Skip to main content
SpringerLink
Log in

The OPENLang Network Pedagogical Framework: Designing an Open and Collaborative Language Learning Environment for Erasmus+ KA1 Mobility Participants

  • Conference paper
  • First Online:
Learning and Collaboration Technologies: New Challenges and Learning Experiences (HCII 2021)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12784))

Included in the following conference series:

Abstract

The design of an online open and highly interactive language learning environment is quite challenging as it entails a variety of specific factors to be carefully considered. One of the main challenges of the OPENLang Network project is to create an open and collaborative language learning environment for networking between language learners and teachers across Europe. The OPENLang Network platform envisages to bring together Erasmus+ mobility participants that wish to improve their language skills and cultural knowledge as well as volunteer educators who would like to offer support to all learners and share open language learning resources. This initiative is funded by the Erasmus+ programme and aims at raising language awareness of mobility participants, as well as fostering the Open Education European multicultural and multilingual vision via Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). The development of the OPENLang Network language learning environment is based on the design of the OPENLang Network’s Pedagogical Framework. This paper first analyses the pedagogical theories, frameworks, and models applied in the Online Language Learning and Teaching context. Then, it presents the major research findings of the initial OPENLangNetwork’s needs analysis survey which aimed to map and analyse the language needs of the participants involved in long-term mobility activities supported under Erasmus+  Key Action 1. Finally, it presents and analyses the OPENLang Network pedagogical framework which drives the design and development of the OPENLang Network language learning environment.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Wang, S., Vasquez, C.: Web 2.0 and second language learning: what does the research tell us? CALICO J. 29(3), 412–430 (2012). https://doi.org/10.11139/cj.29.3.412

  2. Perifanou, M.A.: How to design and evaluate a massive open online course (MOOC) for language learning. In let’s build the future through learning innovation! no. 1, pp. 283–290 (2014)

    Google Scholar 

  3. Perifanou, M.A.: Key factors for designing a successful massive open online interactive language learning environment (MOILLE) IX(1), 89–104 (2016)

    Google Scholar 

  4. Wang, Y., Chen, N.-S.: Criteria for evaluating synchronous learning management system: arguments from the distance language classroom. Comput. Assist. Lang. Learn. 22(1), 1–18 (2009)

    Article  MathSciNet  Google Scholar 

  5. Perifanou, M.: Designing strategies for an efficient Language MOOC. In: Proceedings of the EUROCALL 2016 Conference, Limassol, Cyprus, pp. 380–385 (2016). https://doi.org/10.14705/rpnet.2016.eurocall2016.592

  6. Levy, M.: Computer-Assisted Language Learning: Context and Conceptualization. Oxford University Press, New York (1997)

    Google Scholar 

  7. Hubbard, P.: Developing CALL theory: a new frontier. In: Thomas, M. (ed.) New Frontiers in CALL: Negotiating Diversity, pp. 1–6. JALT CALL SIG, Japan (2009)

    Google Scholar 

  8. Egbert, J., Hanson-Smith, E.: CALL Environments: Research, Practice, and Critical Issues. Teachers of English to Speakers of Other Languages, Alexandria (2007)

    Google Scholar 

  9. Chapelle, C.A.: The relationship between second language acquisition theory and computer-assisted language learning. Mod. Lang. J. 93, 741–753 (2009)

    Article  Google Scholar 

  10. Gass, S.M., Selinker, L.: Second language acquisition: an introductory course, 3rd edn. Routledge, New York and London (2008)

    Book  Google Scholar 

  11. Warschauer, M.: Computer assisted language learning: an introduction. In: Fotos, S. (ed.) Multimedia Language Teaching. Logos International, Tokyo (1996)

    Google Scholar 

  12. Warschauer, M.: Foreword. In: Thomas, M. (ed.) Handbook of Research on Web2.0 and Second Language Learning. Information Science Reference, Hershey (2009)

