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The content of the pilot courseware included introductory texts about ten famous World Heritage sites combined with integrative English learning skills: reading, listening, speaking, writing and translation. An online evaluation system with an instant self-checking function was created to allow learners to examine work for themselves immediately and understand their learning progress and achievements. The courseware design was based on Mayer's multimedia learning cognitive theory, and the language learning focus drew on Chapelle's suggested criteria for development of multimedia, computer-assisted language learning (CALL). The courseware has been tried and used by two groups of students: sophomore and junior students of English as a foreign language (EFL) in a technical university in Taiwan. Initial evaluations suggest that students were satisfied with learning through courseware integration and their vocabulary comprehension was significantly improved. 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growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students.\u003C\u002Fjats:p>",{"EN":797},"Reflective renovation: Insights from a collaborative and active learning space project evaluation",{"VOID":799},"10.14742\u002Fajet.4476",[116],"https:\u002F\u002Fajet.org.au\u002Findex.php\u002FAJET\u002Farticle\u002Fview\u002F4476",[803,822],{"id":804,"sortIndex":25,"researcher":24,"roles":805,"affiliations":806,"properties":815,"displayName":819,"givenName":24,"familyName":24},"2bbe29c0-012d-4e6b-8f97-6572eb55a0a9",[],[807],{"id":808,"sortIndex":25,"affiliation":809,"properties":24},"035b5676-325c-4d8d-97a0-467d00e5ff28",{"id":808,"createTime":24,"updateTime":24,"relativeEntities":810,"slug":24,"properties":811,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":814,"statistic":24},[],{"title":812},{"VI":813},"University of Auckland",[],{"orcid":816,"title":818,"openalex":820},{"VOID":817},"https:\u002F\u002Forcid.org\u002F0000-0001-9185-7509",{"EN":819},"Bing Mei",{"VOID":821},"A5043554403",{"id":823,"sortIndex":140,"researcher":24,"roles":824,"affiliations":825,"properties":832,"displayName":836,"givenName":24,"familyName":24},"50313057-de00-4dba-a3b3-4accf3c64310",[],[826],{"id":808,"sortIndex":25,"affiliation":827,"properties":24},{"id":808,"createTime":24,"updateTime":24,"relativeEntities":828,"slug":24,"properties":829,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":831,"statistic":24},[],{"title":830},{"VI":813},[],{"orcid":833,"title":835,"openalex":837},{"VOID":834},"https:\u002F\u002Forcid.org\u002F0000-0002-6676-1721",{"EN":836},"Lawrence May",{"VOID":838},"A5038352034",{"url":24,"publisher":840,"properties":882},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":841,"slug":10,"properties":842,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":847,"manageAffiliations":856,"indexDatabases":867,"url":91,"thumbnailPath":24,"statistic":24,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":843,"eissn":844,"issn":845,"title":846},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[848,852],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":849,"label":850,"description":851,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31},{},{"id":34,"createTime":24,"updateTime":24,"relativeEntities":853,"label":854,"description":855,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":37,"VI":38},{},[857,862],{"id":42,"createTime":24,"updateTime":24,"relativeEntities":858,"slug":24,"properties":859,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":861,"statistic":24},[],{"title":860},{"EN":46},[],{"id":49,"createTime":24,"updateTime":24,"relativeEntities":863,"slug":24,"properties":864,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":866,"statistic":24},[],{"title":865},{"EN":53},[],[868,875],{"id":57,"indexDatabase":869,"url":70,"indexYears":24,"academicFieldIds":874,"indexDatabaseRanking":24},{"id":59,"createTime":24,"updateTime":24,"relativeEntities":870,"label":871,"description":872,"key":66,"publicationTags":873,"standard":24},[],{"EN":62,"VI":62},{"EN":64,"VI":65},[68,69],[72],{"id":74,"indexDatabase":876,"url":85,"indexYears":86,"academicFieldIds":881,"indexDatabaseRanking":90},{"id":76,"createTime":24,"updateTime":24,"relativeEntities":877,"label":878,"description":879,"key":82,"publicationTags":880,"standard":24},[],{"EN":79,"VI":79},{"EN":79,"VI":81},[84],[88,89],{"issue":883,"volume":884},{"VOID":354},{"VOID":885},"34",{"total":673,"publishYear":24,"statisticByYear":887},{"2018":140,"2020":287,"2021":140,"2022":287,"2023":205,"2024":140},[],[]]