- Oct 2020
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dergipark.org.tr dergipark.org.tr11809571
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Blueprint for In-Service Teacher Training Program in Technology Integration
This article looks at the gap between teacher efficiency in in-person versus online teaching and the need to effectively build teachers' competencies in the are of technology to ensure teachers are not incompetent at teaching online. This study collected data from 122 English language teachers and used the findings to create a blueprint for other institutions hoping to increases teachers' ability to successfully integrate technology into their lessons. 6/10, the study was too small to be truly persuasive scientifically and the findings were more helpful for institutions rather than individual educators.
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments
This article showcases a framework for course design using theory and research in the learning sciences. It defines student-centered learning and explains how it can/ should be used in the creation of the course and when establishing which theories and methods to structure the course around. 9/10, very detailed source.
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telrp.springeropen.com telrp.springeropen.com
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Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
The authors study blogs, virtual worlds, discussion boards, and wikis and gathers student feedback on integrating those technologies into a class. The authors believed that students needed a digital presence to be successful in online learning. Instructor presence is also important and both can help participants in the class realize that there are real people in the class. The results of the studies show that integrating technology for collaboration should be done with careful design by the teacher, that as students are exposed to tools they find ones that work best for them, and that for students who have little exposure to technology the teacher should provide scaffolding to help them develop a digital presence. The studies were conducted in one region in Australia and I would like to see similar studies with learners from a broader area. 8/10
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Digital learner presence and online teaching tools: higher cognitive requirements of online learners for effective learning
Article explores how digital learners interface with content in a virtual setting. Some of the learning tools included blogs, discussion boards, wikis, virtual worlds, etc. Study shows that the digital environment can be just as effective as F2F for promoting higher level thinking and learning. Article also discusses learners perceptions of the tools and self reflection about their learning in these environments. Rating 8/10
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link.springer.com link.springer.com
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The author, Stefan Hrastinski, is a Professor at the Division of Digital Learning and Director of Research Education at the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology in Sweden. Hrastinski notes the term "blended learning" originated in the 1990's, but is often over generalized. Hrastinski proposes several blended learning models, blended learning conceptualizations, and proposes recomendations for future research.
Rating: 6/10
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files.eric.ed.gov files.eric.ed.gov
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We found using concise videosin multiple ways built online immediacy in positive ways. Students reported, as a whole, that they found video recordings to increase their sense of instructor immediacy and motivation in the online classroom.
The authors discuss the problem of teacher immediacy and presence in online courses. They propose that this problem must be solved as online instruction becomes increasingly popular. The researchers survey multiple students at Weber State University and present their process, results, and communication theory. They conclude that short videos tangibly increase instructor online presence. And, short videos directed at individual students have an even greater positive impact.
Rating: 10/10
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elearnmag.acm.org elearnmag.acm.org
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Four themes emerged from analyzing three types of data: surveys, interviews, and access log files. These four themes that captured students' experience of VBL included: varying video use frequency, balancing time and level of understanding to achieve learning efficiency, manipulation of video functions to achieve learning efficiency, and reliance upon multiple tools.
The authors of this article question the effectiveness of video-based online learning. The authors/researchers studied multiple undergraduate level online courses. Information was gathered via student surveys and interviews. The researchers present four themes found through the study, which include varying video use frequency, balancing time and level of understanding to achieve learning efficiency, manipulation of video functions to achieve learning efficiency, and reliance upon multiple tools.
Rating: 5/10
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Annotators
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www.codlearningtech.org www.codlearningtech.org
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but they should be engaging, because this leads to students beingmore motivated to learn and succeed.The possibilities of how students interact with content and with each other are greatly expanded in a hybrid course; just having themread articles online and then meet to discuss themin-class, for example, takes no real advantage of a class format that can otherwise be a transformative experience.
This article, published by the College of DuPage, gives an introduction to hybrid learning environments. The authors outline the benefits of hybrid learning, how to utilize time wisely, the student experience (both in person and online), and how to structure and plan hybrid courses.
Rating: 6/10
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www.sciencedirect.com www.sciencedirect.com
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The authors present a study focused the differences of blended versus traditional instruction in terms of student performance. The study evaluates 53 undergraduate students enrolled in a "Physical Education in Early Childhood" course. Twenty-nine students were placed in a traditional course and 24 students were placed in a blended "experimental" group. The researchers concluded that "students who attended the course with blended instruction show higher performance."
Rating: 9/10
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www.itdl.org www.itdl.org
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Teaching with Web 2.0 Technologies: Benefits, Barriers and Lessons Learned
In this article, the author defines Web 2.0 technology and use for Web 2.0 in higher education. Through a small study of educators, discovery includes advantages, obstacles, and general guidance for implementation of web 2.0 tools. The author supports use of Web 2.0 to supplement learning, not as a substitute for the educator. Technologies must be implemented strategically and purposefully. 7/10
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eric.ed.gov eric.ed.gov
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An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools
The author provides a comprehensive overview of Web 2.0 technologies, their use in online learning recommendations, and considerations for implementation. (7/10)
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eric.ed.gov eric.ed.gov
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Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication
Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10
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cft.vanderbilt.edu cft.vanderbilt.edu
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When incorporating videos into a lesson, it’s important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning.
The author, Cynthia Brame, is the Associate Director of the Vanderbilt University Center for Teaching and holds a Ph.D. in Education. In this article Brame recognizes the importance video has become in online and blended instruction. Brame suggests three things to consider when designing and implementing videos, which include cognitive load, non-cognitive elements that impact engagement, and features that promote active learning.
Rating: 7/10
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elearningindustry.com elearningindustry.com
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How To Make Online Corporate Learning Fun During Lockdown
(Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)
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humanmooc.pressbooks.com humanmooc.pressbooks.com
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Cognitive Presence “is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Community of Inquiry, n.d, para. 5). Video is often used as a unidirectional medium with information flowing from the expert or instructor to the learner. To move from transmission of content to construction of knowledge, tools such as Voice Thread (VoiceThread, 2016) support asynchronous conversation in a multimedia format.
