges for Optometry Majors in J Vocational and Technical College in China. This study used survey questionnaire as the primary source of data to be interpreted with the use of statistical analysis. According to student respondents, school-factory education enabled them to acquire skills, however, few disagreements on the aspect of knowledge and attitudes should be taken to an account.Also, as perceived by the school leader respondents, learning environment has a great impact in the employability of the students in a school-factory education. The study also found that student respondents have relatively the same perceptions of school-factory education in terms of knowledge, skills and attitudes regardless of their age and sex but vary when it comes to their grade level. Grade 3 student respondents have much agreed on school-factory education in terms of attitudes, skills and knowledge compare to grade 2 student respondents. School leader respondents have relatively the same perception of school-factory education in terms of learning environment and trainings regardless of their age, sex and educational attainment. However, school leaders who have bachelor‘s degree much agree on school-factory education in terms of trainings compare to other school leaders with different educational attainment.

Enhancing Collaboration and Creative Thinking Skills through Technology Preparedness in a Mixed Learning Environment

This study aimed to investigate the technology preparedness of Grade 10 students as to their collaborative and creative thinking skills. Specifically, it determined the extent of technology preparedness in mixed learning environment in terms of performance expectancy, effort expectancy, facilitating conditions, and social influence, the level of collaboration and creative thinking skills in learning science and the relationships of technology preparedness as to collaborative and creative thinking skills. The study employed descriptive correlational research through the utilization of self-made questionnaire to measure the students’ technology preparedness. Meanwhile, the assessment of the collaboration and creative thinking skills, different activities with rubrics were used. The findings revealed that the students are were moderately prepared in technology but they were proficient in learning science. The study further showed significant relationship between the student’s technology preparedness and some skills in collaboration and creative thinking skills. With this finding, it is recommended that collaborative and creative thinking skill activities as a teaching method be used in classes across levels and programs.

Organisational Culture Shifting Into Online Learning. Virtual Learning Practices

Abstract History taught us that the best time to talk about adaptability and innovation is that of disruption, crisis and adverse conditions. This research paper addresses the pre- and post-pandemic learning environment in terms of online and classroom delivery. The main objective of this research paper is to analyze factors that have been impacted by the shift from face-to-face (or in person) to online learning practices, assessing elements related to a learning session as: logistics, participation adoption, tools, feedback and geographical span. As research method, the approach incorporates a case study on the European population of one of the major players in the service industry in analyzing European relevant training data points, over a period of three years. Reasoning of data comparison is aligned to data relevance, hence one-year pre pandemic versus two years in the forced virtual delivery of pandemic conditions. The main aspects under research were aiming for a found analysis of a sustainable shift while understanding the implications of such changes. The result of the study shows a positive learning landscape, with multiple opportunities for those ready to adapt, a trusted tool for sustainability and yet at the early age of becoming one of the core elements for keeping relevant in the business imperatives. The element of novelty in this study suggests impact, shift, dependability and responsibility for learning at scale; and the global impact of the adapted learning opportunities, such as awareness, relevance and adoption rate of learning offerings.

Inclusive pedagogies in digital post‐Covid‐19 higher education

The Covid‐19 pandemic has not only led to medical conundrums and uncharted scientific territories but has also engendered new educational challenges and opportunities that need to be considered in order to reconceptualise, recalibrate and reconfigure higher education in terms of its inclusive foundations and orientations. While current research has highlighted the role of digital teaching methodologies in creating the ‘new normal’ in higher education in the post‐Covid‐19 era, the ‘new normal’ must be concomitantly envisaged in terms of the role of higher education in fostering more inclusive e‐learning spaces. This article discusses the ways in which the tenets of an inclusive pedagogical discourse can be conceptualized and enacted in virtual learning environments in terms of teaching methodologies, learner‐centred content delivery and formative assessment implementation. The pedagogical triptych should be underpinned by an inclusive and equity‐based ‘cyberculture’ that constitutes a sine qua non element in developing all students' sense of belonging and learning in higher education.

School Learning Environment and the Employability Scheme for Grade 12 Technical Vocational Livelihood (TVL) Students

This study aimed to determine the perception of the Grade 12 TVL students on the school learning environment and scheme for employability during the academic year 2021-2022. This study further aimed to determine the preparedness of the students in terms of employability considering their learning environment during the new normal situation. The researcher employed descriptive method and random sampling technique in choosing the 100 respondents who are the Grade 12 Technical Vocational and Livelihood students of Atimonan National Comprehensive High School in Atimonan, Quezon. The study made use of a researcher-made questionnaire in assessing the perception of the respondents on variables under study. Frequency counts and percent distribution were employed to describe the respondents’ profiles. Mean and standard deviation was utilized to determine the perceptions of the respondents regarding the school learning environment and the employability scheme for TVL students. Pearson Product-Moment Correlation Coefficient was used to test whether there is a significant relationship between the independent and dependent variables at 0.01 and 0.05 levels of significance. Based on the findings of the study, there is a significant relationship between the strand and the attitude of the respondents. Therefore, the null hypothesis posited in the study is not sustained. However, there is no significant relationship between the remaining profile of the respondents and the employability scheme. Thus, the null hypothesis of the study is sustained. There is a significant relationship between the respondent’s learning environment in terms of human practices and material systems and the scheme for their employability in terms of cognitive relationship, hands-on practical skills, ha,bits and attitude. Thus, the null hypothesis formulated is rejected. It is recommended that the school administrators may organize seminars and training workshops for hands-on practical skills enrichment of Grade 12 Technical Vocational Livelihood (TVL) students even during the new normal situation. Strengthening the school learning environment, curriculum, and the Grade 12 student’s employability through online platforms is also suggested. It is also recommended to organize yearly job fairs and skill demonstration activities for student’s engagement and preparation for employability. Since this study has a limited locale, it is suggested that future researchers may conduct a comparative study in a different research setting with a bigger population and with a much broader and wider scope of employability. Keywords: Learning Environment, Employability Scheme, Technical Vocational Livelihood (TVL) track, Cognitive Apprenticeship

