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Despite all the efforts to increase the e-courseware presence in primary school classrooms, a below expectation of e-courseware integration is normally reported. However, the extent of this situation will differ in countries from different worlds, and it will lead to the suggestion of different modes of confrontation. This study was designed in the context of a developing country with the aim of examining the frequency of e-courseware integration and obstacles faced by teachers when integrating e-courseware into primary school classrooms. The cluster random sampling technique was used to select 442 survey participants. The results showed that the primary school teachers’ frequency of e-courseware use in the classroom is not high (approximately 3–4 times per month), especially high–interactive e-courseware. Three sets of obstacles, including obstacles regarding e-courseware, obstacles regarding conditions in schools, and obstacles regarding teachers, were identified as having a significant impact on the extent of using types of e-courseware in primary school classrooms. In addition, significant differences as well as the relationship between teachers’ characteristics and the extent of e-courseware use in the classroom were also confirmed. These findings provide evidence and useful information for policy-makers and educators in formulating strategic plans for increasing e-courseware presence in primary school classrooms.

The development of modern educational technology and computer network technology will bring translation teaching into a new era, and a new translation teaching model will emerge. Computer network technology is completely suitable for translation teaching, because the type and characteristics of translation teaching determine this applicability. The scientific and artistic nature of translation can enable the learning subject to implement a high degree of self-control and independent learning in the network environment, and actively display creativity and individuality. The teaching subject can also adopt a combination of individualized and collaborative teaching methods to achieve \"double \"The main teaching mode\" means to play the leading role of teachers and the cognitive subject role of students at the same time. The new translation teaching model based on computer network technology will certainly arouse the general attention of the domestic translation teaching circle and be widely used.

With increased emphasis on accessibility and quality education in tertiary institutions, open and distance learning (ODL) is occupying the center stage in Nigeria. Open educational resources (OERs) is becoming a valuable alternative to improving access to high-quality educational content released under open licenses by outstanding universities worldwide. Some conventional universities in Nigeria now offer both face-to-face and ODL courses, making them dual-mode. However, the universities who employ this dual-mode system are faced with the challenges of developing viable ODL courses. This study examined the extent the courseware developers in these universities in Nigeria use and publish their courses as OER and barriers to the effective utilization and publishing of OER especially in their institutional repositories (IR). The research instrument was designed as a descriptive survey. The sample for the study consists of 73 courseware developers selected from four dual-mode universities in Nigeria. The findings of the study showed that course developers in dual-mode universities do not use OER to a high extent nor publish OER to a high extent in their IR. It was observed that they experience more barriers with publishing of OER than with use of OER. Among others, it is recommended that there should be more awareness around this framework and course developers should be encouraged through incentives for greater participation in the use and publishing of OER in IRs.

There have been many waves of emerging learning technologies over the past few decades. Some of these waves are extended, some waves are connected, and other waves are repeated. The authors discuss the special journal issue from the standpoint of their personal involvement in many such waves during their careers. They also detail the evolution of this special issue and the potential audiences and stakeholders for it. In the end, they pose several questions and points to ponder in looking toward the future.

Adaptive digital learning courseware is becoming part of the instructor tool kit to support student performance and ultimately reduce DFWI rates. However, past studies of the effectiveness of adaptive digital learning platforms in elevating student performance on summative assessment have shown promising yet at times mixed reviews (e.g. Yarnall et al., 2016). This case study integrates adaptive digital learning to address the challenge of promoting reading and concept application outside of class and analyzes its impacts on students’ engagement in class, perceived learning, and performance on summative assessment. Such an analysis, which considers mediating factors not previously analyzed together in adaptive digital learning studies, such as individual rather than aggregate performance, digital learning platform design differences, resiliency factors, and in-class activities, is an important step in clarifying some of the previously mixed results. Drawing on data collected in two sections of the same general education social science course taught by the same instructor in the same semester, this study illustrates the varying potential of adaptive digital learning to increase student confidence in the material and how it can translate into increased student performance if aligned and coupled in certain ways with in-class active learning. This study also provides evidence that illustrates how digital learning that is designed for greater degrees of editability by faculty can maximize learning benefits for students.