    Google Scholar 

  13. Warschauer, M., Healey, D.: Computers and language learning: an overview. Lang. Teach. 31, 51–71 (1998)

    Article  Google Scholar 

  14. Ally, M.: Foundations of educational theory for online learning. In: The Theory and Practice of Online Learning, 2nd edn., pp. 15–44. Athabasca University Press, Athabasca (2008) http://www.aupress.ca/index.php/books/120146

  15. Mitchell, R., Myles, F.: Second Language Learning Theories, 2nd edn. Hodder Arnold, London (2004)

    Google Scholar 

  16. O’Rourke, B.: Form-focused interaction in online tandem learning. CALICO J. 22(3), 433–466 (2013). https://doi.org/10.1558/cj.v22i3.433-466

    Article  Google Scholar 

  17. Lamy, M.-N., Hampel, R.: Online Communication in Language Teaching and Learning. Palgrave McMillan, Basingstoke (2007)

    Google Scholar 

  18. Vygotsky, L.: Mind in Society. The Development of Higher Psychological Processes. Harvard University Press, Cambridge (1978)

    Google Scholar 

  19. Donato, R., McCormick, D.: A sociocultural perspective on language learning strategies: the role of mediation. Mod. Lang. J. 78(4), 453–464 (1994)

    Article  Google Scholar 

  20. Warschauer, M.: Sociocultural perspectives on CALL. In: Egbert, J., Petrie, G. (eds.) CALL Research Perspectives, pp. 41–52. Lawrence Erlbaum, Mahwah (2005)

    Google Scholar 

  21. Thomas, L.: Improving student retention in higher education: improving teaching and learning. Austr. Univ. Rev. 51(2) (2009)

    Google Scholar 

  22. Zuengler, J., Miller, E.R.: Cognitive and sociocultural perspectives: two parallel SLAworlds? TESOL Q. 40(1), 35–58 (2006)

    Article  Google Scholar 

  23. Hutchby, I.: Conversation and Technology: From the Telephone to the Internet. Blackwell, Malden (2001)

    Google Scholar 

  24. Smith, B.: Computer-mediated negotiated interaction: an expanded model. Mod. Lang. J. 87, 38–57 (2003)

    Article  Google Scholar 

  25. Siemens, G.: Connectivism: a learning theory for the digital age. Int. J. Instruc. Technol. Dist. Learn. 2(1), (2005). http://www.itdl.org/Journal/Jan_05/article01.htm

  26. Downes, S.: Connectivism and connective knowledge: essays on meaning and learning networks. National Research Council Canada (2012). http://www.downes.ca/files/books/Connective_Knowledge-19May2012.Pdf

  27. Perifanou, M., Economides, A.: MOOCs for language learning: an effort to explore and evaluate the first practices. In: Proceedings of the INTED2014 Conference, Valencia, Spain, pp. 3561–3570 (2014). http://library.iated.org/view/PERIFANOU2014MOO

  28. Perifanou, M., Mikros, G.: ‘Italswebquest’: a wiki as a platform of collaborative blended language learning and a course management system. Int. J. Knowl. Learn. 5(3–4), 273–288 (2009). https://doi.org/10.1504/IJKL.2009.0312

    Article  Google Scholar 

  29. Lee, S.-Y., Lo, Y.-H.G., Chin, T.-C.: Practicing multiliteracies to enhance EFL learners’ meaning making process and language development: a multimodal Problem-based approach. Comput. Assis. Lang. Learn. (2019). https://doi.org/10.1080/09588221.2019.1614959

  30. Morgana, V., Kukulska-Hulme, A. (eds.): Mobile Assisted Language Learning Across Educational Contexts. Routledge Focus on Applied Linguistics. Routledge (2021)

    Google Scholar 

  31. Perifanou, M.A.: Language micro-gaming: fun and informal microblogging activities for language learning. In: Lytras, M.D., Ordonez de Pablos, P., Damiani, E., Avison, D., Naeve, A., Horner, D.G. (eds.) WSKS 2009. CCIS, vol. 49, pp. 1–14. Springer, Heidelberg (2009). https://doi.org/10.1007/978-3-642-04757-2_1

