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In the contemporary digital age, continued online learning behaviors have become indispensable for fostering employee development. However, the learning and development literature predominantly focuses on traditional instructor‐led approaches. It remains unclear how organizations can shape employees' learning behaviors, particularly in the context of online learning. The current study clarifies this underexplored research area by investigating how organizational investment in employee developmental climate (IEDC) can promote employees' continued online learning behaviors. Drawing on social influence theory and employing a multilevel research design, we find empirical support for our research model, which specifies that IEDC positively affects employees' continued online learning behaviors through the effect of normative pressure. The findings also reveal the moderating role of online learning facilitating conditions. Specifically, in firms characterized by higher levels of online learning facilitating conditions, the positive relationship between IEDC and normative pressure becomes more pronounced when compared to organizations with lower levels of such facilitating conditions. [ABSTRACT FROM AUTHOR]

In the context of the rapidly evolving social media landscape with the potential to revolutionise sexual health education, this article presents a critical discourse analysis and qualitative content analysis of the top 10 Chinese sexual health influencers' online discourses regarding sex and sexuality. Findings suggest that influencers utilise a range of destigmatisation strategies to facilitate sex education within a heavily censored social media environment. These include widening understandings of normalcy, using relatable images and alternative terminology to discuss sexuality, and incorporating paradoxical narratives that seek to navigate between empowering women and reinforcing self-regulation. However, the effectiveness of influencers' work is constrained by a complex web of factors, including the stringent censorship and content control enforced by the Chinese government, the economic interests that shape platforms' algorithms and advertising practices, and the persistence of societal and cultural norms that perpetuate harmful stereotypes and attitudes regarding sexual health. This study illuminates the complexities of online sex and sexuality education and sheds light on both the potential and limitations of influencers in fostering open and more inclusive dialogue about sexuality. [ABSTRACT FROM AUTHOR]

Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member–assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. [ABSTRACT FROM AUTHOR]

The AI-enabled intelligent learning system (AEILS) is able to provide personalised and intelligent tutoring and is more capable of meeting individuals' need. Nevertheless, limited studies focused on the effect of AI-specific factors on user behaviour. To fill this research gap, we identified the AEILS-specific affordances (i.e. interactivity, personalisation, competition, convenience) and explored their effect on user engagement and foreign language speaking anxiety (FLSA). In this paper, we integrate quantitative and qualitative studies to explore user behaviour in AEILS. Survey data was collected from 457 respondents and analysed using structural equation modelling with the smart-PLS software. The results showed that AEILS-specific affordances significantly affect flow experience and self-expansion, thus facilitating user engagement and alleviating FLSA. Semi-structured interviews were conducted to corroborate the findings of the quantitative study. These findings highlighted the importance of technology affordance in AEILS. This study contributed to the literature on IS and education by incorporating context-specific factors into account. [ABSTRACT FROM AUTHOR]

Background: The introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes. Objectives: By employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors. Methods: Semi‐structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three‐tier coding analysis, an "environment‐person‐mediation ‐behaviour" (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs. Results: Our findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation. Implications: The findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences. Lay Description: What is already known about this topic: SPOCs are reshaping EFL instruction in HVCs, emphasising active student involvement and instructor guidance.Challenges in SPOC‐based blended learning include concerns about depth due to temporal and spatial separation.Current foreign language designs lack the integration of deep learning concepts, revealing gaps in understanding influencing factors. What this paper adds: The study introduces an "environment‐person‐mediation ‐behaviour" (EPMB) model to uncover intricate factors influencing deep learning in SPOC environments.Intrinsic motivation and cognitive abilities are identified as fundamental factors, with situational contributors such as blended‐learning settings and curriculum satisfaction.Logical relationships among major factors are unveiled, explaining how continuity, attraction, guidance, motivation, and regulation mediate deep learning experiences. Implications for practice or policy: Stakeholders in HVCs can use pedagogical insights to enhance students' deep learning experiences in SPOC environments.Curriculum providers should prioritise practical, professional, and student‐specific English curriculum designs.Teachers should integrate English language learning with professional course content and create specialised materials to enhance language learning practicality. [ABSTRACT FROM AUTHOR]

This study aims to determine the continuance use intention of using the current online learning systems. After COVID-19, many online learning systems are available. There is a need to evaluate the performance of existing online learning system. "Confirmation of expectation", "Perceived usefulness" and "Satisfaction on existing system" were hypothesized to influence students' intention to continuously use an online system in our conceptual model. The measurement scales of these constructs were adopted from the expectation-confirmation model (ECM) and measured on a seven-point scale. A total of 146 valid samples were collected from undergraduate students through an online survey about usage of online learning system. Partial least squares structural equation model was used. An online learning system continuance use intention model was proposed. It was found that 'Satisfaction on existing online system is a mediator between the "Confirmation of expectation" and "Continuance Use intention". Importance–performance analysis was performed. This study projected an understanding of the continuance use intention of an online learning systems during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to evaluate the outcomes of adapted Parenting for Lifelong Health for Young Children to prevent child maltreatment in the Mainland China. Methods: A pre–post-follow-up study was designed and 54 Chinese parents received the eight-session online parenting intervention between February 4 and March 25, 2023. Results: Forty-one participants (75.9%) completed post-assessment and 36 (66.7%) completed 3-month follow-up assessment. Participants reported reduced child maltreatment, especially in emotional abuse and corporal punishment after the intervention, and the effect was maintained in 3-month follow-up. Improved positive parenting behaviors and decreased child externalizing behaviors were also observed for pre-, post-, and 3-month follow-up assessments. However, there were no significant changes in parental stress, parent–child relationship, parental depressive symptoms, and social support. Conclusions: The online Parenting for Lifelong Health for Young Children program for Chinese parents has shown promise in reducing child maltreatment, improving positive parenting, and decreasing children's problem behaviors, although randomized controlled trials are needed in future studies. [ABSTRACT FROM AUTHOR]

The current medical model has transitioned from the original biomedical treatment model to a bio-psycho-social model, where patients now have higher demands for service awareness. Consequently, doctor–patient relationships have become a crucial aspect of the contemporary medical process. Currently, psychological resilience among medical students in China tends to be at a moderately lower level. Medical students often exhibit poor psychological qualities in handling contradictions in doctor–patient relationships. Moreover, there is a lack of emphasis on the education of corresponding psychological qualities for medical students during the teaching process. This deficiency is highly disadvantageous for medical students in their future management of doctor–patient relationships. The article explores how to cultivate psychological resilience in medical students and enhance their ability to handle conflicts in doctor–patient relationships from the perspective of doctor–patient relationships. The author suggests that schools should place greater emphasis on the psychological resilience of medical students, change teaching methods, incorporate online education to enhance the mentalization level of medical students, and propose an eight-week mindfulness cognitive therapy program to improve psychological resilience. The intervention process should consider establishing positive coping mechanisms, promoting good interpersonal relationships among medical students, and regulating individual negative emotions. Through simulating doctor–patient scenarios, teachers should consciously train the psychological resilience of medical students, improve their cognition and thinking abilities, and accelerate their psychological health recovery. [ABSTRACT FROM AUTHOR]

