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Web-based course assessment is a new thing at China's Open University – China Radio and Television Universities (China RTVUs). This article reports an innovative pilot study in this research area. The experimental course for integrated web-based assessment in this study is Advanced English Writing, which is a compulsory course in the B.A. English programme at China Central Radio and Television University (CCRTVU). The study started in March 2005 and it is still in progress at the moment. This article first describes the webbased assessment design of the course and the implementation procedures. Then it moves on to report some initial feedback from the student participants on the pilot study. The article ends with a tentative plan for further actions based on the current study.

"in2english" as an innovative and effective multimedia English language learning and teaching website came about through a creative partnership between the British Council (BC), the British Broadcasting Corporation (BBC), China Central Radio and Television University (CCRTVU) and CRTVU-Online Distance Educational Technology Limited (CRTVU-Online). As a cooperative endeavor it combines British expertise in English teaching and development of online materials with CCRTVU's knowledge and experience of the English learning environment in China as well as expertise in ICT and development of online materials. At its inception many of the website's features were innovative and cutting edge. The free website goes beyond text and makes extensive use of multimedia. Since its launch on 5th November 2002 the website has welcomed nearly 10 million unique visitors, visited 18 million times, from its target audience of business people, English teachers, young professionals and their children. During five years of development "in2english" has evolved into a highly interactive community. "myin2english", a personalized feature, helps foster the learners' participation and ventures into the world of mobile learning highlight its continuing commitment to innovation. However, it is also a time to reflect on the lessons learned about Chinese learners' attitude to online learning. A retrospective and critical approach is needed to see how far we have come, how creative and innovative we are now and how we should proceed in the future.

The farmers used several information sources to gather information about the climatic variability and modern agricultural practices to cope with climate change. The choice of adaptation strategies and the successful implication of adaptation strategies depend on accurate, timely information on the climate variability and precise technical details of adaptation strategies. By keeping the importance of climate information and agricultural extension information in the center, this study aims to conduct a micro-level evaluation of farmers’ choice of climate information, agriculture extension services and agricultural credit sources. This study’s primary objective is to understand how the different sources of climate information and agricultural extension influence farm household adaptation decisions.

This study has been conducted in three subs agro-climatic zone of the Middle Gangetic Plain region, which falls in India’s Bihar state. This paper has randomly selected seven districts from these three subs agro-climatic zone to collect the data. The analysis of this study is based on survey data collected from 700 farm households. This study has used descriptive statistics and a logistic regression model to assess the sources of climate information, agricultural extension and credit sources and how these sources influence farm households’ adaptation decisions.

The result of this study shows farmers are using different traditional (sharing experience, newspaper and radio), information and communication technology (mobile and TV) and institutional arrangements (agricultural officer and meteorological department) in the study area. The study’s finding identifies different farm households’ different sources and how these options farming farmers’ adaptation decisions. The study further revealed that institutional factors such as extension services and access to information on climate change increase the probability of adopting knowledge-intensive adaptation strategies such as soil conservation, water conservation, crop insurance and planting horticulture and vegetables.

The study has conducted a micro-level assessment of adaptation behavior at the local level to understand the factor influencing the adaptation decision. This study’s finding is useful in designing the appropriate policy framework for the farm household’s capacity building to enhance their technical skills and awareness toward the institutional arrangements.

This paper’s finding pointed out institutional arrangements’ requirement to improve adaptive capacity to make long-term strategic decisions to cope with climate change.

Learning assessment is defined as assessment and evaluation of the learners' learning activities, process and outcomes. In recent years, as the Internet access is increasingly available, a majority of distance education providers in China have succeeded in delivering programs and support services through modern communications technology, in particular, the Internet. However, as far as the education assessment mode is concerned, the conventional paper-pencil test or endof-course assessment is still overwhelmingly employed for measuring learning outcomes. Therefore, the exploration of web-based learning assessment mode is not only the practical need for conducting open distance instruction and assessment reform at China Central Radio and Television University (CRTVUS), but also has become a hot research topic in the whole sphere of distance education. Under this circumstance, the Examination Center in CCRTVU began to show research interests in exploring web-based assessment mode. As a consequence, in 2005, the Center applied for and launched research project "Practice and research on web-based learning assessment in open and distance education", which is approved by Ministry of Education as a key project program of 2005. This article reports the important research contents of the project. This article first describes the core achievements of the project-namely, design and implementation of the web-based assessment system, principles in creating assessment scheme for the mode, and the mechanism. Then it moves on to report feedback from the pilot population about the application of the web-based learning assessment mode in the two semesters of year 2005. The article ends with the discussion of innovations the research has made.

The purpose of this paper is to investigate the legal issues of simultaneous Internet transmission of broadcasting programs of the Open University of Japan (OUJ) and to take legal measures to promote the mutual utilization of open university courses in Japan, the UK, China and Korea.

The author examines the legal relationship regarding Internet simultaneous distribution of broadcast courses at the OUJ. The author then considers the legal relationship between the UK, China and South Korea regarding the simultaneous transmission of broadcast courses over the internet. Based on that consideration, this paper clarifies legal measures to promote its utilization.