    Chapter  Google Scholar 

  32. Godwin-Jones, R.: Augmented reality and language learning: from annotated vocabulary to place-based mobile games. Lang. Learn. Technol. 20(3), 9–19 (2016). http://llt.msu.edu/issues/october2016/emerging.pdf

  33. Fan, M., Antle, A.N., Warren, J.L.: Augmented reality for early language learning: a systematic review of augmented reality application design instructional strategies, and evaluation outcomes. J. Educ. Comput. Res. 58(6), 1059–1100 (2020)

    Article  Google Scholar 

  34. Hubbard, P., Levy, M.: Theory in computer-assisted language learning research and practice. In: The Routledge Handbook of Language Learning and Technology (2016). https://www.routledgehandbooks.com/doi/10.4324/9781315657899.ch2. Accessed 26 Feb 2021

  35. Merrill, M.D.: First principles of instruction. Educ. Technol. Res. Dev. 50(3), 43–59 (2002)

    Article  Google Scholar 

  36. Kolb, D.: Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, Englewood Cliffs (1984)

    Google Scholar 

  37. Mayes, J.T., Fowler, C.J.H.: Learning technology and usability: a framework for understanding courseware. Interact. Comput. 11, 485–497 (1999)

    Article  Google Scholar 

  38. Laurillard, D.: Rethinking University Teaching: A Framework for the Effective Use of Educational Technology. Routledge/Falmer, London (1993)

    Google Scholar 

  39. Garrison, D.R., Anderson, T., Archer, W.: Critical inquiry in a text-based environment: computer conferencing in higher education model. Internet High. Educ. 2(2–3), 87–105 (2000)

    Google Scholar 

  40. Collis, B., van der Wende, M.: Models of technology and change in higher education: an international comparative survey on the current and future uses of ICT in higher education. University of Twente, CHEPS (2002)

    Google Scholar 

  41. Jonassen, D.: Designing constructivist learning environments. In: Reigeluth, C.M. (ed.) Instructional Theories and Models, 2nd edn., pp. 215–239. Lawrence Erlbaum Associates, Mahwah (1999)

    Google Scholar 

  42. Dewey, J.: Democracy and Education. An Introduction to the Philosophy of Education. The Free Press, New York (1916, c. 1966)

    Google Scholar 

  43. Kuutti, K.: Activity theory as a potential framework for human-computer interaction research. In: Nardi, B. (ed.) Context and Consciousness: Activity Theory and Human-Computer Interaction, pp. 17–44. MIT Press, Cambridge (1996)

    Google Scholar 

  44. Wenger, E.: Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press (1998). https://doi.org/10.1017/CBO9780511803932

  45. Salmon, G.: E-moderating: The Key to Teaching and Learning Online, 2nd edn. Routledge, New York (2003)

    Google Scholar 

  46. Preece, J.: Online Communities: Designing Usability, Supporting Sociability. Wiley, Chichester (2000)

    Google Scholar 

  47. Leclercq, D., Poumay, M.: The 8 learning events model and its principles. LabSET. University of Liège (2005). http://www.labset.net/media/prod/8LEM.pdf

  48. Hoven, D.: Improving the management of flow of control in computer-assisted listening comprehension tasks for second and foreign language. Unpublished doctoral dissertation, University of Queensland, Brisbane, Australia (1997)

    Google Scholar 

  49. Bax, S.: CALL - Past, Present and Future. System. Elsevier Ltd. (2003). https://doi.org/10.1016/S0346-251X(02)00071-4

  50. Plass, J., Jones, L.: Multimedia learning in second language acquisition. In: Mayer, R. (ed.) The Cambridge Handbook of Multimedia Learning. Cambridge University Press, Cambridge (2005)