Background: With the development of artificial intelligence (AI) technology, generative AI has been widely used in the field of education and represents a groundbreaking shift in overcoming the constraints of time and space within educational activities. However, previous literature has not paid enough attention to AI‐involved teaching patterns, and it is necessary to evaluate the effects of this learning pattern. Objective s : Based on the social presence theory and the community of inquiry model, the main purpose of this study is to evaluate whether and how interaction frequency with chatbots (IFC) affects people's learning autonomy (LA) under two preferences: knowledge acquisition and virtual companionship, and whether social presence (SP) plays a mediating role. Methods: The 1‐year longitudinal study was designed to be conducted from May 2022 to May 2023 and included three rounds of surveys of 1155 undergraduate students on their use of robots for learning. Results and Conclusions: For learners preferring virtual companionship, no direct correlation was found between IFC and LA. However, SP acted as a mediating factor, enhancing LA through increased chatbot interactions. This suggests that while direct interactions may not directly influence LA, the resulting SP can foster it. Conversely, for learners favouring knowledge acquisition, higher IFC negatively impacted both SP and LA. Despite this, a strong sense of SP consistently correlated positively with LA, indicating it could offset some negative effects of frequent chatbot use. Lay Description: What is already known about this topic: Generative artificial intelligence (AI), including chatbots, is revolutionizing the educational landscape by providing new means for knowledge acquisition and emotional support.Previous studies have emphasized the potential benefits of AI in education, such as personalized learning experiences and instant feedback. However, there is a gap in research regarding AI's impact on learning autonomy, and the role of social presence in AI‐assisted learning hasn't been thoroughly explored. What this paper adds: This research investigates the influence of interaction frequency with chatbots on students' learning autonomy, considering two different interaction preferences: virtual companionship and knowledge acquisition.Findings reveal that students who interact with chatbots as virtual companions experience a positive correlation between interaction frequency, social presence, and learning autonomy. In contrast, for students who use chatbots primarily for knowledge acquisition, increased interaction is negatively associated with learning autonomy and social presence.The study highlights social presence as a key mediator in the relationship between chatbot interactions and learning autonomy, offering new insights into how AI affects educational outcomes. Pedagogical implications: This research underscores the importance of integrating generative AI into educational settings in a way that maximizes benefits and minimizes potential downsides. For educators, it highlights the potential of AI as a tool for enhancing student engagement and autonomy, particularly when AI is used to provide not just informational support but also emotional companionship.For developers of educational technology, the findings suggest a need to design AI interfaces and interactions that promote a sense of social presence, thereby supporting more effective and autonomous learning.In classrooms and digital learning environments, it becomes crucial to balance the use of AI for knowledge acquisition with opportunities for social interaction, ensuring that students not only gain information but also develop the skills and motivation for autonomous learning.By bridging the gap between technology and pedagogy, this study provides valuable directions for enhancing the educational experience in the digital age, promoting a learning environment where AI complements human interaction and supports the development of autonomous learners. [ABSTRACT FROM AUTHOR]

Background: Numerous higher education institutions worldwide have adopted English‐language‐medium computer science courses and integrated online problem‐solving competitions to bridge gaps in theory and practice (Alhamami Education and Information Technologies, 2021; 26: 6549–6562). Objectives: This study aimed to investigate the factors influencing the use of online competitions in machine learning courses and their impact on student learning. We also analyse disparities in learning outcomes and instructional language effects (Chinese vs. English). Methods: Among 123 participants at northern Taiwan university, 74 chose Chinese instruction (CMI), and 49 opted for English instruction (EMI). The course spanned 18 weeks: team formation in week one, data analysis, machine learning, and deep learning from week 2 to 8, draft proposals and oral presentations by week 9, instructor guidance in weeks 9–17, followed by off‐campus competitions. In week 18, students presented projects for evaluation by judges. Results: The results showed improved scores in competition proposal writing and oral presentations, especially for CMI students, who excelled in these areas and in terms of creativity. CMI students emphasized domain knowledge, implementation completeness, and technical depth in proposals. The EMI students focused on implementation completeness and artificial intelligence model accuracy, along with creativity. Conclusion: CMI students achieved superior outcomes in machine learning courses, particularly in terms of competition proposals, oral presentations, and increased creativity. Instructional language choice significantly influenced learning trajectories, leading to distinct knowledge development focuses for CMI and EMI. Lay Description: What is already known about this topic: Historically, artificial intelligence (AI) education focused on theory and skills, but now there are AI competitions that encourage real‐world problem‐solving (AIdea. Competitions. 2023. https://aidea-web.tw/about?lang=zh).Competition‐based learning bridges the gap between academia and industry, fostering creativity and talent discovery (Abou‐Warda and Roberts. International Journal of Educational Management. 2016; 30(5): 698).Computer science education globally uses English as the primary language (Alhamami. Education and Information Technologies, 2021; 26: 6549–6562).Non‐English speaking nations are adopting English as the medium of instruction, impacting teaching effectiveness (Alhamami. Education and Information Technologies, 2021; 26: 6549–6562). What this paper adds: This study combines online problem‐solving competitions with machine learning courses, using both Chinese and English instruction.Individual tutoring tailored to each team's competition topic provided real‐world problem‐solving experience and fostered school‐enterprise interactions.A rubric was created for evaluating domain knowledge, proposal writing, presentation skills, AI model accuracy, and competition outcomes by external experts, instructors, TAs, and peers. Implications for practice and/or policy: Combining competition‐based learning with machine learning courses can boost students' domain knowledge, competition skills, and outcomes.This study confirms that using Chinese instruction in machine learning benefits non‐native English‐speaking students more than English instruction.Our teaching approach for information technology courses can be applied to develop students' relevant skills in this field. [ABSTRACT FROM AUTHOR]

The research investigated the influences of international students' perceived online learning environments, self-efficacy, and online interaction on their online learning achievement, as measured by these students' self-reported development of generic skills, research capacities, and Chinese proficiency and global abilities. Data were generated by a nationwide survey involving 1,010 international students across disciplines at 41 universities in China. The SEM analysis showed that among all factors directly and positively supporting international students' learning achievement, the two online environmental factors, i.e. accessibility to online learning resources and opportunities for knowledge acquisition, presented the strongest effects. The mediation analysis showed that through interaction, environmental interactivity had significant and positive indirect influences on learning achievement; and through self-efficacy, knowledge acquisition had significant and positive indirect influences on learning achievement. The SEM analysis also revealed a significant negative influence of environmental flexibility on international students' generic skill development. Possible explanations for the results were proposed. Implications of the results were discussed to support the sustainable development of online international education. [ABSTRACT FROM AUTHOR]

Objective: To assess Chinese‐Australian carers' needs and preferences through co‐design strategies with stakeholders to embed an evidence‐based iSupport for Dementia program into routine community aged care services in Chinese ethno‐specific aged care organisations. Methods: A cross‐sectional survey was conducted from July to August 2022 in three Chinese ethno‐specific aged care organisations in Australia. We applied a univariate analysis to test variables associated with carers' needs and preferences when embedding the iSupport for Dementia program into routine practice among community aged care services. Results: A total of 101 carers completed the survey. Most carers in our study preferred the iSupport program to be provided in their first language, have a program facilitator to lead the program and would like to interact with peers in the program. Most carers indicated that they are willing to pay for the iSupport program using the budget allocated to their home care package. Younger carers (younger than 65 years), and adult children's carers are more likely to use the web‐based iSupport manual and invite their family members to the program compared to those older than 65 years. Other demographic characteristics had no significant association with their needs and preferences. Conclusions: Chinese‐Australian carers' perceived needs and preferences in this study will inform the implementation of a culturally tailored iSupport program to be embedded in community aged care services provided by Chinese ethno‐specific aged care organisations. Findings will also inform culturally and linguistically congruent iSupport programs for carers from other culturally and linguistically diverse communities in Australia. [ABSTRACT FROM AUTHOR]