The author, Kendra Grant, is the Director of Professional Development and Learning for Quillsoft in Toronto Canada. Grant helps business succeed in education design and support. In this article Grant discusses how quickly the learning environment has changed through technological development. Grant explores the RAT Model, which guides instructors in the "use of technology to help transform instructional practice." Grant then examines the Community of Inquiry model, which seeks to create meaningful instruction through social, cognitive and teaching presence. Grant concludes by providing general principles for creating a positive video presence.
Rating: 8/10
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us.sagepub.com us.sagepub.com
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Multimedia principle. Providing words with pictures, images, or other graphics enhances learning relative to materials that include only words. While this principle pertains to texts with pictures, it also applies to videos, which include audio and video components.2. Modality principle. When combining visual and verbal materials, it is more effective to use audio than it is to use written text. Videos may be more effective when they present video in conjunction with audio narration as opposed to written text in the video.3. Contiguity principle. Multimedia materials are more effective when words and pictures/images/graphics occur in close proximity relative to when they do not occur in close proximity.4. Redundancy principle. Eliminating redundancy enhances the effectiveness of multimedia. For example, text may be redundant with audio narration, and such redundant text should be eliminated.5. Coherence principle. Adding flashy but unnecessary illustrations to multimedia can be distracting, reducing coherence and thereby reducing learning.6. Personalization principle. Using a conversational style (e.g., in narration) can be more beneficial relative to a more formal presentation style.
This article compiles research into educational videos with respect to SDL (although SDL is never mentioned directly). The authors discuss the impact of educational videos, student engagement, the role of critical thinking and knowledge development, and effective design and presentation.
Rating: 8/10
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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Internet LearningVolume 4Issue 1Spring 2015Article 2May 2015Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy
Article presents strategies for adoption in virtual learning environments to improve aspects of instructor presence and immediacy. Central to the discussion are perceptions of engagement and relatability, which play an integral role in shaping learners' cognitive and affective filters. Rating 7/10
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Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy
Through a literature review of 50 articles published between 2003-2014, the authors explored aspects of online learning (teacher presence, teacher immediacy) that impact learner interest and motivation in the online environment. Recognizing that these aspects are key, the authors explore various approaches to retention the virtual setting. The multifaceted role of the instructor is reviewed as well as virtual facilitation strategies. The literature search revealed a positive correlation between teaching presence, teaching immediacy, and learner engagement and motivation. 6/10
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er.educause.edu er.educause.edu
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Considering that one of the most significant factors of online course quality is instructor presence and interpersonal interaction,4 one of the benefits video can offer is creating faculty presence in an online environment. In the interviews, students cited faculty presence as a key factor related to their engagement and perceived learning from videos. Humor and wit were described positively. Participants also mentioned the benefits of adding personable context to a subject; for instance, faculty members giving examples from their professional experiences about subject material. As one student explained, "The reading is very didactic or academic, but the videos are very real-case scenarios. The instructor narrates: 'How do you take that academic learning into the real world? What does that mean when you're looking at these financial statements?'" Another participant offered: "[The videos] are better than just reading the material because it has more of that human element."
Melanie Hibbert, the Director of Instructional Media & Technology and Media Center at Barnard College in New York City, writes about what is necessary for good online instructional videos. Hibbert discusses media at Columbia University, methods for creating videos, an what analytics tell us. She concludes by describing the importance of instructor presence more so than the production quality of videos.
Rating: 9/10
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psyarxiv.com psyarxiv.com
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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
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files.eric.ed.gov files.eric.ed.gov
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Creating an Effective Online InstructorPresence
This article was published by the Community College Research Center Teacher's College at Columbia University in New York City. The article examines what an effective online instructor looks like. The authors discuss how research indicates online instructors "make minimal use of interactive technologies." They then outline how instructors can use lectures, homework assignments, discussion boards, chat sessions, and lab activities in an interactive online course.
Rating: 8/10
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opentextbc.ca opentextbc.ca
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Online learning, blended learning, flipped learning, hybrid learning, flexible learning, open learning and distance education are all terms that are often used inter-changeably, but there are significant differences in meaning. More importantly, these forms of education, once considered somewhat esoteric and out of the mainstream of conventional education, are increasingly taking on greater significance and in some cases becoming mainstream themselves. As teachers and instructors become more familiar and confident with online learning and new technologies, there will be more innovative methods developing all the time.
The author, Anthony Bates, holds a BA in Psychology and a Ph.D. in Educational Administration. He holds over 40 years of teaching experience. In this chapter he proposes online learning is a mode of delivery versus a teaching method. In this chapter Bates compares teaching delivery methods, defines which mode students need, and weighs in on the choice between face-to-face and online teaching.
Rating: 10/10
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cjsae.library.dal.ca cjsae.library.dal.ca
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Big hat and no cattle? The implications of MOOCs for the adult learning landscape
Article critiques the "big sell" of MOOCs claiming that MOOCs are an oversell in terms of access and change in educational practice. Author explores these assertions though the lens of andragogy, ultimately finding that while there is potential in MOOCs, these environments are not being utilized to their greatest potential. Rating 8/10
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eric.ed.gov eric.ed.gov
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Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion
Article explores learners' perspectives about their motivation and success in a four-week MOOC. Author states that while much attention has been given to the study of MOOCs very little of that research has leveraged participants interpretations of their personal experiences. This article delivers information about MOOC learners' motivations and goals for participation in a MOOC. Article interprets these factors from the perspective of SDL and self-determination frameworks. Rating 7/10
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humanwhocodes.com humanwhocodes.com
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The reason for this is very simple: once code gets checked-in, it takes on a life of its own.
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Checking in is akin to sharing your code with others, and once out in the world, it’s hard to predict what that code will do.