Adaptive digital learning courseware is becoming part of the instructor tool kit to support student performance and ultimately reduce DFWI rates. However, past studies of the effectiveness of adaptive digital learning platforms in elevating student performance on summative assessment have shown promising yet at times mixed reviews (e.g. Yarnall et al., 2016). This case study integrates adaptive digital learning to address the challenge of promoting reading and concept application outside of class and analyzes its impacts on students’ engagement in class, perceived learning, and performance on summative assessment. Such an analysis, which considers mediating factors not previously analyzed together in adaptive digital learning studies, such as individual rather than aggregate performance, digital learning platform design differences, resiliency factors, and in-class activities, is an important step in clarifying some of the previously mixed results. Drawing on data collected in two sections of the same general education social science course taught by the same instructor in the same semester, this study illustrates the varying potential of adaptive digital learning to increase student confidence in the material and how it can translate into increased student performance if aligned and coupled in certain ways with in-class active learning. This study also provides evidence that illustrates how digital learning that is designed for greater degrees of editability by faculty can maximize learning benefits for students.

Adaptive digital learning courseware is becoming part of the instructor tool kit to support student performance and ultimately reduce DFWI rates. However, past studies of the effectiveness of adaptive digital learning platforms in elevating student performance on summative assessment have shown promising yet at times mixed reviews (e.g. Yarnall et al., 2016). This case study integrates adaptive digital learning to address the challenge of promoting reading and concept application outside of class and analyzes its impacts on students’ engagement in class, perceived learning, and performance on summative assessment. Such an analysis, which considers mediating factors not previously analyzed together in adaptive digital learning studies, such as individual rather than aggregate performance, digital learning platform design differences, resiliency factors, and in-class activities, is an important step in clarifying some of the previously mixed results. Drawing on data collected in two sections of the same general education social science course taught by the same instructor in the same semester, this study illustrates the varying potential of adaptive digital learning to increase student confidence in the material and how it can translate into increased student performance if aligned and coupled in certain ways with in-class active learning. This study also provides evidence that illustrates how digital learning that is designed for greater degrees of editability by faculty can maximize learning benefits for students.

This study aims to determine whether students from Turkey participating in the PISA 2022 survey feel confident using technology while performing mathematical tasks. In this study, 10 questions regarding feeling confident while performing mathematical tasks in the PISA 2022 survey and students' responses to questions concerning access to technological resources (e.g., computer, home wireless internet, mobile phone with internet, educational software, and applications). The Mann-Whitney U test was employed to analyze the PISA 2022 SPSS dataset. The analysis showed that having a computer and educational software and applications that students can use for homework significantly differed in favor of students who had access to computers, educational software, and applications in all 10 questions related to performing mathematical tasks. Having a mobile phone with internet access and wireless internet at home significantly differed in favor of students who had access to a mobile phone with internet access and wireless internet at home in some of the 10 questions related to performing mathematical tasks.

Gaming is a part of today’s society, especially for younger generations. Therefore, game-based approaches are unsurprisingly used for learning achievement. In this study, a game-based learning courseware was implemented using a problem-based strategy. For this purpose, a game known as ‘Programmer Adventure Land’ was designed and developed. A group of college students were asked to play the game to improve their knowledge of computer programming. Results indicated that the problem-based learning approach of the game can enhance the satisfaction, enjoyment, motivation, and user interface for the problem-based game learning courseware. The main finding of this study is that Problem-based games provide teachers with an effective approach for enhancing students’ learning satisfaction in difficult subjects, such as computer programming.

The current period is in the soft period of software aesthetic education course teaching in higher vocational colleges. The traditional teaching mode cannot meet the needs of students for ever-changing knowledge, and there is also a lack of effective communication between students and teachers. By analyzing the specific situation of aesthetic thinking in higher vocational colleges in China, this paper explores the making and application of software aesthetic education course teaching courseware of contemporary higher vocational colleges by taking Adobe InDesign software as a case for readers' reference.