The Influence of E-Scaffolding Sources in a Mobile Learning Environment on Students’ Design Skills and the Technology Fatigue Associated with a 3D Virtual Environment

This article examines the influence of teacher/peer e-scaffolding in a mobile learning environment on students’ design skills and the technology fatigue associated with a 3D virtual learning environment. The sample consisted of 32 postgraduate students who were divided into two groups according to their e-scaffolding source (teacher/peer). The findings showed that peer e-scaffolding outperformed teacher e-scaffolding in the mobile learning environment in terms of students’ development of design skills. The findings also showed that students became moderately fatigued after designing the 3D virtual environments in both experimental groups. This study can act as a guide for teachers and instructional designers by helping them to select the most suitable e-scaffolding source when teaching 3D virtual environment design skills. This may result in better and easier skill development.

Middle School Students' Views on Distance Education: Turkish Language Teaching under the Shadow of COVID-19 Pandemic

In this study, it was aimed to determine the strengths, deficiencies, and weaknesses of distance education process of learning-teaching activities in Turkish lesson by asking the opinions of students who are the subject of the learning process. In the study, the basic qualitative research design was preferred considering the nature of the research subject. The study group of the research consists of twenty-eight 7th grade students who continue their education activities in Eskişehir in the 2020-2021 academic year. The online interviews were conducted with the teachers through a semi-structured interview form prepared by the researchers. The data were analyzed by content analysis using the MAXQDA program. The students stated that distance education is more functional than face-to-face education in vocabulary activities of listening and comprehension skills. In speaking and writing skills, students mostly preferred distance education. The students explained the strengths and weaknesses of the two educational environments compared to each other in terms of all skills, with their justifications. In the study, students were also asked to write the five most useful features of both educational environments. Thus, the strengths of both learning environments in terms of Turkish lessons were revealed. Based on the data obtained, it has been determined that distance education cannot create an alternative to face-to-face education in terms of social interaction, teacher-student interaction, group studies at the desired level, but distance education is clearly preferred by students as it offers many opportunities that face-to-face education does not offer. For this reason, based on the prominent skills and activities of distance education, it can be said that it will be more beneficial to continue Turkish lessons by adopting a mixed (hybrid) model in the future.

Conducive Learning Environment: Avenue in Coping Student’s Struggle in the New Normal

This research was entitled “Conducive Learning Environment: Avenue in Coping Student’s Struggle In The New Normal”. The primary purpose of this study is to build conducive learning environment as an avenue in coping students’ struggle in New Normal. The researcher wanted to utilize conducive learning environment in aiding the struggles of the students. The accomplishment of this study can help greatly the presentation of topic in TLE subjects. Specifically, it assessed the level of conducive learning environment in terms of attainment of learning objectives, use of varied performance tasks, availability of community resources, and managing support system; assessed the level of students’ struggles in terms of evaluation performance, self-instruction, absence of classroom environment and teamwork; and lastly significant difference of conducive learning environment to the level of students’ struggles. The researcher employed descriptive quantitative as its research design. The research respondents of this study composed of one hundred (100) TVL Grade 11 senior high school students who were purposively chosen by the researcher based on the needs of this study. The research locale of this study focused on Camp Vicente Lim Integrated High School. The researcher developed a Likert scale questionnaire as the main research instrument tool. It composed of five statements per indicator assessed on objectives.

Student’s Satisfaction with Online Teaching during the COVID-19 Pandemic

Objective: This study was conducted to determine the level of student’s satisfaction with online teaching during the COVID-19 pandemic. Methodology: The study was conducted in Sharif Medical and Dental College, Lahore from 10th June to 10th July 2020. It was a cross-sectional survey in which MBBS and BDS students were consecutively enrolled in the study. An online survey was carried out after the completion of 6 weeks of online classes through the Zoom application. A self-designed questionnaire based on a 5-point Likert scale was given to the students to grade the effectiveness of learning through e-classes and their satisfaction level on various parameters. On the Likert scale, 1 & 2 were taken as highly dissatisfied (strongly disagree, &disagree) and 4 & 5 being satisfied (strongly agree, & agree) and 3 was considered as uncertain. Percentages of the respondents in each domain of the questionnaire were calculated. Results: Out of 470 participants, only 72(15.32%) students already had an experience of e-classes. Among the study participants, 327(69.57%) were of MBBS and 143(30.43%) were of BDS. The majority of the students 291(61.91%) were not satisfied with online classes, 99(21.06%) of students were uncertain and only 80(17.02%) of the students were satisfied. Conclusion: The majority of the students 291(61.91%) were not satisfied with online classes in terms of learning environment, technological characteristics, and course management. Keywords: Student’s satisfaction. Online teaching. COVID-19.