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ajph.aphapublications.org ajph.aphapublications.org
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Scherer, L. D., & Pennycook, G. (2020). Who Is Susceptible to Online Health Misinformation? American Journal of Public Health, 110(S3), S276–S277. https://doi.org/10.2105/AJPH.2020.305908
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techandcurr2019.pressbooks.com techandcurr2019.pressbooks.com
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Project Based Learning to Develop 21st Century Competencies
In this chapter, the author defines problem based learning (PBL) and highlights the benefits to the learner. In addition to incorporating technology to enhance learning, the article reinforces the need to foster the softer skills that may be developed as a result of PBL (teamwork, accountability, problem-solving, creative thinking, risk-taking, communication skills, and critical thinking skills). Though the data is limited, and there are inherent challenges, PBL is of value in course design. (8/10)
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bookbook.pubpub.org bookbook.pubpub.org
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However, when groups of readers come together and collectively read and write annotation in response to a shared text, then annotation can - under curated circumstances - spark and sustain conversation.
I can't help but note that within the IndieWeb community, they're using a combination of online chat and wiki tools which to a great extent are a larger ongoing conversation. The conversation continues on a daily (almost hourly) basis and the substantive portions of that conversation are captured within the wiki for future reference. Interestingly, an internal chat bot, known as Loqi, allows one to actively make changes to the wiki from within the chat. In some sense, within this community there could be an analogy to which came first the chicken or the egg, but replacing those with conversation and annotation.
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readwriterespond.com readwriterespond.com
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There was also opportunity to connect with other students.
I'm glad you had at least a little bit of this. The system I saw used for third graders left almost zero space for inter-student interaction or socialization which was a miserable experience.
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I felt more akin to being a relief teacher with little agency.
I felt like exactly this myself!
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www.learntechlib.org www.learntechlib.org
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Characteristics of Adult Learners With Implications for Online Learning Design
The author reviews assumptions of the adult learner and adult learning theory. In discussion of adult learning theories (self-directed learning, experiential learning, transformational learning), the article investigates their use in online learning. Furthermore, the author provides online course development recommendations for the adult learner. A brief critique of andragogic principles is provided. Adult learning principles used in a live environment are of benefit and necessary in the virtual environment. Click "Full Text" to read article. 7/10
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brocansky.com brocansky.com
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they’ll work their asses off not to disappoint you.
This kind of relational motivation seems like a good first step. I wonder though if "not to disappoint you" still centers the instructor and not the learners? The idea of a "partnership" between instructors and students strikes me as closer to the ideal that empathy aims for.
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facingtoday.facinghistory.org facingtoday.facinghistory.org
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The coronavirus pandemic has pushed teaching and learning online in schools around the world, but we don’t have to set aside teaching civil discourse and having brave conversations because we’re in virtual learning spaces.
This is so true. Knowing that the pandemic has forced us to take online schooling, it doesn't change the fact that we still can learn the same as we were in regular school.
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covid-19.iza.org covid-19.iza.org
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IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13644/.
Tags
- is:report
- personal burden
- student survey
- Pell Grant
- low-income urban
- drop a course
- college students
- unemployment benefit
- stress
- childcare responsibility
- financial burden
- online classes
- New York
- financial distress
- emergency relief grant
- lang:en
- internet
- COVID-19
- CARES Act
- educational burden
Annotators
URL
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arxiv.org arxiv.org
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Yuan, Yuan, Muzhi Guan, Zhilun Zhou, Sundong Kim, Meeyoung Cha, and Yong Li. ‘Disruption in the Chinese E-Commerce During COVID-19:A Case Study of the Beidian Platform’. ArXiv:2009.14605 [Physics], 22 July 2020. http://arxiv.org/abs/2009.14605.
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- Sep 2020
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psyarxiv.com psyarxiv.com
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Gurung, R. A. R., & Stone, A. (2020, September 14). You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic. https://doi.org/10.31234/osf.io/wqdx8
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www.scibeh.org www.scibeh.org
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SciBeh 2020 Workshop on “Building an online information environment for policy relevant science.” (2020, September 23). SciBeh. https://scibeh.org/events/workshop2020/
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www.psychologicalscience.org www.psychologicalscience.org
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Online Research: From Funding to Data Collection. (n.d.). Association for Psychological Science - APS. Retrieved September 25, 2020, from https://www.psychologicalscience.org/news/online-research.html
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macwright.com macwright.com
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The appeal of social networks is partly because they let us create documents without thinking about web technology,
mirrors strongly another comment i made, that our appetites & expectations for computing has outstripped the personal, that we now expect computing to be connective. we want the digital matter we create to exist not just locally, but widely. https://hypothes.is/a/11-k1v7pEeqJ1qdf5kJahQ
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There was a time when we could install applications, give some sort of explicit agreement that something would run on our computers and use our hardware. That time is ending,
The end seems perilously close at hand for personal computing, but, imo, as much as anything that is because users now expect to compute to have impact & effect far beyond the beige box.
Open source has many amazing things, but in terms of ways to get user's digital stuff online & available & circulating, there have been precious few compelling attempts. I'd call out in particular RemoteStorage spec, & the newer SOLID specs from MIT & TBL.
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Obradovich, N., Özak, Ö., Martín, I., Ortuño-Ortín, I., Awad, E., Cebrián, M., Cuevas, R., Desmet, K., Rahwan, I., & Cuevas, Á. (2020). Expanding the measurement of culture with a sample of two billion humans [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/qkf42
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kidspiritonline.com kidspiritonline.com
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Conversations about feelings are usually expressed with gestures and proximity, which is difficult while accessing a computer.
I think that a major part of conversation is those gestures and proximity. With or without a disability this is difficult to express when online.
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oneheglobal.org oneheglobal.org
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Second, an activity may threaten a student who has not disclosed something relevant to you. Before you ask students to share a story of their name, for example, remember that some students will have changed their name for reasons of personal safety, family breakdown, or gender identity.
It's important to recognize that not everyone has come from the same backgrounds or situations. Whether it's a name or sharing a personal story, or even turning on the camera, some students use school as an escape from their home lives, and I think it's important not to pressure students into feeling like their grade is at risk because of their home situations.
