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With the support of mobile Internet, artificial intelligence, and other technologies, online teaching bridges the shortcomings of traditional class teaching patterns and considerably helps to achieve the high-quality development of education. Role-playing, as a critical teaching practice, is intended to ensure experiential learning in various circumstances by improving the efficiency and availability for educational resources. A questionnaire to explore the effect of online role-playing teaching practice on learners’ availability for resources was designed. Students majoring in scientific English from three colleges and universities in Xi'an, Shaanxi Province of China were selected as the survey object to analyze the impacts of the role-playing teaching method on self-planning, self-monitoring, self-regulation, and self-evaluation of learning resource utilization. The effects of students’ self-efficacy as the intermediary variable and teachers’ professional title as the moderating variable were also measured. Meanwhile, differences in gender, grade, and familiarity time for the role-playing teaching method on the utilization of learning resources were analyzed. Results show that the questionnaire designed in this study has a good reliability coefficient of 0.927; the AVE and CR values show that the questionnaire has good aggregate and discriminant validities; selfefficacy mediates the effect in the role-playing teaching method and can effectively improve the utilization of learning resources; teachers’ professional titles regulate the role-playing teaching method, which can effectively improve learners’ utilization of learning resources; role-playing teaching method has a significant impact on learners’ self-planning, self-monitoring, self-regulation, and self-evaluation of using of learning resources; and gender and role-playing teaching method familiarity cause significant differences in the utilization of learning resources. Findings can help to grasp the essence of role-playing teaching method, build a teacher-led and student-centered classroom teaching model, provide teachers with more scientific and effective guidance, and improve students' autonomous learning effect and learning resources. [ABSTRACT FROM AUTHOR]

Nowadays, e-learning and ubiquitous learning have been very common learning methods. Considering the increasing importance of e-learning in public education, it is very necessary to analyze and study the current situation of e-learning resource allocation, as it will provide useful reference for the promotion of educational equity and rational allocation of educational resources across China. However, there have only been a few quantitative and practical studies on the balanced allocation of e-learning resources. To this end, taking English education as an example, this paper designed an e-learning resource allocation model from the perspective of education equity. First, a resource allocation model of e-learning resources was constructed, and the e-learning resource access request allocation and e-learning resource allocation methods were described in detail. Then, the e-learning resource allocation framework was constructed, and the e-learning resource allocation strategy was given from the perspective of education equity. The experimental results prove that the proposed e-learning resource allocation model can effectively avoid wasting resources and realize rational distribution of, efficient access to and extensive sharing of resources. [ABSTRACT FROM AUTHOR]

It is widely documented that students with lower family socioeconomic status (SES) tend to have higher test anxiety than their peers from higher SES families. However, few studies have empirically examined the underlying mechanism whereby family SES shapes students' test anxiety. To bridge this gap, the present study proposed and tested a serial mediation model in which family SES is associated with students' test anxiety through the indirect effect of parental psychological control, access to learning resources, and academic self‐efficacy. The sample comprised 354 Chinese high school students (134 boys; mean age = 16.15 years old). The results were as follows: (1) higher family SES was associated with increased access to learning resources, higher academic self‐efficacy, lower parental psychological control, and lower test anxiety. In contrast, test anxiety was associated with decreased access to learning resources, lower academic self‐efficacy, and higher parental psychological control; and (2) the mediation model indicated parental psychological control, learning resources, and academic self‐efficacy functioned as serial mediators in the relationship between family SES and students' test anxiety (i.e., family SES → psychological control and learning resources → academic self‐efficacy → test anxiety). The findings are discussed in the framework of the family stress/investment models and social cognitive theory. Concrete suggestions for how low SES parents can help decrease their children's test anxiety are provided. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate university students' perceptions of social media as a learning resource (SM-LR) in China and the USA in terms of their attitudes, perceived usefulness and behavioral intentions. An instrument used for this study was adapted from a prior validated survey based on the Technology Acceptance Model. The sample population consisted of 241 respondents from universities in China and the USA. The results suggested that most respondents (>75%) from each nation had used social media for learning purposes and that they shared similar understandings and definitions of social media. However, significant differences by nation were found concerning students' attitudes, perceived usefulness and behavioral intentions. Most respondents from China were more positive about SM-LR than their counterparts from the USA. Also, respondents who had previously used social media for learning were more positive about SM-LR. No correlations were found between students' self-reported academic performance and their attitudes, perceived usefulness, or behavioral intentions. Proposed areas of future research are discussed. [ABSTRACT FROM AUTHOR]

This paper gives a brief introduction to Chinese higher education and the current situation about the development of digital learning resources in China. The author, from the point of view of an education publisher, analyses the existing problems in the market of digital learning resources. Based on the practice of Higher Education Press, the paper introduces current research works about standards, development mode, digital learning environment, resource sharing mechanism and other related factors. [ABSTRACT FROM AUTHOR]

Social bookmarking, repositories, networking, and other Web 2.0 technologies have the capacity to engage enormous numbers of ordinary people in networking, sharing, and working with digital resources. The Faculty of Education at The University of Hong Kong has been pioneering new educational applications. Through grants from the University we have developed a social bookmarking and repository system based on Web 2.0 ideas. RISAL—Repository of Interactive Social Assets for Learning has an unrealized potential to support teaching and learning at the University level. It is designed to facilitate and encourage sharing and collaboration of teachers and students with similar interests or learning foci across levels and programs. This form of learning support builds on and encourages the Web 2.0 culture of social networking and contribution of the individual to the community. In addition, the system is designed to incorporate compliance with Hong Kong's Copyright Ordinance (Creative Commons). The authors discuss the RISAL and describe its features and benefits that this system can offer to teaching and learning. [Copyright &y& Elsevier]