With the growing demand in e-learning system, traditional e-learning systems have dramatically evolved to provide more adaptive ways of learning, in terms of learning objectives, courses, individual learning processes, and so on. This paper reports on differences in learning experience from the learner's perspectives when using an adaptive e-learning system, where the learner's knowledge or skill level is used to configure the learning path. Central to this study is the evaluation of a dynamic content sequencing system (DCSS), with empirical outcomes being interpreted using Csikszentmihalyi's flow theory (i.e., Flow, Boredom, and Anxiety). A total of 80 participants carried out a one-way between-subject study controlled by the type of e-learning system (i.e., the DCSS vs. the non-DCSS). The results indicated that the lower or medium achievers gained certain benefits from the DCSS, whilst the high achievers in learning performance might suffer from boredom when using the DCSS. These contrasting findings can be suggested as a pragmatic design guideline for developing more engaging computer-based learning systems for unsupervised learning situations.

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Currently, Building Information Modeling (BIM) has been recognized as one of the main processes and technologies that can enhance design and construction quality by simulating and optimizing business works for better performance, lower costs, and shorter lead times. Accordingly, BIM has emerged as one of the main issues of environmentally friendly and energy-efficient design in the field of architecture. In particular, several researches on BIM-based energy performance assessments have been carried out focusing on the early design phase. However, energy performance assessment tools have a fundamental problem concerning data interoperability among them owing to the lack of a standardized data format and access method.To address such issues, an Industry Foundation Classes (IFC)-based Input Data File (IDF) converter was developed in this research to use as a middleware to minimize the loss of information and generate additional information during the performance analysis process. This paper introduces the IDF converter supporting energy performance assessments, integrated material library, etc. and demonstrates the efficiency of its use in a case study.

The purpose of this literature review is to examine music education research concerning the emerging practice of co-teaching between cooperating music teachers and student teachers, and to understand the benefits of co-teaching for both. The review is organized into two sections: (a) how cooperating music teachers and student teachers view their co-teaching experiences and (b) how cooperating music teachers mentor student teachers in a co-teaching model. Co-teaching during student teaching can occur successfully through cooperating teachers’ willingness to facilitate the co-teaching process, student teachers’ reflective practice with cooperating teachers and careful sequencing in teaching opportunities, and co-teachers’ engagement in daily communication activities. Music education researchers should continue to examine various topics related to implementing a co-teaching model in student teaching. This article will provide current P–12 music teachers with successful co-teaching examples and suggestions for applications in music classrooms.