Studies have shown that course participation and academic performance are key factors in defining the success of online education, but much remains unknown regarding how best to define the success of online K-12 after-school education that are popular in Asian countries. To address this issue, we used a longitudinal clustering approach to analyze the course records of a large online education company in China. In total, we analyzed data on 166 online English courses offered by a Chinese K12 after-school education company for the entire fall semester, and after excluding data on 10 classes where there were consecutive missing courses, the remaining 156 classes covered more than 200,000 primary school students enrolled in grades 1–6 in public schools. The results showed that there were two different patterns: classes with poor learning outcomes generally had high participation rates, while classes with good learning outcomes generally had low participation rates. Further analysis revealed that teacher's teaching experience, the difficulty of the course, and students' grade level helped explain the dichotomy. This finding shows that there can be dissociation between participation and achievement at the class level in online K-12 after-school education, which likely resulted from misalignment between requirements set by the course and the expectations from teachers and parents. This study provides important insight for future research and practice in online K-12 after-school education. [ABSTRACT FROM AUTHOR]

Distance learning continues to gain popularity among musical specialties due to the necessity and advantages of this training format. This study aimed to study students' experience of distance learning in Choral Performance. To this end, questioning, testing, and quasi-experiment methods were applied. The research involved 88 students from the Taizhou University. It was revealed that students studying choral art generally positively perceived the introduction of distance learning (90% of respondents were satisfied with the learning experience). Most participants noted that the advantage of this education format is the saving of time they would have spent on the road to the educational institution. A significant statistical difference (t = 6.133) was observed between the indicators of the average progress of university students in the period of face-to-face education (M = 84.97 ± 5.73) and during distance learning (M = 69.51 ± 5.41). The present findings are helpful for administrations of educational institutions to establish distance learning processes in musical disciplines and not only. In future research, exploring as many factors as possible that can affect teaching and learning in a distance format is essential. Moreover, the effectiveness of various technologies gradually introduced in distance music education, namely a virtual choir and multiple applications, platforms, and music systems, can be subject to the study. [ABSTRACT FROM AUTHOR]

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi‐directional long short‐term memory model for emotion detection yielded the highest predictive performance, with an impressive F‐measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low‐level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups and the utilization of their MOOC log data offer educators the capability to provide adaptive emotional feedback, customize assessments and offer more personalized attention as needed. Lay Description: What is currently known about the subject matter: Emotions are dynamic over time when learners experience cognitive disequilibrium/equilibrium.Online interactions are critical components, which influence learners' emotional state, cognitive processes and learning achievement.It is not clear what are differences in emotion sequence patterns across the groups with different interaction types. What the paper adds: An agglomerative hierarchical algorithm was implemented to cluster learners into three groups by analysing behavioural data.We explore possibilities for automated classification of emotions using deep learning approaches.Learners in the low‐level interaction group experienced more emotion transition from boredom to frustration. Implications for practitioners: A considerable amount of effort should be expended to identify and respond to learners who experience boredom and frustration emotions.Designing interventions or scaffolding to facilitate learners' interaction and promote favourable emotions.Educators could provide more personalized support based on learners' online interaction cluster. [ABSTRACT FROM AUTHOR]

Background: Peer assessment has played an important role in large‐scale online learning, as it helps promote the effectiveness of learners' online learning. However, with the emergence of numerical grades and textual feedback generated by peers, it is necessary to detect the reliability of the large amount of peer assessment data, and then develop an effective automated grading model to analyse the data and predict learners' learning results. Objectives: The present study aimed to propose an automated grading model with reliability detection. Methods: A total of 109,327 instances of peer assessment from a large‐scale teacher online learning program were tested in the experiments. The reliability detection approach included three steps: recurrent convolutional neural networks (RCNN) was used to detect grade consistency, bidirectional encoder representations from transformers (BERT) was used to detect text originality, and long short‐term memory (LSTM) was used to detect grade‐text consistency. Furthermore, the automated grading was designed with the BERT‐RCNN model. Results and Conclusions: The effectiveness of the automated grading model with reliability detection was shown. For reliability detection, RCNN performed best in detecting grade consistency with an accuracy rate of 0.889, BERT performed best in detecting text originality with an improvement of 4.47% compared to the benchmark model, and LSTM performed best with an accuracy rate of 0.883. Moreover, the automated grading model with reliability detection achieved good performance, with an accuracy rate of 0.89. Compared to the absence of reliability detection, it increased by 12.1%. Implications: The results strongly suggest that the automated grading model with reliability detection for large‐scale peer assessment is effective, with the following implications: (1) The introduction of reliability detection is necessary to help filter out low reliability data in peer assessment, thus promoting effective automated grading results. (2) This solution could assist assessors in adjusting the exclusion threshold of peer assessment reliability, providing a controllable automated grading tool to reducing manual workload with high quality. (3) This solution could shift educational institutions from labour‐intensive grading procedures to a more efficient educational assessment pattern, allowing for more investment in supporting instructors and learners to improve the quality of peer feedback. Lay Description: What is already known about this topic: Peer assessment has played an important role in large‐scale online learning, as it helps promote the effectiveness of learners' online learning.Issues such as disagreement between peer assessors, rough assessment, and plagiarism in large‐scale online learning can decrease peer assessment reliabilityIncorporating extensive data into a training model may result in grading uncertainties. What this paper adds: Detecting the peer assessment reliability before grading is essential in the context of large‐scale online learning.This study aimed to propose and validate an automated grading model with reliability detection for the large‐scale online peer assessment, which will help improve the effectiveness of automated grading, combining the advantages of computer technology and human expertise. Implications for practice and/or policy: The introduction of reliability detection is necessary to help filter out low reliability data in peer assessment, thus promoting effective automated grading results.This solution could assist assessors in adjusting the exclusion threshold of peer assessment reliability, providing a controllable automated grading tool to reducing manual workload with high quality. [ABSTRACT FROM AUTHOR]

This study examines the interrelationships of Chinese university teachers' online teaching experiences, online teaching engagement, and online teaching outcomes in the context of the COVID‐19 pandemic. We conducted a survey of 7978 teachers from 235 universities in China from April 2020 to 2021 and explored the relationships among online teaching experiences, teaching engagement, and teaching outcomes in the context of college teachers. The key findings include: (1) Chinese college teachers' online teaching experiences positively predict online teaching engagement, (2) Chinese college teachers' online teaching engagement positively predicts online teaching outcomes, (3) Chinese college teachers' online teaching experiences positively predict online teaching outcomes, and (4) teachers' online teaching engagement partially mediates the relationship between online teaching experiences and online teaching outcomes. Practitioner Points: When implementing online teaching, it is essential not to overlook the online teaching experience and engagement of teachers.Teacher engagement in online teaching partially mediates the relationship between online teaching experience and outcomes.Online teaching still adheres to the general principles of effective pedagogy practiced by teachers. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has contributed to various facets of human lives for decades. Teachers and students must have competency in AI and AI-empowered applications, particularly when using online electronic platforms such as learning management systems (LMS). This study investigates the structural relationship between AI literacy, academic well-being, and educational attainment of Iranian undergraduate students. Using a convenience sampling approach, we selected 400 undergraduate students from virtual universities equipped with LMS platforms and facilities. We collected data using three instruments—an AI literacy scale, an academic well-being scale, and educational attainment scale—and analyzed the data using Smart-PLS3 software. Results showed that the hypothetical model had acceptable psychometrics (divergent and convergent validity, internal consistency, and composite reliability). Results also showed that the general model had goodness of fit. The study thus confirms the direct effect of AI on academic well-being and educational attainment. By measuring variables of academic well-being, we also show that AI literacy in China and Iran significantly affects educational attainment. These findings have implications for students, teachers, and educational administrators of universities and higher education institutes, providing knowledge about the educational uses of AI applications. [ABSTRACT FROM AUTHOR]