    Google Scholar 

  51. Salaberry, M.R.: The use of technology for second language learning and teaching: a retrospective. Modern Lang. J. 85, 39–56 (2001)

    Google Scholar 

  52. Tudor, I.: Learning to live with complexity: towards an ecological perspective on language teaching. System 31, 1–12 (2003)

    Article  Google Scholar 

  53. Hampel, R., Hauck, M.: Computer-Mediated Language Learning: Making Meaning in Multimodal Virtual Learning Spaces. Language Learning & Technology (2004)

    Google Scholar 

  54. Roblyer, M.D., Doering, A.H.: Integrating Educational Technology into Teaching, 5th edn. Allyn & Bacon, Boston (2010)

    Google Scholar 

  55. Hoven, D.: A Model for listening and viewing comprehension in multimedia environments. Lang. Learn. Technol. 3(1), 88–103 (1999)

    Google Scholar 

  56. Colpaert, J.: Editorial: transdisciplinarity. Comput. Assist. Lang. Learn. 17(5), 459–472 (2004)

    Article  Google Scholar 

  57. Krashen, S.M.: Principles and Practice in Second Language Acquisition. Pergamon Press, Oxford (1982)

    Google Scholar 

  58. Lee, J.G., VanPatten, B.: Making Communicative Language Teaching Happen. McGraw-Hill, New York (1995)

    Google Scholar 

  59. Doughty, C.J., Long, M.H.: Optimal psycholinguistic environments for distance foreign language learning. Lang. Learn. Technol. 7(3), 50–80 (2003)

    Google Scholar 

  60. Long, M.H.: Input, interaction, and second language acquisition. Ann. N. Y. Acad. Sci. 379, 259–278 (1981)

    Article  Google Scholar 

  61. Lantolf, J.-P.: Sociocultural Theory and Second Language Learning. Oxford University Press, Oxford (2000)

    Google Scholar 

  62. Gallarza, M.G., Fayos-Gardó, T., Arteaga-Moreno, F., Servera-Francés, D., Floristán-Imizcoz, E.: Different levels of loyalty towards the higher education service: evidence from a small university in Spain. Int. J. Manage. Educ. 14(1), 36–48 (2019)

    Google Scholar 

  63. Kosmas, P., Parmaxi, A, Perifanou, M., Economides, A.A.: Mapping the language learning profile of the Erasmus+ KA1 Mobility Participants. Research report, OPENLangNet Erasmus+ project (2020). https://www.openlangnet.eu/outputs/

  64. Kosmas, P., Parmaxi, A., Perifanou, M., Economides, A.A., Zaphiris, P.: Creating the Profile of participants in mobility activities in the context of Erasmus+: motivations, perceptions, and linguistic needs. In: Zaphiris, P., Ioannou, A. (eds.) HCII 2020. LNCS, vol. 12205, pp. 499–511. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-50513-4_37

    Chapter  Google Scholar 

  65. Van Maele, J., Vassilicos, B., Borghetti, C.: Mobile students’ appraisals of keys to a successful stay abroad experience: hints from the IEREST project. Lang. Intercult. Commun. 16(3), 384–401 (2016)

    Article  Google Scholar 

  66. Aslan, B., Jacobs, D.B.: Erasmus student mobility: some good practices according to views of Ankara University exchange students. J. Educ. Future (5), 57 (2014)

    Google Scholar 

  67. Borghetti, C., Beaven, A.: Lingua francas and learning mobility: reflections on students’ attitudes and beliefs towards language learning and use. Int. J. Appl. Linguist. 27(1), 221–241 (2017)

    Article  Google Scholar 

  68. Llanes, À., Tragant, E., Serrano, R.: The role of individual differences in a study abroad experience: the case of Erasmus students. Int. J. Multiling. 9(3), 318–342 (2012)

    Article  Google Scholar 

  69. Perifanou, M.: PLEs & MOOCs in language learning context: a challenging connection. In: Proceedings of the PLE Conference 2014, Tallinn, Estonia, (2014). http://pleconf.org/2014/files/2014/06/paper-34.pdf

