Assessment during virtual learning is a challenge to both lecturers and students in institutions of higher education. The COVID-19 pandemic and the Movement Control Order (MCO) that followed soon after created pandemonium in the education fraternity globally. Though blended learning was becoming the norm at private universities prior to COVID-19, there was still the avenue for face-to- face assessment until the outbreak of COVID-19. At this private university, ePortfolio as an ongoing assessment was introduced during the MCO. Seven students were involved in this case study which was carried out as part of a more extensive study on the use of ePortfolios as an ongoing assessment in institutions of higher learning. The findings of this study revealed students and their lecture’s experiences on the use of ePortfolio as an ongoing assessment in the virtual classroom. Findings show that students, though digital natives, were challenged by a number of factors including the technicalities of designing and managing an ePortfolio, lack of stable internet connection and the use of malfunctioning hardware. The student’s also highlighted the need for more support from the lecturers to understand the use of ePortfolio as an on-going assessment.

In recent years, a series of social movements and political events in Hong Kong have attracted the attention of the world. Among them, the controversy caused by the Hong Kong language policy, especially the educational language policy, has become one of the increasingly prominent social contradictions in Hong Kong. The controversy revolves around the impact of educational language policy on modern state integration. Through the qualitative analysis of the relevant phenomena, the author hopes to reveal the complex nature of this problem and make an academic attempt to solve this problem.

This study uses a qualitative research approach to explore the barriers in the academic adaptation of CFHECP students’ cross-cultural adaptation in the U.S. In order to improve the reliability and validity of the research, this study selected 6 students and 3 faculty members from 3 related programs as the interviewees, and conducted in-depth analysis of the interview transcripts with the help of qualitative analysis software NVivo11.The analysis yielded three domains from the data: barriers of the English language, learning shock, overloaded academic requirements. Implications of this study for policy makers, CFHECP students, and the teaching staff are discussed.

With the in-depth reform of quality education in China, preschool education, as a basic education, is becoming more and more popular. The enrollment of preschool education in Higher Vocational Colleges in various regions is expanding and developing. In the skill courses of preschool education, Children's Song Accompaniment, Playing and Singing is a compulsory course. This course is not only the skill of playing the piano, but also an important tool and means for kindergarten teachers to communicate with children. For kindergarten teachers, children's song accompaniment and playing and singing teaching ability is the most basic professional skill of an excellent kindergarten teacher. However, at present, the training of this course in higher vocational colleges can not fully meet the professional needs of college students after graduation. This study, through the collation and analysis of existing literature, discusses the problems and difficulties faced by piano lecturers majoring in preschool education in Higher Vocational Colleges in ensuring that the teaching objectives, teaching methods and teaching practice of Children's Song Accompaniment, Playing and Singing course meet the standards stipulated by the Ministry of education of China, so as to help students better master this course and apply it flexibly in practical teaching in their future jobs.

This research explored the local students’ interaction with their international peers and investigated whether they consider the inclusion of international students has positively or negatively affected their education experiences. This study found that the local students were somewhat comfortable as they did not mind having international students on campus. They value the interactions that they had with the international students as they got to learn about different cultures and broaden their worldview. The local students revealed that they do face challenges in working in group activities or assignments with international students due to differences in English language abilities and attitudes towards the quality of work and time management. They also expressed interest and willingness to participate in university events or programmes that would enable them to socialise with the international students. They believe that universities should organize more events that would encourage interaction between local and international so they could form a stronger bond. It is recommended that strategies be put into place by both private and public universities to organize meaningful events or programmes that would foster greater understanding and appreciation of diversity on campus and promote a harmonious environment for a conducive multinational campus.