The consideration of students’ emotional and psychological health is crucial to facilitate effective teaching and grading practices. This study set out to shed light on the interplay between self-esteem (S-E), cognitiveemotion regulation (CER), academic enjoyment (AE), and language success (LS) in artificial intelligence (AI)-supported online language learning. To this end, the foreign language learning self-esteem scale, the Cognitive Emotion Control Questionnaire, the foreign language enjoyment scale, and a researcher-made test were distributed to 389 English as a foreign language learners in China. Screening the data with confirmatory factor analysis and structural equation modeling, the effects of S-E, CER, AE, and LS were identified and quantified. These results highlighted the important function that online courses assisted by AI perform in enhancing students’ CER and AE. This implied that students who have cultivated a robust sense of self-efficacy are adept at effectively regulating their cognitive and affective processes in AIsupported language learning. Possible improvements in language education are discussed, as are the study’s broader implications. [ABSTRACT FROM AUTHOR]

The transformative impact of advancements in educational technology, particularly those powered by artificial intelligence (AI), on the landscape of education and the teaching profession has been substantial. This study explores the repercussions of AI-powered technologies on teachers’ autonomous behavior, digital burnout, and professional development. The study involved a cohort of 320 high school teachers in China segregated into control and experimental groups. The experimental group received instructions on AI-integrated applications and how they might be used in education. However, the teachers assigned to the control group did not receive information on the use of AI educational applications. Three distinct questionnaires probing autonomous behaviors, digital burnout, and online professional development were administered, and the ensuing data were analyzed using independent sample t-tests. The findings elucidate a discernible positive impact of AI-integrated technology intervention on teachers’ professional development and autonomous behaviors. The incorporation of AI-enhanced tools facilitated an augmentation in teachers’ professional growth and bolstered their independent and self-directed instructional practices. Notably, using AI-integrated technology significantly reduced teachers’ susceptibility to digital burnout, signifying a potential alleviation of stressors associated with technologymediated teaching. This research provides valuable insights into the multifaceted effects of AI-powered technologies on educators, shedding light on enhancing professional competencies and mitigating digital burnout. The implications extend beyond the confines of this study, resonating with the broader discourse on leveraging technology to augment the teaching profession and optimize the learning environment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand music teachers' experiences with an online professional development course focused on international-mindedness (IM). This course introduced the concept of IM by exposing xiaowai (out-of-school) music teachers in China to international music teaching methods. The results, which were based on interviews with the participants, journal entries, and teaching reflections, revealed the advantages and the difficulties these teachers identified when attempting to switch from their traditional teaching methods to a more international style. This research suggests that IM may be essential if xiaowai music teachers are to change their traditional way of teaching. The participants also experienced two types of limitations: some they saw and acknowledged themselves and others that they did not consciously perceive. The findings also suggest that it would be beneficial to explore a more "Chinese" way to implement IM. [ABSTRACT FROM AUTHOR]

As an important resource in online learning, video lectures have attracted considerable research attention in the impact of teachers' nonverbal guidance behaviors on learning. However, few studies have focused on secondary education, and it remains unclear whether the interaction between different guidance frequencies and types leads to variations in the effectiveness of guidance. This study tested the mutual effects of instructor's guidance frequency and type on secondary school students' learning performance (retention scores, transfer scores) and affective experiences (cognitive load, learning experience, learning satisfaction). A total of 202 secondary school students were randomly assigned to watch one of the four video lectures, using a 2 (guidance frequency: low-frequency guidance, high-frequency guidance) × 2 (guidance type: gesture guidance, gesture + gaze guidance) between-groups design. The study was conducted in a multimedia classroom setting. The results showed that low-frequency guidance by instructors contributed to improved learning performance. Specifically, under low-frequency guidance conditions, gesture guidance was more effective in enhancing retention, while gesture + gaze guidance facilitated learners' transfer. Moreover, low-frequency gesture + gaze guidance by teachers resulted in better affective experiences for students, as evident in cognitive load, learning experience, and learning satisfaction. Therefore, it is recommended that instructors lecturing for secondary students adopt appropriate types of low-frequency guidance according to the level of learning difficulty to improve teaching effectiveness. [ABSTRACT FROM AUTHOR]

This study explores the relationship between teacher teaching support, student involvement, technical environment support, and online teaching effectiveness among K-12 students from the perspective of teaching systems (teacher teaching support, student involvement, and technical environment support) and the differences between online teaching methods and school levels, to provide guidance for teachers to teach using different online teaching methods and at different school levels. The data came from 13,225 primary and secondary school students who participated in online teaching in a district of Beijing. This study used the quantitative research method, we established a model of factors influencing the effectiveness of online teaching through Structural Equation Modelling, and analysed the survey data to explore the factors influencing the effectiveness of online teaching, the paths and their mediating effects. It is worth noting that this study found that student involvement and teacher teaching support significantly and negatively affected the perceived learning effect; teacher teaching support significantly and negatively affected continuance intention; and that the effects of teacher teaching support, student involvement, and technical environment support on satisfaction and the effects of student involvement on continuance intention showed significant differences. These differences affect related mediated pathways, resulting in significant differences in them. In addition, we found that "teacher teaching support → student involvement → perceived learning effect" was different from "teacher teaching support → technical environment support → perceived learning effect." We also found a masking effect for the "teacher teaching support → student involvement → perceived learning effect" and "teacher teaching support → technical environment support → continuance intention" pathways. These findings provide suggestions for teachers at different levels to design appropriate online teaching strategies to improve student learning. [ABSTRACT FROM AUTHOR]

Teachers' digital teaching competence is a prerequisite for efficient teaching. This study aimed to develop a scale to assess primary and secondary teachers' digital teaching competence (PSTDTC). We analyzed and generalized definitions, models, and frameworks for PSTDTC, proposed a five-dimension model (digital teaching design competence, digital teaching implementation competence, digital teaching evaluation competence, digital teaching responsibility, and digital teaching attitude), and developed a scale. Three specialists and seven in-service teachers tested the content validity of the PSTDTC scale. An exploratory factor analysis (n = 473) revealed a 5-factor structure corresponding to the theoretical model. Confirmatory factor analysis (n = 574) was used to assess the structural validity of the final scale. Other statistical findings indicate that the scale is scientific and reliable. In the study, we also used latent class analysis (LCA) to identify unobserved structures and the subpopulations of teachers. According to the LCA results, three latent classes were obtained, including low-level, intermediate- and high-level digital teaching competence. Through multiple logistic regression, we discovered that urban and secondary teachers are more likely to enter intermediate- and high-level digital teaching competence classes. Therefore, the PSTDTC scale provides educators and researchers an effective diagnostic instrument for evaluating the present state of teachers' digital teaching. [ABSTRACT FROM AUTHOR]

Since the outbreak of the pandemic, a large number of university students have been required to adapt to e-learning. E-learning engagement, a key indicator of academic success, is thus a great concern of educational partitioners and researchers. Although previous studies have identified various determinants of e-learning engagement, there is a paucity of research that examines the associations between university students' personalities and their engagement in e-learning. Moreover, the mechanisms underlying the personality-engagement relationship are still poorly understood. The present study used the five-factor model of personality as the main theoretical framework to explore how students with different personality traits engaged in e-learning. Additionally, it examined whether achievement emotions and adaptability mediated the personality-engagement relationship in the e-learning context. A sample of 1004 students enrolled at Guizhou University participated in an online survey to collect data for the study. Employing structural equation modeling, the findings unveiled several significant results: (1) extroversion, agreeableness, openness to new experiences, and conscientiousness exhibited positive associations with e-learning engagement, (2) neuroticism demonstrated a negative relationship with e-learning engagement, (3) the mediating effect of enjoyment as an achievement emotion was observed between personality traits (excluding neuroticism) and e-learning engagement, (4) adaptability played a mediating role in the relationship between personality traits (excluding conscientiousness and neuroticism) and e-learning engagement, and (5) the negative achievement emotion of anxiety did not operate as a mediator between personality traits and e-learning engagement. This study enriches the understanding of the relationship between personality and engagement in the emerging field of e-learning. Moreover, it offers a fresh perspective on how to investigate mechanisms underlying the relationship between personality and engagement in the e-learning context. The findings could provide a basis for instructors who wish to deploy emotional and adaptability interventions to increase university students' engagement in e-learning. [ABSTRACT FROM AUTHOR]