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www.fastcompany.com www.fastcompany.com
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Berg, N., & Berg, N. (2020, September 11). The rise of ‘dark stores’—And how they could save struggling retail. Fast Company. https://www.fastcompany.com/90549066/the-rise-of-dark-stores-and-how-they-could-save-struggling-retail
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www.csun.edu www.csun.edu
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Online Graduation Application
Online Graduation Application
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Eligibility: You may apply to graduate as soon as you have:
Eligibility: You may apply to graduate as soon as you have
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today.law.harvard.edu today.law.harvard.edu
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McArdle, Elaine, September 1, and 2020. ‘Making Lemonade from Lemons’. Harvard Law Today. Accessed 7 September 2020. https://today.law.harvard.edu/making-lemonade-from-lemons/.
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www.reddit.com www.reddit.com
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r/BehSciResearch - From social licencing of contact tracing to political accountability: Input sought on next wave of representative surveys in Germany, Spain, and U.K. (n.d.). Reddit. Retrieved June 18, 2020, from https://www.reddit.com/r/BehSciResearch/comments/hbaj58/from_social_licencing_of_contact_tracing_to/
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psyarxiv.com psyarxiv.com
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Ahmed, O., Ahmed, Z., Aibao, Z., Mia, S., & Khan, A. U. (2020). COVID-19 Pandemic and Initial Psychological Responses by Bangladeshi People [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/4nj6u
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www.ajpmonline.org www.ajpmonline.org
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Liu, Y., Finch, B. K., Brenneke, S. G., Thomas, K., & Le, P. D. (2020). Perceived Discrimination and Mental Distress Amid the COVID-19 Pandemic: Evidence From the Understanding America Study. American Journal of Preventive Medicine, 0(0). https://doi.org/10.1016/j.amepre.2020.06.007
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psyarxiv.com psyarxiv.com
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Borhany, H., Golbabaei, S., Jameie, M., & Borhani, K. (2020). Moral decision making in healthcare and medical professions during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5c769
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stresscontrol.ie stresscontrol.ie
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Home. (n.d.). Stress Control. Retrieved September 2, 2020, from https://stresscontrol.ie/
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twitter.com twitter.com
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Sir Anthony Seldon on Twitter. (n.d.). Twitter. Retrieved September 2, 2020, from https://twitter.com/AnthonySeldon/status/1300355492783554561
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- Aug 2020
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Bhatia, S., Walasek, L., Slovic, P., & Kunreuther, H. (2020). The More Who Die, the Less We Care: Evidence from Natural Language Analysis of Online News Articles and Social Media Posts. Risk Analysis, risa.13582. https://doi.org/10.1111/risa.13582
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@DFRLab. (2020, July 16). Op-Ed | Hitting COVID-19 disinfo websites where it hurts: Their wallets. Medium. https://medium.com/dfrlab/op-ed-hitting-covid-19-disinfo-websites-where-it-hurts-their-wallets-fe4a20080ad1
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twitter.com twitter.com
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Eric Feigl-Ding on Twitter: “Breaking: Los Angeles and San Diego school districts will be remote-only in the fall. California’s 2 largest public school districts said instruction will be remote-only in the fall, citing concerns that surging coronavirus infections pose too dire a risk for students & teachers. https://t.co/E6DTBeb2RF” / Twitter. (n.d.). Twitter. Retrieved July 17, 2020, from https://twitter.com/DrEricDing/status/1282741042186518534
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osf.io osf.io
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Arpino, B., Pasqualini, M., Bordone, V., & Solé-Auró, A. (2020). Indirect consequences of COVID-19 on people’s lives. Findings from an on-line survey in France, Italy and Spain [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/4sfv9
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socialsciences.nature.com socialsciences.nature.com
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Research, B. and S. S. at N. (2020, May 25). Imagining a different online world. Behavioural and Social Sciences at Nature Research. http://socialsciences.nature.com/users/397838-philipp-lorenz-spreen/posts/imagining-a-different-online-world
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osf.io osf.io
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Jittrapirom, P., & Tanaksaranond, G. (2020). An exploratory survey on the perceived risk of COVID-19 and travelling [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/v3g5d
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the prevalence of dark patterns online is harmful to people—and has the potential to impact more than just their wallets.
shopping addiction
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“Dark patterns are being used to undermine privacy, and to rob users of their ability to critically reflect on their actions,” he says. “Design and behavioral science have become weaponized to solely benefit online retailers and to exploit users.”
Technology which is not designed for the user, but to maximize profits: the opposite of what Humane Technology states
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It can be hard to determine the line between clever marketing and outright deception.
the whole point of life
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Most dark patterns are design choices, but others are arguably just fraud.
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www.bristol.ac.uk www.bristol.ac.uk
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Bristol, U. of. (n.d.). August: Young people mental health | News and features | University of Bristol. University of Bristol. Retrieved 25 August 2020, from https://www.bristol.ac.uk/news/2020/august/young-people-mental-health.html
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www.youtube.com www.youtube.com
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Webinars in English 🇺🇸—YouTube. (n.d.). Retrieved 24 August 2020, from https://www.youtube.com/playlist?list=PL0n8am2uBRCBUZI5ftm2jQ63tlYrtY4_I
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psyarxiv.com psyarxiv.com
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Hong, Jihoon, Ikjae Jung, Mingeol Park, Kyumin Kim, Sungook Yeo, Joohee Lee, Yujin Hong, Jangho Park, and Seockhoon Chung. ‘The Attitudes of Medical Students for Their Roles and Social Accountability in the COVID-19 Pandemic Era’. Preprint. PsyArXiv, 19 August 2020. https://doi.org/10.31234/osf.io/478ef.