  70. Perifanou, M.: Personalized MOOCs for language learning: a challenging proposal. Elearning Papers 45, 1–13 (2015)

    Google Scholar 

  71. White, C.: Language Learning in Distance Education. Cambridge University Press, Cambridge (2003)

    Book  Google Scholar 

  72. McLoughlin, C., Lee, M.J.: Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australas. J. Educ. Technol. 26(1), 28–43 (2010)

    Google Scholar 

  73. Naidu, S.: Enabling time, pace, and place independence. In: Spector, J.M., Merill, M.D., Merrienboer, J., Driscoll, M.P. (eds.) Handbook of Research on Educational Communications and Technology, pp. 259–268. Lawrence Erlbaum Associates, New York (2008)

    Google Scholar 

  74. Anderson, T., Annand, D., Wark, N.: The search for learning community in learner paced distance education: or, ‘Having your cake and eating it, too!’ Australas. J. Educ. Technol. 21(2), 222–241 (2005)

    Article  Google Scholar 

  75. Dembo, M.H., Junge, L.G., Lynch, R.: Becoming a self-regulated learner: implications for web-based education. In: O’Neil, H.F., Perez, R.S. (eds.) Web-Based Learning: Theory, Research, and Practice, pp. 185–202 (2006)

    Google Scholar 

  76. Pintrich, P.R.: The role of goal orientation in self-regulated learning. In: Boekaerts, M., Pintrich, P.R., Zeidner, M. (eds.) Handbook of Self-regulation, pp. 451–502. Academic Press (2000). https://doi.org/10.1016/B978-012109890-2/50043-3

  77. Zimmerman, B.J.: Self-regulatory cycles of learning. In: Straka, G.A. (ed.) Conceptions of Self-Directed Learning, pp. 221–234. Waxmann, Münster (2000)

    Google Scholar 

  78. Hadwin, A.F., Oshige, M., Gres, C.L.Z., Winne, P.H.: Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Comput. Hum. Behav. 26(5), 794–805 (2010)

    Article  Google Scholar 

  79. Kuo, Y.C., Walker, A.E., Schroder, K.E.E., Belland, B.R.: Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet High. Educ. 20, 35 (2014)

    Article  Google Scholar 

  80. Alonso, C.: Learning diaries to foster learner autonomy in mixed-ability groups. Tejuelo 11, 47–63 (2011)

    Google Scholar 

  81. Brammerts, H.: Autonomous language learning in tandem: the development of a concept. In: Lewis, Walker (eds.), pp. 27–36 (2003)

    Google Scholar 

  82. Benson, P., Voller, P. (eds.): Autonomy and Independence in Language … Classroom. Cambridge University Press, Cambridge (1996)

    Google Scholar 

  83. Little, D.: Learner Autonomy 1: Definitions, Issues and Problems. Authentik, Dublin (1991)

    Google Scholar 

  84. Nunan, D.: Research Methods in Language Teaching. Cambridge University Press, Cambridge (1992)

    Google Scholar 

  85. Byram, M.: Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters Ltd., Philadelphia (1997)

    Google Scholar 

  86. Woodin, J.: Cultural categorisation: what can we learn from practice? An example from tandem learning. Lang. Intercul. Commun. 10, 225–242 (2010). https://doi.org/10.1080/14708470903348556

    Article  Google Scholar 

  87. Morley, J., Truscott, S.: Incorporating peer assessment into tandem learning. Lang. Learn. J. 33(1), 53–58 (2006). https://doi.org/10.1080/09571730685200111

    Article  Google Scholar 

  88. Appel, C., Mullen, T.: Pedagogical considerations for a web-based tandem language learning environment. Comput. Educ. 34, 291–308 (2000)

    Article  Google Scholar 

  89. Appel, C., Mullen, T.: A new tool for teachers and researchers involved in email tandem language learning. ReCALL 14(2), 195–208 (2002). https://doi.org/10.1017/S095834400200022