The shift to emergency remote teaching due to COVID-19 brought diverse psychological, emotional, and academic challenges for second language (L2) learners. Overcoming these challenges necessitated the utilization of grit, a personality trait signifying perseverance and passion to sustain academic progress. While grit and emotions have been explored in English language learning, their interaction remains underexplored in other languages. Despite Mandarin Chinese being widely learned globally, little previous work has been done to investigate learners' psychological experiences, the function of L2 grit, and the relationship between them in online learning from the perspective of positive psychology. This might lead to an incomplete understanding of this pattern across domains and contexts, thus impeding the development of this discipline. This study uses a structural equation model to analyze the relationship between L2 grit, anxiety, boredom, and enjoyment based on 204 valid responses from Chinese as a Second Language learners in mainland China. Results underscore the importance of one facet of L2 grit, perseverance of effort in online Chinese language learning, and highlight the domain-specific nature of emotions. It also suggests that educators need not be overly concerned about negative emotions in online education, as they can be overridden by positive emotions. [ABSTRACT FROM AUTHOR]

The "Internet Plus" era has established a closer connection between sports and individuals. This study used data from the 2018 China Family Panel Studies and focused on the middle- and younger-aged population aged 15 to 59 years. Employing a negative binomial regression model, this study empirically analyzed the impact of Internet use on physical exercise and its internal mechanisms among this population. The findings revealed that (1) Internet use significantly promoted physical exercise in the middle- and younger-aged population, with the frequency of physical exercise increasing to 1.549 times the original value; (2) The positive effects of the internet on physical exercise outweighed the negative effects, with online learning and entertainment enhancing physical exercise and online socialization limiting it. Specifically, online learning and entertainment increased the frequency of physical exercise among the middle- and younger-aged population by 0.063 and 0.018, respectively. Online socialization reduced the frequency by 0.023; and (3) The influence of internet use on physical exercise varies; significantly, it positively affects the exercise frequency among individuals over 35 years old and shows a positive correlation with employment status, including both employed individuals and those out of the labor market. The positive role of Internet use in encouraging physical exercise participation among the middle- and young-aged groups should be valued and enhanced. [ABSTRACT FROM AUTHOR]

Our study aimed to examine the effects of COVID-19 on the physical fitness and academic performance of Chinese college students. The sample included physical fitness test data from 9,712 undergraduate students and academic performance data from 12,000 undergraduate students at a top university in China. Physical fitness was measured and evaluated according to the Chinese National Student Physical Fitness Standard. Data were analyzed using two-sample t-tests and Pearson product-moment correlations. Total physical fitness test scores of college students decreased after the outbreak, but their mean body mass index (BMI) remained at normal levels. The mean academic performance of college students unexpectedly improved during the online learning period. The positive correlation between physical test scores and academic performance was significantly higher during COVID-19 than that before the outbreak. Chinese college students with high physical fitness during COVID-19 were more likely to achieve good academic performance. [ABSTRACT FROM AUTHOR]

Background: Training parents to implement language and communication intervention strategies is an effective approach to promote language development for children with language delay. Aims: This study introduces an online parent training program conducted in Hubei province, China, which was designed to help parents of language‐delayed children with a diagnosis of autism spectrum disorder (ASD), developmental language disorder (DLD) or global developmental delay (GDD) apply language intervention strategies into daily interactions and promote their children's language development at home. Methods & Procedures: The Bethel Hearing and Speaking Training Center Family Training for Early Communication & Language Development (Bethel Family Training Program, BFT) (Bethel HSTC, 2020) was designed to improve the language and communication skills for children with language delay in a naturalistic way. The caregivers (including parents, grandparents and other main caregivers) participated in an 8‐h online program, including lectures on milestones in child language development, common misunderstandings of child language development, and three basic family language intervention strategies ('Looking together, playing together, and talking together') incorporating active learning through video analysis and discussion. Tongji Hospital in Hubei then continued with 3 months of online home intervention monitoring to all the caregivers via weekly online Q&As led by BFT certified speech therapists' team. The Gesell Developmental Schedules (GDS) was carried out before the online parent training program and after the 3‐month online home intervention monitoring. Outcomes & Results: 146 families whose children aged 12–68 months with language delay participated in the online training program. The results of the GDS assessments conducted before and after the program showed that not only did the developmental quotient (DQ) of language improve, but so did the DQ of social behaviour and adaptive behaviour (p < 0.001). There is no between‐group difference in the application of three strategies between the ASD group and the DLD or GDD group (p > 0.05). Furthermore, both caregivers' ability to apply 'looking together, playing together, talking together' strategies and the effective interaction time played important roles in improving the child's language abilities. Conclusion & Implications: The online parent training focusing on improving daily interaction with children through speech–language stimulation strategies promoted the development of language skills. It is an economic and practical approach for children with language delay who have limited access to local language intervention programs. WHAT THIS PAPER ADDS: What is already known on the subject: Parent‐implemented language intervention is an effective approach at improving children's language development. Telepractice is an appropriate model of service delivery for audiologists and speech–language therapists and may be the primary mode of service delivery or may supplement in‐person services. What this paper adds to the existing knowledge: This paper explores the effectiveness of an online parent training program and provides new evidence that online training on language support strategies (looking together, playing together, talking together) followed by home intervention monitoring works for Mandarin‐speaking children and it is equally effective for children with ASD and non‐ASD diagnosis. What are the potential or actual clinical implications of this work?: Developmental behavioural paediatricians and speech–language therapists in countries and areas that lack sufficient training resource for every child will have the option to deliver parent training and home intervention monitoring online, which will save time and cost considerably while offering convenience. [ABSTRACT FROM AUTHOR]

China proposed the Belt and Road Initiative to strengthen regional connectivity so as to embrace a brighter future together. Since the Initiative was put forward, it has brought many challenges to China's English education policy. By employing Latent Dirichlet Allocation (LDA) and Word2Vec, this study analyzes the evolution of topics and challenges in China's English education policy under the Belt and Road Initiative. The results indicate that after the initiative, the policy focus has changed. English education has shifted from testing abilities to cultivating students' intercultural communication skills in order to meet the needs with countries alongside the "Belt and Road". Moreover, teaching strategies that were examination-oriented have also changed to emphasizing teaching methods and feedback. The focus and teaching strategies have also undergone great changes. China's English education policy has shifted from focusing on improving students' writing skills, English proficiency, and creativity to conducting in-depth research and addressing specific issues, including challenges in linguistics, media influence, educational institutions and programs, online courses, attitudes and self-efficacy, use of multiple languages and globalization, teaching issues, and curriculum design. These findings shed light on how the Belt and Road Initiative changed China's English education policy and provide further directions for future research. [ABSTRACT FROM AUTHOR]

EdTech, which includes computer-assisted learning (CAL), online education, and remote instruction, was expanding rapidly even before the COVID-19 pandemic. Studies of CAL interventions often find positive effects; however, these "CAL programs" often include non-technology-based inputs such as more time spent on learning and additional instructional support by facilitators. In this paper, we discuss the possible channels by which CAL programs affect academic outcomes among schoolchildren. We isolate the technology-based effects of CAL from the total program effects by designing and performing a novel multitreatment field experiment in rural China. For the full sample, we find null effects for both the total CAL program and the technology-based effects of CAL on math test scores. For boys, however, we find a positive and statistically significant effect of the CAL program but do not find evidence of a positive effect for the technology-based effect of CAL. When focusing on grades, we find evidence of positive CAL program effects but find null effects when we isolate the technology-based effects of CAL. Our empirical results suggest that the "Tech" in EdTech may have relatively small additional effects on academic outcomes, yet tech programs can substitute at least to a certain extent for traditional learning. [ABSTRACT FROM AUTHOR]