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www.youtube.com www.youtube.comYouTube2
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Online Harms & Disinformation Post-COVID. (n.d.). Retrieved 20 August 2020, from https://www.youtube.com/watch?v=N2BmRuXbNhk
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Webinar: Virtual Networking for Nerds: How to network and find collaborations from afar. (n.d.). Retrieved 10 August 2020, from https://youtu.be/pdZyxs4resc
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stanford.zoom.us stanford.zoom.us
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Video-chat Studies for Developmental Research: Options and Best practices—Zoom. (n.d.). Retrieved 10 August 2020, from https://stanford.zoom.us/rec/play/uZAtduD5-243HtGX5ASDVvNxW43sK6Ks1nJI8_MIyEayVHALZgL1b-MXZeqvWmTUOWHFzluIhGr-YB45?autoplay=true&startTime=1591373245000
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www.facultyfocus.com www.facultyfocus.com
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Breakout Groups and Discussions using Collaborative Documents
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www.nber.org www.nber.org
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Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2020). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time (Working Paper No. 27555; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27555
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Akesson, J., Ashworth-Hayes, S., Hahn, R., Metcalfe, R. D., & Rasooly, I. (2020). Fatalism, Beliefs, and Behaviors During the COVID-19 Pandemic (Working Paper No. 27245; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27245
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today.law.harvard.edu today.law.harvard.edu
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Barnett ’15, L., August 4, & 2020. (n.d.). When Voting Is a Risky Choice. Harvard Law Today. Retrieved 6 August 2020, from https://today.law.harvard.edu/feature/when-voting-is-a-risky-choice/
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covid-19.iza.org covid-19.iza.org
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Job Search during the COVID-19 Crisis. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 5, 2020, from https://covid-19.iza.org/publications/dp13237/
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Simchon, A., Brady, W. J., & Bavel, J. J. V. (2020). Troll and Divide: The Language of Online Polarization. https://doi.org/10.31234/osf.io/xjd64
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covid-19.iza.org covid-19.iza.org
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Reacting Quickly and Protecting Jobs: The Short-Term Impacts of the COVID-19 Lockdown on the Greek Labor Market. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 27, 2020, from https://covid-19.iza.org/publications/dp13516/
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unix.meta.stackexchange.com unix.meta.stackexchange.com
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There is an observable widespread tendency to give an awk answer to almost everything, but that should not be inferred as a rule to be followed, and if there's (say) a Python answer that involves less programming then surely that is quite on point as an answer for a readership of users.
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"When an OP rejects your edit, please do not edit it back in!" Correspondingly, when a user repeatedly does try to edit, understand that something in your framing isn't working right, and you should reconsider it.
Tags
- should not infer as a general rule
- answer in online question/answer site
- disagreement
- rights of an OP
- how to ask good questions
- courtesy
- courtesy in online discussions
- using the right tool for the job
- discussion thread
- considering your audience
- courtesy in online question/answer sites
- appropriateness
Annotators
URL
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www.youtube.com www.youtube.com
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MyData vs. COVID-19 calls (2020, June 5) - https://www.youtube.com/playlist?list=PLbpRS19STpXSWs4kTiVEx2KN5CZh6yCYI
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- Jul 2020
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www.nber.org www.nber.org
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Chang, H.-H., & Meyerhoefer, C. (2020). COVID-19 and the Demand for Online Food Shopping Services: Empirical Evidence from Taiwan (Working Paper No. 27427; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27427
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medium.com medium.com
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@DFRLab. (2020). Op-Ed: How Brexit tribalism has influenced attitudes toward COVID-19 in Britain. Medium. https://medium.com/dfrlab/op-ed-how-brexit-tribalism-has-influenced-attitudes-toward-covid-19-in-britain-16a983a56929
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psyarxiv.com psyarxiv.com
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Vegetti, F., & Littvay, L. (2020). Belief in conspiracy theories, aggression, and attitudes towards political violence. https://doi.org/10.31234/osf.io/xwyjq
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www.sciencemag.org www.sciencemag.org
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MadhusoodananJul. 20, J., 2020, & Pm, 5:05. (2020, July 20). ‘Ethically troubling.’ University reopening plans put professors, students on edge. Science | AAAS. https://www.sciencemag.org/careers/2020/07/ethically-troubling-university-reopening-plans-put-professors-students-edge
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www.youtube.com www.youtube.com
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Online Reading Comprehension
Sharing what they've found with one another Students getting really excited when they've found something, want to show teacher Once students get one part, challenge them to find something new Evaluate the information; what features make it good? What is definition of best? Synthesize what you are finding; bring in all the information from different sources Multimodal ways of reading
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Online Reading Comprehension
Put focus on learning coming from partners
Tags
Annotators
URL
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newliteracies.uconn.edu newliteracies.uconn.edu
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At least five processing practices occur during online research and comprehension, each requiring additional new skills and strategies when they take place online:
5 Practices are:
- Identify important questions
- Locating information
- Evaluating information critically
- Synthesizing information
- Reading and writing to communicate
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osf.io osf.io
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Stephany, F., Dunn, M., Sawyer, S., & Lehdonvirta, V. (2020). Distancing Bonus or Downscaling Loss? The Changing Livelihood of US Online Workers in Times of COVID-19 [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/vmg34
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psyarxiv.com psyarxiv.com
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Bernard, P., St-Amour, S., Lachance, Kingsbury, C., & Lapointe. (2020). Dynamic patterns of depressive symptoms and sleep during the first month of strict lockdown in two women with major depressive disorder [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5enrq
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psyarxiv.com psyarxiv.com
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Cellini, N., Di Giorgio, E., Mioni, G., & Di Riso, D. (2020). Sleep quality, timing, and psychological difficulties in Italian school-age children and their mothers during COVID-19 lockdown [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/95ujm
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www.profgalloway.com www.profgalloway.com
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Galloway, S. (n.d.). NYU professor Scott Galloway predicts hundreds of universities will shutter, possibly for good, if they reopen in the fall. Business Insider. Retrieved July 20, 2020, from https://www.businessinsider.com/scott-galloway-colleges-must-cut-costs-to-survive-covid-2020-7
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psyarxiv.com psyarxiv.com
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Ahn, M. H., Shin, Y. W., Kim, J. H., Kim, H. J., Lee, K.-U., & Chung, S. (2020). High Work-related Stress and Anxiety Response to COVID-19 among Healthcare Workers in South Korea: SAVE study [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/9nxth
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www.youtube.com www.youtube.com
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Wikimedia Foundation. (2020, June 15). COVID-19 and human rights: How to share the facts on Wikipedia. Youtube. https://www.youtube.com/watch?v=kktZtDFhRho
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prism.ucalgary.ca prism.ucalgary.ca
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Engaging students in a three-month long project where they create their own short plays with the guidance of a workingplaywright, this festival not only allows students from St. Sylvester to explore playwriting, but to do so in collaboration with another class at a nearby Member School, St. Henry.
Way to collaborate with places outside of the school
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Garmendia, A., & Alfonso, S. L. (2020). Popular Reactions To External Threats in Federations. https://doi.org/10.31235/osf.io/qyjtm
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osf.io osf.io
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Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
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firstdraftnews.org firstdraftnews.org
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John, B. (2020, May 19). Ethical questions for covering coronavirus online: Key takeaways for journalists. First Draft. https://firstdraftnews.org:443/latest/ethical-questions-for-covering-coronavirus-online-key-takeaways-for-journalists/
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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www.reddit.com www.reddit.com
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Overall, the process of moderating individual comments is really really really fucking hard.
dire need for some IBIS or other, where people can make structured arguments & thread out, rather than this endless growing log of comments that pick up wherever they feel like & push whichever-which-way.
we need higher fidelity information to begin to moderate effectively.
this is a really nicely written thread from one of the most ultra-productive extremely-high-quality coders on the planet, detailing what challenges moderators face. and how they are equipped with only: a) moderation of individual comments b) locking threads c) bannings, all fiat acts.
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psyarxiv.com psyarxiv.com
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Sakakibara, R., & Ozono, H. (2020). Psychological Research on the COVID-19 Crisis in Japan: Focusing on Infection Preventive Behaviors, Future Prospects, and Information Dissemination Behaviors. https://doi.org/10.31234/osf.io/97zye
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psyarxiv.com psyarxiv.com
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Schelhorn, I., Ecker, A., Bereznai, J., Tran, T., Rehm, S., Lugo, R., Sütterlin, S., Kinateder, M., & Shiban, Y. (2020). Depression symptoms during the COVID-19 pandemic in different regions in Germany. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/p9wz8
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Kizilcec. F. R., Reich. J., Yeomans. M., Dann, C., Brunskill, E., Lopez. G., Turkay., S., Williams, J. J., Tingley. D., (2020) Scaling up behavioral science interventions in online education. PNAS. Retrieved from https://www.pnas.org/content/117/26/14900.short?rss=1
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osf.io osf.io
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Grow, A., Perrotta, D., Del Fava, E., Cimentada, J., Rampazzo, F., Gil-Clavel, S., & Zagheni, E. (2020). Addressing Public Health Emergencies via Facebook Surveys: Advantages, Challenges, and Practical Considerations [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/ez9pb
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osf.io osf.io
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Herzberg-Druker, E., Tali, K., & Yaish, M. (2020). Work and Families in Times of Crisis: The Case of Israel in the Coronavirus Outbreak [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/fxs64
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osf.io osf.io
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Dunn, M., Stephany, F., Sawyer, S., Munoz, I., Raheja, R., Vaccaro, G., & Lehdonvirta, V. (2020). When Motivation Becomes Desperation: Online Freelancing During the COVID-19 Pandemic [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/67ptf
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journals.lww.com journals.lww.com
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Almario, C. V., Chey, W. D., & Spiegel, B. M. R. (n.d.). Increased Risk of COVID-19 Among Users of Proton Pump Inhibitors. 17.
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blogs.harvard.edu blogs.harvard.edu
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Staff, C. (2020, July 8). 230-esque Language in the USMCA: What Does It Mean for the US and Canada? Cyberlaw Clinic. https://blogs.harvard.edu/cyberlawclinic/2020/07/08/230-esque-language-in-the-usmca/
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arg-tech.org arg-tech.org
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Bex, F., Lawrence. J., Snaith. M., Reed. C., (2013) implementing the Argument Web. Communications of the ACM. (56). (10). Retrieved from chrome-extension://bjfhmglciegochdpefhhlphglcehbmek/pdfjs/web/viewer.html?file=http%3A%2F%2Farg-tech.org%2Fpeople%2Fchris%2Fpublications%2F2013%2FbexCACM.pdf
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psyarxiv.com psyarxiv.com
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Adam-Troian, J., & Bagci, S. (2020). The pathogen paradox: Evidence that perceived COVID-19 threat is associated with both pro- and anti-immigrant attitudes. https://doi.org/10.31234/osf.io/948ch
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mozilla.github.io mozilla.github.io
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Understanding and respecting community behaviors when expressing opinions in online discussions.
Yes this is an important consideration in learning to become a "good citizen of the web." How do you define an online community, though? Is the whole internet an online community? Are their sub-communities? Are communities just groups of people who gather together (i.e. a Facebook group or page)?
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jasp-stats.org jasp-stats.org
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JASP Workshop Goes Online, Fees Reduced. (2020, July 7). JASP - Free and User-Friendly Statistical Software. https://jasp-stats.org/?p=6549
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psyarxiv.com psyarxiv.com
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Chatterjee, A., & Chatterjee, A. (2020). Managing through uncertain times: A study to understand the effects of conducting socio-academic life online during COVID-19. https://doi.org/10.31234/osf.io/vcbrw
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psyarxiv.com psyarxiv.com
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Jorrat, D. A. (2020). Recruiting experimental subjects using WhatsApp [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6vgec
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psyarxiv.com psyarxiv.com
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Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9
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- Jun 2020
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leibniz-phd.net leibniz-phd.net
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Leibniz PhD Network - Mental Health for Doctoral Researchers During COVID-19 Webinar
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psyarxiv.com psyarxiv.com
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Yamada, Y. (2020). Micropublishing during and after the COVID-19 era [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/8fum4
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psyarxiv.com psyarxiv.com
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Orgilés, M., Morales, A., Delvecchio, E., Francisco, R., Mazzeschi, C., Pedro, M., & Espada, J. P. (2020). Coping behaviors and psychological disturbances in youth affected by the COVID-19 health crisis [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2gnxb
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documents-dds-ny.un.org documents-dds-ny.un.org
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The prevalence of child sexual exploitation and abuse is also a major concern.