    Article  Google Scholar 

  90. Nazarenko, A.: Learning languages via telecollaboration: “Variation on the Theme.” In: 12th International Conference Innovation in Language Learning, pp. 160–164. Filodiritto Editore (2019)

    Google Scholar 

  91. Pomino, J., Gil-Salom, D.: Integrating E-tandem in higher education. Procedia. Soc. Behav. Sci. 228, 668–673 (2016). https://doi.org/10.1016/j.sbspro.2016.07.102

    Article  Google Scholar 

  92. Telles, J.A., Zakir, M.deA., Funo, L.B.A.: Teletandem e episódios relacionados a cultura. DELTA Documentacao de Estudos Em Linguistica Teorica e Aplicada 31(2), 359–389 (2015). https://doi.org/10.1590/0102-445084549183239327

  93. Brown, H.: Principles of Language Learning and Teaching, 4th edn. Longman Pearson Education Limited, London (2000)

    Google Scholar 

  94. Crandall, J.: Content-Based Instruction (CBI). Concise Encyclopedia of Educational Linguistics, pp. 208–604. Cambridge University Press, Oxford (1999)

    Google Scholar 

  95. Zhang, Y.: Cooperative language learning and foreign language learning and teaching. J. Lang. Teach. Res. 191, 81–83 (2010). https://doi.org/10.4304/jltr.1.1.81

  96. Johnson, D., Johnson, R.: What we know about cooperative learning at the college level. Coop. Learn. 13(3) (1993). http://www2.emc.maricopa.edu/innovation/CCL/whatweknow.ht

  97. Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge & New York (1991)

    Book  Google Scholar 

  98. Winn, W.: Instructional design and situated learning: paradox or partnership? Educ. Technol. 33(3), 16–21 (1993)

    Google Scholar 

  99. Anderson, T., Dron, J.: Learning technology through three generations of technology enhanced distance education pedagogy. Cognitivist/behaviourist pedagogy. Eur. J. Open Distance E-Learn. 2, 1–14 (2012)

    Google Scholar 

  100. Corbett, F., Spinello, E.: Connectivism and Leadership: Harnessing a Learning Theory for the Digital Age to Redefine Leadership in the Twenty-First Century. Elsevier Ltd., Heliyon (2020). https://doi.org/10.1016/j.heliyon.2020.e03250

  101. Nattoch Dag, K.: A scholar-practitioner perspective on a leadership development program in health care: integrating connectivism theory. Adv. Develop. Hum. Resour. 19(3), 295–313 (2017)

    Google Scholar 

Download references

Acknowledgements

This work has been partially funded by the European Union’s ErasmusPlus programme, grant agreement: 2018-1-EL01-KA203-047967 (Project: OPENLang Network). This publication reflects the views only of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained here.

Author information

Authors and Affiliations

  1. University of Macedonia, Egnatia 156, 546 36, Thessaloniki, Greece

    Maria Perifanou & Anastasios A. Economides

Authors
  1. Maria Perifanou
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anastasios A. Economides
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Maria Perifanou .

Editor information

Editors and Affiliations

  1. Department of Multimedia and Graphic Arts, Cyprus University of Technology, Lemesos, Cyprus

    Panayiotis Zaphiris

  2. Research Center on Interactive Media, Smart Systems and Emerging Technologies (CYENS), Cyprus University of Technology, Limassol, Cyprus

    Andri Ioannou

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Perifanou, M., Economides, A.A. (2021). The OPENLang Network Pedagogical Framework: Designing an Open and Collaborative Language Learning Environment for Erasmus+ KA1 Mobility Participants. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies: New Challenges and Learning Experiences. HCII 2021. Lecture Notes in Computer Science(), vol 12784. Springer, Cham. https://doi.org/10.1007/978-3-030-77889-7_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-77889-7_10

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-77888-0

  • Online ISBN: 978-3-030-77889-7

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation