English writing is an important output skill cultivated in college English courses. And in the age of informationization, college English writing teaching relies on the support of information technology. In order to cope with the solution of this dilemma, Production-Oriented Approach(POA) proposes Teacher-Student Collaborative Assessment (TSCA), which creates a new form of assessment. Through TSCA, teachers can not only alleviate the heavy teaching load, but also fully tap the network resources to efficiently use students' time before, during and after class to maximize and optimize the teaching effect. In this paper, the teaching concept of TSCA is used to conduct writing teaching experiments, to study and analyze the writing ability of students who write effectively, so as to provide insights for the practice of English writing teaching.

The COVID-19 pandemic has fundamentally transformed the global education landscape, compelling institutions to adopt e-learning as an essential tool to sustain academic activities. This research examines the critical impact of e-learning on arts and science college students in Coimbatore, with an emphasis on its influence on their readiness for campus recruitment. Using a survey of 300 students, this study investigates their perceptions of online education, highlighting both its advantages, such as flexibility and accessibility, and its challenges, including engagement barriers and technical limitations. Data was collected through structured questionnaires and analyzed using statistical methods to draw meaningful insights. The research also explores the efficacy of online assessments in recruitment processes and assesses students’ awareness of available e-learning platforms and courses. The urgency of this study lies in addressing the pressing need to optimize digital education models as institutions globally transition toward blended learning post-pandemic. The findings underline the dual potential and limitations of e-learning, concluding with actionable recommendations to enhance its effectiveness, particularly in preparing students for competitive employment opportunities.

This study investigates the impact of the metaverse on English language teaching, focusing on the perspectives of students from the University of Boyacá. The use of the metaverse was compared with the Moodle platform in a virtual educational environment. A mixed-method approach combining quantitative and qualitative methods was employed. The sample consisted of 30 university students enrolled in English courses, randomly assigned to two groups: one using the metaverse and the other using Moodle. Students’ grades on different activities and assessments throughout the course were collected, and semi-structured interviews were conducted to explore students’ perceptions of the educational platforms. Results revealed that while students recognize the potential of the metaverse to enhance interactivity and learning experience, they also identified technical and accessibility challenges. Although no significant differences in grades were found between the groups, less variability in grades was observed in the metaverse group. The mixed design allowed for a more comprehensive understanding of the impact of the metaverse on English language teaching, while providing a variety of student perspectives on their experience with educational technology. This research contributes to understanding the role of the metaverse in English language teaching and highlights key areas for future research and developments in the field of virtual education.

This research focused on the design and implementation of the flipped classroom approach for higher mathematics courses in medical colleges. Out of 120 students, 60 were assigned to the experimental group and 60 to the control group. In the continuous assessment, which included homework and quizzes, the average score of the experimental group was 85.5 ± 5.5, while that of the control group was 75.2 ± 8.1 (P < 0.05). For the final examination, the average score in the experimental group was 88.3 ± 6.2, compared to 78.1 ± 7.3 in the control group (P < 0.01). The participation rate of students in the experimental group was 80.5%, significantly higher than the 50.3% in the control group (P < 0.001). Regarding autonomous learning ability, the experimental group spent an average of 3.2 hours per week on self-study, compared to 1.5 hours in the control group (P < 0.005). Other potential evaluation indicators could involve the percentage of students achieving high scores (90% or above) in problem-solving tasks (25.8% in the experimental group vs. 10.3% in the control group, P < 0.05), and the improvement in retention of key concepts after one month (70.2% in the experimental group vs. 40.5% in the control group, P < 0.01). In conclusion, the flipped classroom approach holds substantial promise in elevating the learning efficacy of higher mathematics courses within medical colleges, offering valuable insights for educational innovation and improvement.

The purpose of this study was to assess rural students’ computational thinking abilities. The following proofs were observed: (1) Students’ abstraction affected algorithmic thinking skills; (2) Students’ decomposition influenced algorithmic thinking skills; (3) Students’ abstraction impacted evaluation skills; (4) Students’ algorithmic thinking affected evaluation skills; (5) Students’ abstraction impacted generalization skills; (6) Students’ decomposition impacted generalization skills; (7) Students’ evaluation affected generalization skills. Gender differences were observed in the relationship among the computational thinking factors of junior high school students. This included the abstraction-generalization skills; evaluation-generalization skills; and decomposition-generalization skills relationships, which were moderated by the gender of the students. 258 valid surveys were collected, and they were utilized in the study. Conducting the descriptive, reliability, and validity analyses used SPSS software, and the structural equation modeling (SEM) was also conducted through Smart PLS software to assess the hypothetical relationships. There were gender disparities in the correlation among computational thinking components of the junior high school students’ studying in rural areas. Research has shown that male and female students may have different abstractions, evaluations, and generalizations related to computational thinking, with females being more strongly associated than males in non-programming learning contexts. These results are expected to provide relevant information in subsequent analyses and implement a computational thinking curriculum to overcome the still-existing gender gaps and promote computational thinking skills.

Targeted Poverty Alleviation refers to the targeted funding work completed in the process of higher education development. However, at present, in the process of implementing the requirements of Targeted Poverty Alleviation in China's universities, some students' families are difficult to complete identification, and there are also some problems in the information management of the funders, which has seriously affected the funding for students with financial difficulties in their families during the period of higher education in China. With the rapid development and progress of Big data technology, through the establishment of a sound information technology system, we must help students actively change the funding model in the future and greatly improve the funding, which is of great significance to the development of university funding supervision and management.