The SG has brought child online protection to the forefront by highlighting it in the introduction. To be applauded.
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www.theguardian.com www.theguardian.com
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Doward, J. (2020, June 28). Only 13% of UK working parents want to go back to ‘the old normal.’ The Observer. https://www.theguardian.com/world/2020/jun/28/only-13-of-uk-working-parents-want-to-go-back-to-the-old-normal
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psyarxiv.com psyarxiv.com
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Jankovic, Ana, and Sabina Cehajic-Clancy. ‘Social and Behavioural Responses during the COVID-19 Pandemic in Bosnia and Herzegovina’. Preprint. PsyArXiv, 10 June 2020. https://doi.org/10.31234/osf.io/s83ru.
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psyarxiv.com psyarxiv.com
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Xuereb, S., Kim, H. S., Clark, L., & Wohl, M. (2020). Substitution behaviors among casino gamblers during COVID-19 precipitated casino closures. https://doi.org/10.31234/osf.io/fvnmb
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psyarxiv.com psyarxiv.com
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McPhee, M., Keough, M. T., Rundle, S., Heath, L. M., Wardell, J., & Hendershot, C. S. (2020). Depression, Environmental Reward, Coping Motives and Alcohol Consumption During the COVID-19 Pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/zvs9f
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psyarxiv.com psyarxiv.com
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Lazarevic, L. B., Purić, D., Teovanovic, P., Knezevic, G., Lukic, P., & Zupan, Z. (2020). What drives us to be (ir)responsible for our health during the COVID-19 pandemic? The role of personality, thinking styles and conspiracy mentality [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cgeuv
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theplosblog.plos.org theplosblog.plos.org
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Yeolekar, M. (2020, April 30). The Digital Migration: Lessons About Open Science Arising from the COVID19 Crisis. The Official PLOS Blog. https://theplosblog.plos.org/2020/04/the-digital-migration-lessons-about-open-science-arising-from-the-covid19-crisis/
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www.biodiversitylibrary.org www.biodiversitylibrary.org
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IVa/ilcn/'crgia grandiflonj
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beta.biodiversitylibrary.org beta.biodiversitylibrary.org
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reutersinstitute.politics.ox.ac.uk reutersinstitute.politics.ox.ac.uk
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Newman, N. (n.d.). Reuters Institute Digital News Report 2020. 112.
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www.cambridge.org www.cambridge.org
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Allington, D., Duffy, B., Wessely, S., Dhavan, N., & Rubin, J. (undefined/ed). Health-protective behaviour, social media usage and conspiracy belief during the COVID-19 public health emergency. Psychological Medicine, 1–7. https://doi.org/10.1017/S003329172000224X
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digest.bps.org.uk digest.bps.org.uk
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For Political Candidates, Making Jokes Online Might Backfire. (2020, June 18). Research Digest. https://digest.bps.org.uk/2020/06/18/for-political-candidates-making-jokes-online-might-backfire/
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Chen, E., Lerman, K., & Ferrara, E. (2020). COVID-19: The First Public Coronavirus Twitter Dataset. ArXiv:2003.07372 [Cs, q-Bio]. http://arxiv.org/abs/2003.07372
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psyarxiv.com psyarxiv.com
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Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2019, December 4). Citizens Versus the Internet: Confronting Digital Challenges With Cognitive Tools. https://doi.org/10.31234/osf.io/ky4x8
Tags
- digital
- artificial intelligence
- cognitive tools
- AI
- choice architecture
- boosting
- is:preprint
- decision aid
- misinformation
- disinformation
- technocognition
- lang:en
- internet
- algorithm
- decision autonomy
- attention economy
- self-nudging
- reasoning
- online manipulation
- online behavior
- fake news
- nudging
- behavioral policy
Annotators
URL
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psyarxiv.com psyarxiv.com
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Veltri, G. A., Prof, Lupiáñez-Villanueva, F., Folkvord, F., Theben, A., & Gaskell, G. (2020, April 29). The impact of online platform transparency of information on consumer’s choices. https://doi.org/10.31234/osf.io/htja5
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psyarxiv.com psyarxiv.com
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Abdelrahman, M. K. (2020, April 14). Personality Traits, Risk Perception and Social Distancing During COVID-19. https://doi.org/10.31234/osf.io/6g7kh
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www.researchgate.net www.researchgate.net
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Li, J., Hallsworth. A.G. and Coca-Stefaniak, J.A. (2020), “The changing grocery shopping behavior of Chineseconsumers at the outset of the COVID-19 outbreak”, Tijdschrift voor Economische en Sociale Geografie. https://doi.org/10.1111/tesg.12420
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doi.org doi.org
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Willem, L., Hoang, T. V., Funk, S., Coletti, P., Beutels, P., & Hens, N. (2020). SOCRATES: An online tool leveraging a social contact data sharing initiative to assess mitigation strategies for COVID-19 [Preprint]. Epidemiology. https://doi.org/10.1101/2020.03.03.20030627
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www.reddit.com www.reddit.com
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Herzog, S. (2020 April 9). *"back to the future", not "back to normal". Reddit. https://www.reddit.com/r/BehSciAsk/comments/fx4hs3/what_behavioural_factors_will_affect_getting_back/fmsgqg7/
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psyarxiv.com psyarxiv.com
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Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu
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www.nature.com www.nature.com
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Ledford, H. (2020). How Facebook, Twitter and other data troves are revolutionizing social science. Nature, 582(7812), 328–330. https://doi.org/10.1038/d41586-020-01747-1
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psyarxiv.com psyarxiv.com
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Długosz, P. (2020). Neurotic coronavirus generation? The report from the second wave of research on the students from Kraków [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6ecr7
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pubs.aeaweb.org pubs.aeaweb.org
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Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual classrooms: How online college courses affect student success. American Economic Review, 107(9), 2855-75.
