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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.

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.

Radical changes in education occurred in 2020 during the pandemic. The need to fully switch to a distance-learning mode required rethinking the approaches to the organization of the learning process. Despite the fact that Russian universities were already using digital learning tools quite extensively at the beginning of the pandemic—those were seen as auxiliary, supporting tools. Within a short period, online learning made it necessary to design educational programs from a digital-technologies viewpoint, as traditional teaching methods had lost some of their functionality in the distance-learning mode. First of all, the changes affected the disciplines focused on the formation of soft skills, such as communication skills, group interaction, and managing people. Another problem of digitalization of all aspects of our lives is the huge amount of readily available information. In this regard, developing the students’ systemic thinking and augmenting their ability to find and properly use information became an important alternative to acquisition of factual knowledge. This article summarizes the experience of the educational process at one of the leading Russian universities, National University of Science and Technology (NUST) “MISIS” during the COVID-19 pandemic based on the analysis of the degree of application of digital tools in online and hybrid learning. In this article, we present the description of methodology approaches to the use of digital tools for soft skill development, using the example of teaching specific disciplines “Systems Thinking and Theory of Constraints” and “Life Cycle of Corporations and Change Management” in the master’s program in Corporate Finance taught at NUST “MISIS”.

Multimedia technology is a information technology which comprehensively processes and controls information in form of text, graph, image, automation and sound. With the development of multimedia information technology, network teaching has played a significant role in modern teaching owe to its characterizations such as digit-orientation, information-orientation, massive amount of information, high interactivity, and wide coverage. This technology has become an indispensable auxiliary teaching approach, promoting the deep reform of education. However, the development of network education function is still immature. Moreover, the major of art design is a unique major focusing on innovation thinking, cultivation of innovation consciousness, encouraging students to experience, explore and rethink. Therefore, the resources for art-design network teaching is insufficient. On this basis, it is of great significance to apply multimedia technology to art-design course teaching, give full play the advantage of multimedia courseware, and enhance the scientization, professionalization and individualization of art-design education. This paper first introduces the research background and current status, then discusses the design methods of network multimedia courseware. The designing and making of art-design network teaching courseware is a key point for the construction of network teaching environment. The study on network teaching courseware designing and making is a necessity for deep reform of art-design as well as an important approach for exploring new development direction of art-design teaching.

In today’s world, the ability to communicate in a foreign language is more highly prized than ever by prospective employers, which results in more options and possibilities for students, both academically and professionally. As a result of this tendency and the need for new communication methods, language instructors are driven to include cutting-edge language teaching approaches, resources, and materials in their classroom instruction, such as using ICT, or information, communication and ubiquitous technologies. In this paper, we introduce learning scenarios based on two mobile learning apps that facilitate language learning through interesting, interactive settings in a more personalized way based on children’s age. The writers’ emphasis will be on demonstrating interactive activities devised in their classrooms and on providing examples of student work in two languages, English and Spanish. Through this paper, we examine a range of educational tools and determine that Mondly Kids and Language Drops-Kahoot are the best acceptable teaching materials. On the basis of this assumption, we created three distinct groups of students, and the outcomes from the assessment technique show that mobile language learning enhances children’s experiences and increases their willingness to learn a new language. Additionally, students can use mobile applications to improve their speaking abilities and critical thinking skills throughout a language learning session.

Nowadays we find more and more applications for data mining techniques in e-learning and web-based adaptive educational systems. The useful information discovered can be used directly by the teacher or author of the course in order to improve instructional/learning performance. This can, however, imply a lot of work for the teacher who can greatly benefit from the help of educational recommender systems for doing this task. In this paper we propose a system oriented to find, share and suggest the most appropriate modifications to improve the effectiveness of the course. We describe an iterative methodology to develop and carry out the maintenance of web-based courses to which we have added a specific data mining step. We apply association rule mining to discover interesting information through students’ usage data in the form of IF-THEN recommendation rules. We have also used a collaborative recommender system to share and score the recommendation rules obtained by teachers with similar profiles along with other experts in education. Finally, we have carried out experiments with several real groups of students using a web-based adaptive course. The results obtained demonstrate that the proposed architecture constitutes a good starting point to future investigations in order to generalize the results over many course contents.

Information systems (IS) research is found in many diverse communities. This paper explores the human-dimension of human-computer interaction (HCI) to present IS-design practice in the light of courseware development. Assumptions are made that online courseware provides the perfect solution for maintaining a knowledgeable, well skilled workforce. However, empirical investigations into the effectiveness of information technology (IT)-induced training solutions are scarce. Contemporary research concentrates on information communications technology (ICT) training tools without considering their effectiveness. This paper offers a prescriptive IS-design methodology for managing the requirements for efficient and effective courseware development. To develop the methodology, we examined the main instructional design (ID) factors that affect the design of IT-induced training programs. We also examined the tension between maintaining a well-skilled workforce and effective instructional systems design (ISD) practice by probing the current ID models used by courseware developers since 1990. An empirical research project, which utilized this IS-design methodology investigated the effectiveness of using IT to train government employees in introductory ethics; this was a study that operationalized the interactive effect of cognitive preference and instructional format on training performance outcomes. The data was analysed using Rasch item response theory (IRT) that models the discrimination of people’s performance relative to each other’s performance and the test-items’ difficulty relative to each test-item on the same logit scale. The findings revealed that IS training solutions developed using this IS-design methodology can be adapted to provide trainees with their preferred instructional mode and facilitate cost effective eTraining outcomes.