12 Matching Annotations
  1. May 2024
  2. digitalcommons.georgiasouthern.edu digitalcommons.georgiasouthern.edu
    “It’s Just Nice Having a Real Teacher”: Student Perceptions of Online versus Face-to-Face Instruction
    1
    1. LeaAnn_Bethany 17 May 2024
      robust theme in the reasons given for preferringface-to-face delivery formats is the perceived lack of interactionwith an instructor in online courses.This was evident in statementsthat suggested that students believe they would have to “teachthemselves”, or that they would prefer a course taught by a “hu-man” or a “real teacher”.

      need for instructor interaction

      need for instructor interaction in online courses reason to not have all teaching done in pre-recorded videos need for real-time faculty-student interaction
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    digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi
  3. Jan 2023
  4. hypothes.is hypothes.is
    假设
    1
    1. haotianl 26 Jan 2023
      个人学习可能取决于他人行为的主张突出了将学习环境视为一个涉及多个互动参与者的系统的重要性
      When it comes to learning context, what reminds me is the personalized learning context theory. Stephen Dowens (2010) pointed out that the learning context is a loose collection of learners, tools, resources and services, which is also a new form of the network power utilization. In a personalized learning context, there is undoubtedly that learners are the main body who participating in the teaching and learning activities. We can assume that in a passive process like listening to instructor’s point without learner’s interaction, it’s hard for learners to improve their creativity and learning efficiency. Many online learning environment designers create discussion forums in the learning system to record learners' interactions with other leaners, such as questions they ask and the responses to others' questions. The system can capture learners' study related data, analyze and assess their cognitive levels using algorithms such as the Proficiency Model.
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    hypothes.is/groups/85b1vJWn/educ6144-001
  5. Aug 2022
  6. psyarxiv.com psyarxiv.com
    Online interaction turns the congeniality bias into an uncongeniality bias
    1
    1. liqiantay 26 Aug 2022

      Buder, J., Zimmermann, A., Buttliere, B., Rabl, L., & Huff, M. (2022, January 14). Online interaction turns the congeniality bias into an uncongeniality bias. https://doi.org/10.31234/osf.io/r87bm

      is:preprint lang:en psychology modeling behavioral science online interaction polarization social media
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    psyarxiv.com/r87bm/
  7. Apr 2022
  8. twitter.com twitter.com
    ReconfigBehSci on Twitter
    1
    1. NatasjaDerbyMcCabe 20 Apr 2022

      ReconfigBehSci on Twitter: ‘Now #scibeh2020: Pat Healey from QMU, Univ. Of London speaking about (online) interaction and miscommunication in our session on “Managing Online Research Discourse” https://t.co/Gsr66BRGcJ’ / Twitter. (n.d.). Retrieved 6 March 2021, from https://twitter.com/SciBeh/status/1326155809437446144

      is:twitter lang:en communication miscommunication social media online interaction research discourse public society social behavior scientific communication AI online platforms data machine learning collaboration
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    twitter.com/SciBeh/status/1326155809437446144
  9. Jan 2022
  10. royalsociety.org royalsociety.org
    The online information environment | Royal Society
    1
    1. lucyparfitt16 21 Jan 2022

      The online information environment | Royal Society. (n.d.). Retrieved January 21, 2022, from https://royalsociety.org/topics-policy/projects/online-information-environment/

      is:webpage lang:en information interaction misinformation technology information environment scientific information decision making behavioral science vaccine climate change policymaker academic online platform social media search engine science censorship misleading public trust malinformation deepfake shallowfake provenance enhancing technology bots
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    royalsociety.org/topics-policy/projects/online-information-environment/
  11. Nov 2021
  12. psyarxiv.com psyarxiv.com
    The benefits and limits of social interactions during COVID-19 lockdown
    1
    1. jackiekrauss 23 Nov 2021