OBJECTIVES To evaluate the effectiveness of a large-scale, web-based, in-service hypertension management training project among lay health workers (LHWs) at primary care health (PHC) settings in China, and to examine the factors contributing to the variations of effectiveness. METHODS We used data from a web-based national hypertension management training project implemented in 2018, it was designed to facilitate LHWs to learn, understand, and apply the relevant knowledge and skills in hypertension management through providing training courses by use of the web-based platform with unified standards. All LHWs were required to participate in the exams before and after training to acquire scores for the use of evaluating their performance of hypertension management knowledge. We first used descriptive analysis to present the variations of effectiveness in hypertension management knowledge among LHWs by important subgroups. Afterwards, we used multilevel logistic regression to examine the individual and regional factors contributing to the variations and quantify the magnitude of how these factors affected training effectiveness. RESULTS There were 1,208,610 LHWs who completed training and were certificated. Nationally, the scores of LHWs increased significantly from 62.87 ± 21.14 out of 100 in the pre-test to 88.30 ± 11.31 in the post-test by 25.43 (95% confidence interval [CI]: 25.40-25.47). Training contents involved in antihypertensive medication showed the lowest score (54.36) in the pre-test and soared the most after training, up to 84.22 by 54.94%. Individual factors associated with disparities in the knowledge of hypertension management decreased substantially after training, which included sex, age, education, practice type, professional level, and hierarchy of working institutions. Geographical variations were shown at the provincial level, with the majority of them being explained by factors at the regional level. CONCLUSIONS Accessible web-based training modality, government efforts, accompanied with experiences derived from the training, could be generalized to other low- and middle-income countries in facilitating the hypertension management capacity of LHWs. Localization and evaluation is warranted on the way to its further application. [ABSTRACT FROM AUTHOR]

Despite the growing attention to motivation, less is known about international students' motivational beliefs and attitudes about academic writing. In this study, we aimed to explore the motivational factors influencing international students' performance in academic English classes at a large public research university in the western United States. Specifically, we examined students' self-efficacy, goal orientation, beliefs, and affect for writing, along with their malleability, and their contributions to academic achievement in academic English writing classes. The sample comprised 97 students, predominantly from China, enrolled in online academic English courses. Exploratory factor analysis tended to extract more complex models of the motivational constructs than principal component analysis. Students' self-efficacy and enjoyment of writing significantly increased from the beginning to the end of the 10-week term, suggesting motivational factors' malleability. Hierarchical linear modeling revealed that students' self-efficacy at the beginning of the term positively predicted their final grades. However, logistic mixed modeling revealed that students who held stronger beliefs about writing as a means of exploring and expressing ideas had lower odds of passing. Our findings contribute to the understanding of international students' motivation in academic English settings in higher education and offers potential pedagogical interventions to enhance their academic success. [ABSTRACT FROM AUTHOR]

This study explores the implications of promoting online learning for equalisation, focusing on urban China where online learning is promoted to alleviate socio-economic gaps between rural migrants and urban residents. To achieve equalisation, online learning should benefit disadvantaged individuals as least as much as, if not more than, the advantaged counterparts, as greater returns for the advantaged can reproduce pre-existing inequalities. This study examines the interaction effect between hukou (household registration) origin and daily online learning on occupational mobility and income growth, using data from the China Family Panel Studies. Findings reveal modest economic returns to online learning. While not found to benefit urban residents more, the most ideal scenario for equalisation, greater online learning benefits for rural migrants, is limited, except for the increased downward occupational mobility avoidance effect for rural origin women. These results underscore the deficiency of solely relying on online learning to challenge inequalities. [ABSTRACT FROM AUTHOR]

In recent years, e-learning engagement has attracted much attention because the COVID-19 pandemic has forced schools to shift to online teaching without preparation. Therefore, based on the ecological system theory, this study investigates the relationship between subjective socioeconomic status and e-learning engagement among college students and the mediating effects of perceived social support and self-efficacy. A total of 528 college students in China voluntarily participated in our study. The results showed that perceived social support and self-efficacy independently and jointly mediated the relationship between subjective socioeconomic status and e-learning engagement. The multiple mediation model showed that the high subjective socioeconomic status would increase students' perceived social support, which could improve their sense of self-efficacy, and further help them put more energy into e-learning. These findings contribute to a better understanding of factors that influence student e-learning engagement. [ABSTRACT FROM AUTHOR]

Nowadays, modern technologies provide a variety of opportunities in many fields, including education. In this context, it is crucial to comprehend the possibility of developing new ways of teaching electroacoustic music using such technology tools. For this purpose, the researchers of the present study elaborated and implemented a study program that presupposes involving students in the learning process using interactive digital tools. This approach promotes the development of practical musical skills among students. The present study aims to investigate the impact of an OSC-based interactive learning system on the rhythmic abilities of university students enrolled in electroacoustic music education. This research builds on an empirical approach through a quasi-experiment. It involved 160 students in Huaqiao University, China. The experimental work showed better results in the experimental group in both perception (t = 6.931, df = 133, p = 0.000) and performance of musical rhythm (t = 8.387, df = 133, p = 0.000). Consequently, it confirms the positive potential of the digital teaching environment. The present research has scientific and practical value since the results obtained may contribute to developing new music education in other educational institutions. [ABSTRACT FROM AUTHOR]

Background: Limited research on the effectiveness of additional online and face‐to‐face practise opportunities for promoting active learning among Chinese EFL learners in higher education. Current understanding of self‐regulated and collaborative learning theories in educational contexts. Objectives: To establish the efficacy of interactive online and face‐to‐face practise opportunities for enhancing active learning among Chinese EFL learners. Methods: Employed mixed methods research to assess the impact of different types of practise opportunities on 116 EFL learners. Utilised methodological triangulation of QUAN + QUAL data and one‐way ANOVA for interpretation. Results and conclusions: The study demonstrated the effectiveness of integrating online and face‐to‐face practise opportunities to enhance active learning. Empirical evidence supports the pedagogical and theoretical benefits of these opportunities for promoting active learning among EFL learners. Lay Summary: What is currently known about this topic: Limited scholarly exploration of supplementary practise opportunities for active learning among Chinese EFL learnersExisting understanding of self‐regulated and collaborative learning theories in educational contexts What does this paper add: Establishes the effectiveness of interactive online and face‐to‐face practise opportunities for promoting active learningProvides empirical evidence supporting the integration of these opportunities to enhance active learning Implications for practise/or policy: Advocates for the combined use of online and face‐to‐face practise opportunities to enrich engagement, problem‐solving, feedback, and motivation among EFL learnersSuggests the development of instructional frameworks based on self‐regulated and collaborative learning theories for enhanced CALL courses [ABSTRACT FROM AUTHOR]

Background Study: Technology‐supported learning environments, act as significant observational and enabling indicators for evaluating and encouraging the digital revolution of education, are of vital importance in current educational research. Keeping track of the dynamics of technology‐supported learning environment research allows for the enrichment of theoretical studies and a prompt innovation of talent‐training environments. Objectives: The present study carried out a bibliometric analysis of the core collection of WoS database over the last two decades. Method: This study is a bibliometric research. We applied CiteSpace and VOSviewer for co‐occurrence and evolution analysis. In addition, we extracted the fundamental ideas and thoughts through reading and analysis. Results: First, the study found that technology‐supported learning environment research is in a growth phase, with core journals such as Interactive Learning Environments or Computers & Education. The findings show that a core research team comprised of such scholars as Hwang Gwo‐Jen, Lester James C. and Wong Lung‐Hsiang. Key nations of publishing and research strength are from China, the United States, the United Kingdom and the Netherlands. Second, the hot topics in research on technology‐supported learning environments were virtual learning environments, technology‐enabled learning environments and interactive learning environments. Nine study specifics were derived from these three topics such as moulding function, generating scenario, stimulating sensation, effect verification, design idea, research reflection, inquiry and research, virtual community, and mixed environment. Lastly, the frontier evolution offers a pattern of development from enhancing performance to changing mode to incorporating experience. Conclusion: Looking ahead, our research recommendations for the field of technology‐supported learning environments include a multifaceted approach. We should aim to enhance research designs and methodologies, develop contemporary guiding theories and strive for a balanced representation across various educational domains, expanding our scope to encompass all academic disciplines. In terms of practical application, it is imperative to focus on the design and implementation of technology‐supported learning environments from three critical perspectives: "change‐demand," "student‐learning" and "online‐offline." These approaches will collectively ensure that technology‐supported learning environments are both innovative and responsive to the diverse needs of the educational landscape. Lay Description: What is already known about this topic: Technology‐supported learning environments are currently a focal and hot research topic in the field of education.Although numerous studies have been conducted on the learning environment of technical support, there has yet to be a systematic and comprehensive review of the related research. What this paper adds: This study provides a comprehensive review of research on the technology‐supported learning environments over the past two decades.This study primarily presents an overview of research on the technology‐supported learning environments over the past two decades, focusing on main literature, research strength, hot topics and frontier evolution. Implications for practice and/or policy: Researchers need to further advance research on technology‐supported learning environments by enriching research designs and methods, constructing up‐to‐date guiding theories and achieving a balance across different educational domains while extending the reach to all disciplines.Educational practitioners need to pay attention to the design and implementation of technology‐supported learning environments from the three viewpoints of "change‐demand," "student‐learning" and "online‐offline." [ABSTRACT FROM AUTHOR]

With a purpose of enhancing the current literature surrounding breakout room use, and focusing on teachers’ experiences, this study assessed the viability of using breakout rooms in online classes. It employed a mixed methods research design to shed light on the use of breakout rooms during and after the COVID pandemic. From a survey of 113 teachers, employed in a Bilingual Chinese school, it was clear that respondents felt they needed further training to maximize the effectiveness of their use of this function (96%). They were of the opinion that groupwork is one of the most effective ways of increasing student participation and speaking time. This opinion was seconded both by the school’s educational technologist, who was interviewed in detail and asked to reflect on the survey, and the literature more generally. Beyond this, there was a significant correlation between the opinions of Primary and Secondary teachers, while discursive responses also supported this data. At both levels, breakout rooms were generally used for group presentations, group and pair discussions, differentiated learning and group research. [ABSTRACT FROM AUTHOR]

The rapid growth of internet users in China presents opportunities for advancing the "Healthy China 2030" initiative through online health education. Platforms like "Shanghai Health Cloud" and "National Health Information Platform" improve health literacy and management, enhancing overall public health. However, challenges such as the digital divide and the spread of unverified health information hinder progress. Addressing these issues requires enhancing digital infrastructure, employing advanced technologies for information validation, and setting high standards for online health services. Integrated efforts from various sectors are essential to maximize the benefits of online health education in China. [ABSTRACT FROM AUTHOR]

This study delves into the retrospections of undergraduate students concerning their online learning experiences after the COVID-19 pandemic, using the nine key influencing factors: behavioral intention, instruction, engagement, interaction, motivation, self-efficacy, performance, satisfaction, and self-regulation. 46 Year 1 students from a comprehensive university in China were asked to maintain reflective diaries throughout an academic semester, providing first-person perspectives on the strengths and weaknesses of online learning. Meanwhile, 18 college teachers were interviewed with the same questions as the students. Using thematic analysis, the research identified 9 factors. The research revealed that instruction ranked highest among the 9 factors, followed by engagement, self-regulation, interaction, motivation, and others. Moreover, teachers and students had different attitudes toward instruction. Thirdly, teacher participants were different from student participants given self-efficacy and self-regulation due to their variant roles in online instruction. Lastly, the study reflected students were not independent learners, which explained why instruction ranked highest in their point of view. Findings offer valuable insights for educators, administrators, and policy-makers involved in higher education. Recommendations for future research include incorporating a more diverse sample, exploring relationships between the nine factors, and focusing on equipping students with skills for optimal online learning experiences. [ABSTRACT FROM AUTHOR]

Online teacher professional development is a branch of online learning, which offers educators opportunities to refine their pedagogical skills and collaboratively construct knowledge within professional learning communities. During these interactions, teachers often engage in knowledge construction while exhibiting diverse role characteristics. Investigating these role characteristics and knowledge construction patterns can enhance the comprehension of the interaction process and contribute to online teacher professional development design, addressing challenges such as weak activity and low collaboration. This study examined the key roles that actively interact or contribute to the online community in online teacher professional development, analysing interactive participation characteristics and knowledge construction behaviour patterns. Data were collected from an online teacher professional development activity in China. Statistical, content and lag sequence analysis methods were employed. Results showed that the three key roles had weak interaction persistence and different content quality in interactive participation characteristics. Knowledge construction behaviours of key roles were generally at a high level, with different patterns observed. Finally, the study proposed practical implications based on key roles' interactive participation characteristics and knowledge construction behaviour patterns. These implications may inspire the learning designs that promote online interaction and deep learning based on role characteristics in online teacher professional development.Practitioner notesWhat is already known about this topicOnline teacher professional development is an evolving and increasingly recognized field within education, positioned as a subset of online learning. Within professional learning communities, teachers engage in knowledge construction and display varied role characteristics.In large‐scale online teacher professional development, only a few consistently maintained knowledge sharing and interaction. These active participants, or 'key roles', account for the majority of interactions.The interactive characteristics of the key roles are rarely discussed.What this paper addsKey roles, while actively participating in the online community, do not necessarily maintain consistent activity throughout the learning process.The interactive participation behaviour of key roles tends to learn more towards 'following' rather than 'initiating'.The quality of interactive content from key roles varies widely. While they are responsible for a significant portion of interactions, it is not guaranteed that these interactions will always be of high quality.Knowledge construction behaviour patterns vary among key roles. Overall, their knowledge construction behaviours are generally at a high level and primarily transit among high stages of knowledge construction.Implications for practiceMaintain continuous interaction and posting high‐quality content prove to be challenging even for key roles. Course administrators should monitor and strategically enhance their engagement to prevent them from becoming lurkers.Understanding the behaviour patterns of key roles offers insights for increasing interaction enthusiasm among active participants.It is necessary to develop role‐specific scripts in professional learning communities, to tailor content for opinion leaders, contributors and boundary spanners. [ABSTRACT FROM AUTHOR]

Due to policy changes in the context of COVID-19 pandemic, online teaching has become the main form of class in many Chinese universities. Flipped classroom has been widely used in other disciplines, but there is a dearth of evidence available about the use in online teaching of emergency medicine. This study aimed to develop a flipped classroom for online emergency medicine teaching and evaluate its effectiveness by comparing it with traditional lecture-based online teaching. A total of 62 clinical medical undergraduates from Jinan University participated in this study from September to December in 2022. An online flipped classroom approach was developed (FC group, n = 31). Traditional lecture-based online teaching was applied as a contrast (LBT group, n = 31). The undergraduates completed examinations and questionnaires at the end of the course. A course experience questionnaire and course examination score were used to evaluate the effectiveness of the flipped classroom approach. Regarding the five dimensions of the course experience questionnaire, the scores for good teaching (3.47 ± 0.50 vs. 2.34 ± 0.48, p <.001), appropriate assessment (3.31 ± 0.68 vs. 2.95 ± 0.71, p =.043) and generic skills (3.16 ± 0.60 vs. 2.72 ± 0.39, p <.001) were higher for the FC group than for the LBT group. There was no significant difference between the two groups in clear goals and standards, and appropriate workload. The undergraduates in the FC group showed significantly higher overall satisfaction than those in the LBT group (3.52 ± 0.1.03 vs. 2.87 ± 0.92, p =.012). The examination scores (77.936 ± 11.573 vs. 70.484 ± 7.434, p <.001), especially the scores for questions related to case analysis (33.032 ± 5.363 vs. 26.968 ± 7.657, p <.001), were significantly higher in the FC group than in the LBT group. The flipped classroom for online teaching was efficient in improving undergraduates' emergency medical academic performance and promoting the development of clinical case analysis ability. These findings provide an alternative flipped classroom approach for online teaching of emergency medicine. [ABSTRACT FROM AUTHOR]