Internet transmission of broadcasting courses will be webcasting. Arguably, it can be assumed to be streaming and on-demand, albeit controversial. Webcasting will be publicly transmitted, but there is only an on-demand provision for Internet transmission. As webcasting is streaming and on-demand, it involves reproduction of broadcasting courses. Therefore, webcasting needs to provide streaming provision for public transmission rights and associate them with reproduction right.

The originality of this paper lies in clarifying the legal response of the object, subject and rights of webcasting from the perspective of the OUJ, in order to dispel legal problems that may arise in the future against this unexplored phenomenon. Additionally, this paper is valuable in that it presents legal consistency from the point of view of the comparative laws of Japan, the UK, China and South Korea, based on an examination of the legal response in Japan.

This chapter focuses on how the idea of ‘an ordinary day in the life’ can serve as an entry point for understanding media use. I discuss how everyday media use can be conceptualized as mundane and meaningful, and as most easily noticed when changing. Building on day-in-the-life interview segments from qualitative studies, I discuss methodological merits and challenges of this approach. The analysis follows media users an ordinary day from morning to night, as they wake up with the smartphone, navigate across social domains, and seek connection and companionship. I argue that seemingly mundane media use practices are made meaningful through the connection they entail, and particularly discuss the conflicted position of smartphone checking in everyday life. The chapter empirically substantiates the arguments made in Chapter 1 about the centrality of smartphones in digital everyday lives.

This research explores the impact of the locally grown strategies for learning support, as a positive deviance (PD) study, during the COVID-19 pandemic in rural Uganda.

The researchers employed a randomized control trial (RCT) as an original design whereby 50 schools received a full package of SMS and WhatsApp peer groups of head teachers, 50 schools received SMS only and another 50 served as a control group. As an analytical method, this study adopted a difference-in-difference (DID) model to analyze the impact of the radio talk shows promoted through SMS followed by discussion among WhatsApp peer groups. The data collected in June 2021 and February 2022 were used due to the COVID-19-related data limitation of the baseline survey collected in 2019.

The authors found that the local radio talk shows as a PD intervention had a humble impact on preventing pupils’ dropout during the school closures for two years in Uganda. However, the authors did not obtain a significant result on the impact of the PD intervention on pedagogical support or learning outcomes at the school level. The authors also found that the pupils have significantly dropped their level of proficiencies in literacy and numeracy during the pandemic.

The findings could be of value for the leaders, educators and policymakers to understand the most recent update of learning situation in Uganda and the potential impact of locally grown strategies for learning which does not require external inputs.

This study aims to evaluate the knowledge and attitudes of dairy farmers about climate change in dairy farms in the Eastern Cape province of South Africa.

The study was conducted following a cross-sectional research design (Bryman, 2012). The study was conducted mainly on dairy farms located on the south-eastern part of the Eastern Cape province in five districts out of the province’s six districts (Figure 1). These districts include Amathole, Chris Hani, OR Tambo and Cacadu; these regions were not included in a recent surveying study (Galloway et al., 2018).

In all, 71.7% of dairy farm workers heard about climate change from the television, and 60.4% of participants reported that they gathered information from radio. Eighty-two out of 106 (77.4%) correctly indicated that climate change is a significant long-term change in expected weather patterns over time, and almost 10% of the study participants had no clue about climate change. Approximately 63% of the respondents incorrectly referred to climate change as a mere hotness or coldness of the day, whereas the remainder of participants correctly refuted that definition of climate change. Most of the study participants correctly mentioned that climate change has an influence on dairy production (92.5%), it limits the dairy cows’ productivity (69.8%) and that dry matter intake of dairy cows is reduced under higher temperatures (75.5%).

The use of questionnaire to gather data limits the study, as respondents relied on recall information. Also, the sample size and study area limits use of the study as an inference for the excluded parts of the Eastern Cape Province. Also, it focused only on dairy farm workers and did not request information from beef farmers.

This study imply that farmers without adequate knowledge of the impact of climate change keep complaining of a poor yield/ animal productivity and changing pattern of livestock diseases. Hence, a study such as the present one helps to bridge that gap and provide relevant governing authority the needed evidence for policy changes and intervention.

Farmers will begin to get help from the government regarding climate change.

This a first study in South Africa seeking to document the knowledge of dairy farm workers about climate change and its impacts on productivity.

The study explores government primary school students' remote learning experience during school closures due to COVID-19.

A qualitative approach and semi-structured interviews were employed for data collection. The study used a snowball sampling procedure to select 24 participants.

This study shows that students experienced setbacks in learning due to not having access to resources. Besides, online classes were expensive as they were not able to buy devices, internet package and other resources to participate in the remote classes. Since many students were unable to access digital media and get parental and teacher support for education, students' engagement in learning was very low. Moreover, the paucity of learning due to school closures has lowered students' motivation for learning. The study also contributed to understanding children's emotional attachment with the schools and how the closure affected their well-being. The results indicate that the students, teachers and parents did not have a positive experience with remote teaching–learning and the modalities did not contribute to continuing with meaningful learning.

The remote learning experience shared in this study can be used to inform policymakers, educators and stakeholders exploring remote learning solutions in low-resource contexts. This study contributes to understanding the skills and competencies teachers require to support children's learning during any crisis.