      Forbes, P., Pronizius, E., Feneberg, A. C., Nater, U., Piperno, G., Silani, G., Stijovic, A., & Lamm, C. (2021). The benefits and limits of social interactions during COVID-19 lockdown. PsyArXiv. https://doi.org/10.31234/osf.io/ae6t9

      is:preprint lang:en COVID-19 lockdown mood social interaction stress interpersonal relation depressive disorder clinical psychology in person interaction online interaction loneliness psychologically demanding period
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    psyarxiv.com/ae6t9/
  13. Sep 2021
  14. www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
    Strength is in engagement: The rise of an online scientific community during the COVID‐19 pandemic
    1
    1. lucyparfitt16 01 Sep 2021

      Cucinotta, C. E., Martin, B. J. E., Noé González, M., Raman, P., Teif, V. B., & Vlaming, H. (2021). Strength is in engagement: The rise of an online scientific community during the COVID‐19 pandemic. EMBO Reports, 22(5). https://doi.org/10.15252/embr.202152612

      is:article lang:en COVID-19 online community conference science scientific community lockdown accessibility Discord research behavioral science live streaming virtual seminar interaction
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    ncbi.nlm.nih.gov/pmc/articles/PMC8097381/
  15. Jun 2021
  16. psyarxiv.com psyarxiv.com
    Watch Party Lectures: Synchronous Delivery of Asynchronous Material
    1
    1. lucyparfitt16 07 Jun 2021

      Kuepper-Tetzel, C. E., & Nordmann, E. (2021). Watch Party Lectures: Synchronous Delivery of Asynchronous Material [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ys4jn

      is:preprint lang:en asynchronous teaching lectures synchronous teaching remote learning COVID-19 university online learning watch party lectures interaction response strategy feedback community
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    psyarxiv.com/ys4jn/
  17. Feb 2021
  18. psyarxiv.com psyarxiv.com
    A Week During COVID-19: Online Social Interactions Predict Greater Connection and More Stress
    1
    1. jasminehollingworth 15 Feb 2021

      Tibbetts, M., Esptein-Shuman, A., & Kushlev, K. (2021). A Week During COVID-19: Online Social Interactions Predict Greater Connection and More Stress. PsyArXiv. https://doi.org/10.31234/osf.io/7gjkc

      lang:en is:preprint COVID-19 social distancing USA pandemic social nonsocial live employment personality interaction online affect stress partner relative connection
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    psyarxiv.com/7gjkc/
  19. Oct 2020
  20. psyarxiv.com psyarxiv.com
    College students’ motivation and study results after COVID-19 stay-at-home orders
    1
    1. Gaurav_Saxena 15 Oct 2020

      Meeter, M., Bele, T., Hartogh, C. d., Bakker, T., de Vries, R. E., & Plak, S. (2020, October 11). College students’ motivation and study results after COVID-19 stay-at-home orders. https://doi.org/10.31234/osf.io/kn6v9

      is:preprint lang:en COVID-19 college students motivation online education stay-at-home time investment college credit social interaction student satisfaction
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    psyarxiv.com/kn6v9/
  21. Jun 2020
  22. arxiv.org arxiv.org
    Echo Chambers on Social Media: A comparative analysis
    1
    1. edampf 05 Jun 2020

      Cinelli, M., Morales, G. D. F., Galeazzi, A., Quattrociocchi, W., & Starnini, M. (2020). Echo Chambers on Social Media: A comparative analysis. ArXiv:2004.09603 [Physics]. http://arxiv.org/abs/2004.09603

      is:preprint lang:en social media echo chamber belief misinformation shared narrative politics data analysis controversial topic interaction network Facebook Twitter Reddit Gab bias post online internet
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    arxiv.org/abs/2004.09603
  23. May 2020
  24. psyarxiv.com psyarxiv.com
    Advancing developmental science via unmoderated remote research with children
    1
    1. edampf 26 May 2020

      Rhodes, M., Rizzo, M., Foster-Hanson, E., Moty, K., Leshin, R., Wang, M. M., … Ocampo, J. D. (2020, May 15). Advancing developmental science via unmoderated remote research with children. https://doi.org/10.31234/osf.io/k2rwy

      is:preprint lang:en unmoderated remote research developmental science online research methods approach children replicability longitudinal parent-child interaction diversity
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    psyarxiv.com/k2rwy/