This research examined the impact of teacher support on students' psychological capital during the process of online learning, and investigated the mediating effect of the teacher–student relationship and the moderating role of family support. For this purpose, 577 junior high school students in China completed a survey. The findings revealed a positive relationship between teacher support and students' psychological capital. Moreover, teacher–student relationships mediated the influence of teacher support on students' psychological capital. Furthermore, family support moderated the link between teacher support and teacher–student relationships. These results have practical implications for guiding teachers' efforts in the online learning environment, facilitating teacher support, and providing more effective assistance to students who have little family support. [ABSTRACT FROM AUTHOR]

The spread of the COVID-19 pandemic has gradually promoted blended teaching based on Small Private Online Course (SPOC) as a common teaching practice in most higher education institutions. Teachers play a critical role in the successful implementation of blended teaching. Questions regarding the factors that influence teachers' implementation strategies for SPOC-based blended teaching in higher vocational colleges, positively or negatively, are raised. This research investigated 63 English as a foreign language (EFL) teachers from four higher vocational colleges in China who are implementing SPOC-based blended teaching, encoded the obtained data at three levels, explored factors influencing EFL teachers' implementation of SPOC-based blended teaching, and constructed a theoretical model of the factors influencing teachers' implementation of SPOC-based blended teaching in which SPOC-based teaching intention is a pre-influencing factor, whereas the school incentive mechanism and curriculum platform satisfaction serve as situational influencing factors. This study can help EFL teachers improve the implementation of SPOC-based blended teaching and further optimise SPOC-based blended teaching policies and measures for stakeholders in practice. [ABSTRACT FROM AUTHOR]

The English learning environment, both online and offline, can be improved through the implementation of effective pedagogical approaches. In response to secondary education needs, it is critical to establish comparable curriculum paradigms that address the knowledge acquisition gap and psychometric variation. This study aims to promote student engagement and self-efficacy in English education by implementing a problem-based learning (PBL) approach integrated with social constructivism (SC). A t-test and a correlation test were used in a single-group quasi-experiment with 45 participants. The results of paired samples t-tests show a significant difference in engagement (M = 4.78, SD = 2.95, p = .001, p < .05) and selfefficacy (M = 6.49, SD = 16.59, p = .01). Admittedly, both cognitive engagement and social engagement enhance grammatical and textual competence efficacy dramatically, leading to a spectacular improvement. After controlling for the pre-test, a correlation between engagement and efficacy remains significant (r (43) = -0.40, p = .01). In conclusion, the combination of PBL with SC education has demonstrated remarkable effectiveness in facilitating English language learning, meeting the needs of secondary education teenagers, whether in a physical classroom or engaging through online platforms. [ABSTRACT FROM AUTHOR]

Interactive technologies are a new, creative, and extraordinary approach to organizing students' educational activities. A modern person is defined by qualities such as creative thinking, being able to solve all kinds of problems and find a way out of any situation, being able to work in a team, taking responsibility and making decisions, while actively using modern information technologies. This study aims to develop an interactive online music education course and determine the impact of online technologies on students' creative thinking. The experimental research was conducted in a music school in China and used a questionnaire survey as a data collection technique. The study sample included 2 music teachers and 100 first-year students who studied music under the developed online program. The students were interviewed twice: before and after taking the course. The results show clear improvements in students' creative thinking. Further research should explore useful interactive e-learning strategies and techniques, tools and activities for developing teaching methods. [ABSTRACT FROM AUTHOR]

In recent years, there has been a rapid growth of online learning in higher education. Apart from professional online course platforms, many online video sharing websites have also provided online learning opportunities for college students. One of the most popular websites among college students in China is Bilibili, a Shanghai-based Chinese video sharing website known for its danmaku commenting system. This system enables users to post scrolling comments synchronized with the video timeline while the video is playing. Which attracts young students due to the lively user interaction. As a result, an increasing number of Chinese students are utilizing online courses on Bilibili as a supplementary learning resource alongside traditional classroom learning. Despite its popularity, online learning faces the challenge of students' lack of participation more than traditional face-to-face learning does. To understand their learning involvement, we propose a novel danmaku-based automatic analysis model that extracts three dimensions of online learning engagement using the Text Mind software. This model enables us to understand the students' learning patterns both as clusters and as individuals. Based on the model results, we present corresponding intervention strategies for different types of students based on their individual engagement characteristics. [ABSTRACT FROM AUTHOR]

The digital transformation of education should be continuously promoted to guarantee its sustainable development. Extensive research has been conducted in this field but has not comprehensively addressed Chinese education digitalization. To fill this research gap, discover the gaps between Chinese and international research on the digitization of education and provide well-founded, innovative ideas for future research, we perform a bibliometric analysis of knowledge mapping in Chinese education digitalization. WOS and CNKI databases were used to gather literature on Chinese education digitalization research from 2012 to 2022. CiteSpace was used to draw a knowledge map of Chinese education digitalization research through co-occurrence analysis of core authors, issuing institutions and regions and cluster analysis and burst terms analysis of keywords, combined with intensive manual studying of the literature. The results show the research status and hot spots of Chinese education digitalization research are divided into four dimensions: studies of lifelong education research in digital open universities and the online teaching transformation in higher education; studies of digital educational publications, the development and application of digital learning resources in vocational colleges and universities, and the equity of basic education resources in the digital context; studies on artificial intelligence technology empowering the digital transformation of education in China; and studies of digital integration of production and teaching in rural revitalization and improvement of digital literacy of university students and faculty. Future digital education research trends in China are likely to focus on the normalization of online education; the development of online education resources in the context of new infrastructure; "new technology plus education"; the impact of digital games on education; a more diversified digital divide in education; and digital rights, digital ethics, digital maturity and the Global Digital Education Development Index. [ABSTRACT FROM AUTHOR]

Background Study: As flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach‐supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources. Objectives: The study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance. Methods: A quasi‐experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non‐flipped mode. Results and Conclusions: The independent t‐test results showed that the experimental MTFL group outperformed the control group in post‐test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post‐test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open‐ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety. Lay Description: What is currently known about this topicFlipped language learning is mostly reported to be effective in improving EFL learning.Peer learning is mostly reported to be effective in improving EFL learning.MosoTeach was investigated in English learning contexts before, but without experimental design. What this paper addsMosoTeach proved as a valid online learning platform in flipped language learning, and the learning experience points (LEPs) on MosoTeach could predict students' exam performance.Students in the experimental group (MosoTeach‐supported flipped) had better exam performance and a higher level of motivation, participation and feedback.Students in both groups experienced isolation, procrastination and technological anxiety. Implications for practice:Peer discussion boards in MosoTeach provide learning support effectively for students in pre‐class learning.Group projects and peer assessment in MosoTeach integrate pre‐class peer discussion into in‐class interaction successfully.MosoTeach provides equal opportunity for every student in the large‐size Chinese English classes, thus contributing to the equity of in‐class peer interactions. [ABSTRACT FROM AUTHOR]