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Plata, C. A., Pigani, E., Azaele, S., Callejas, V., Palazzi, M. J., Solé-Ribalta, A., Meloni, S., & Suweis, J. B.-H. S. (2020). Neutral Theory for competing attention in social networks. ArXiv:2006.07586 [Physics]. http://arxiv.org/abs/2006.07586
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twitter.com twitter.com
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Nivi Mani on Twitter. "I cannot stop smiling! Here is a first peek at the data from our online browser-based intermodal preferential looking set-up! We replicate the prediction effect (boy eats big cake, Mani & Huettig, 2012) using our online webcam testing software @julien__mayor @Kindskoepfe_Lab" / Twitter. (n.d.). Twitter. Retrieved June 15, 2020, from https://twitter.com/nivedita_mani/status/1265556217486815232
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arxiv.org arxiv.org
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Velásquez, N., Leahy, R., Restrepo, N. J., Lupu, Y., Sear, R., Gabriel, N., Jha, O., Goldberg, B., & Johnson, N. F. (2020). Hate multiverse spreads malicious COVID-19 content online beyond individual platform control. ArXiv:2004.00673 [Nlin, Physics:Physics]. http://arxiv.org/abs/2004.00673
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psyarxiv.com psyarxiv.com
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Westrupp, E., Greenwood, C., Fuller-Tyszkiewicz, M., Berkowitz, T., Hagg, L., & Youssef, G. J. (2020). Text Mining of Reddit Posts: Using Latent Dirichlet Allocation to Identify Common Parenting Issues [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cw54u
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psyarxiv.com psyarxiv.com
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Chatterjee, A., & Chatterjee, A. (2020). Managing through uncertain times: A study to understand the effects of conducting socio-academic life online during COVID-19 [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/zjaey
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www.springer.com www.springer.com
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Journal of Computational Social Science. Springer. Retrieved June 10, 2020, from https://www.springer.com/journal/42001/updates/17993070
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psyarxiv.com psyarxiv.com
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Pagnini, F., Bonalda, E., Montrasi, E., Toselli, E., & Alessandro, A. (2020). Reframing the psychological impact of the COVID-19 outbreak through a social media community for students [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/d5wph
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psyarxiv.com psyarxiv.com
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Park, A., Velez, C. V., Kannan, K., & Chorpita, B. F. (2020). Stress, functioning, and coping during the COVID-19 pandemic: Results from an online convenience sample [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/jmctv
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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
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psyarxiv.com psyarxiv.com
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Lunn, P. D., Timmons, S., Julienne, H., Belton, C., Barjaková, M., Lavin, C., & McGowan, F. P. (2020). Using Decision Aids to Support Self-Isolation During the COVID-19 Pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/fngx5
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link.springer.com link.springer.com
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Stokes, D. C., Andy, A., Guntuku, S. C., Ungar, L. H., & Merchant, R. M. (2020). Public Priorities and Concerns Regarding COVID-19 in an Online Discussion Forum: Longitudinal Topic Modeling. Journal of General Internal Medicine. https://doi.org/10.1007/s11606-020-05889-w
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psyarxiv.com psyarxiv.com
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Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/gj3e5
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nymag.com nymag.com
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Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
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www.ifs.org.uk www.ifs.org.uk
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Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020, May 18). Learning during the lockdown: Real-time data on children’s experiences during home learning. https://doi.org/10.1920/BN.IFS.2020.BN0288
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- May 2020
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www.psychologicalscience.org www.psychologicalscience.org
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APS Roundtable: Psychological Science and COVID-19, What We Know and What We Can Do. (n.d.). Association for Psychological Science - APS. Retrieved April 16, 2020, from https://www.psychologicalscience.org/news/aps-roundtable-psychological-science-and-covid-19-what-we-know-and-what-we-can-do.html
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thepsychologist.bps.org.uk thepsychologist.bps.org.uk
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Coronavirus – Psychological perspectives | The Psychologist. (n.d.). Retrieved April 27, 2020, from https://thepsychologist.bps.org.uk/volume-33/april-2020/coronavirus-psychological-perspectives
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featuredcontent.psychonomic.org featuredcontent.psychonomic.org
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Mickes, L. (2020, April 2). A recipe for moving your physical lab to the online lab. Psychonomic Society Featured Content. https://featuredcontent.psychonomic.org/a-recipe-for-moving-your-physical-lab-to-the-online-lab/
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elifesciences.org elifesciences.org
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Achakulvisut, T., Ruangrong, T., Bilgin, I., Van Den Bossche, S., Wyble, B., Goodman, D. F., & Kording, K. P. (2020). Improving on legacy conferences by moving online. ELife, 9, e57892. https://doi.org/10.7554/eLife.57892
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www.stiftung-nv.de www.stiftung-nv.de
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Dark Patterns: Regulating Digital Design. (2020, May 13). https://www.stiftung-nv.de/en/publication/dark-patterns-regulating-digital-design
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www.futurelearn.com www.futurelearn.com
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FutureLearn. Pandemics, Modelling, and Policy—Online Course. https://www.futurelearn.com/courses/pandemics-modelling-and-policy
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psyarxiv.com psyarxiv.com
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Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez
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www.jmir.org www.jmir.org
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Farooq, A., Laato, S., & Islam, A. K. M. N. (2020). Impact of Online Information on Self-Isolation Intention During the COVID-19 Pandemic: Cross-Sectional Study. Journal of Medical Internet Research, 22(5), e19128. https://doi.org/10.2196/19128
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psyarxiv.com psyarxiv.com
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Martin, R., & Ruby, M. (2020). What does food retail research tell us about the implications of COVID-19 for grocery purchasing habits? [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/z2kup
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psyarxiv.com psyarxiv.com
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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
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www.ft.com www.ft.com
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Multiple articles from Financial Times - Future of AI and Digital Healthcare
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percy.io percy.io
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leedsunilibrary.wordpress.com leedsunilibrary.wordpress.com
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The Ethics of Online Research. (2018, August 30). Leeds University Library Blog. https://leedsunilibrary.wordpress.com/2018/08/30/the-ethics-of-online-research/
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www.nature.com www.nature.com
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Ball, P. (2020). Anti-vaccine movement could undermine efforts to end coronavirus pandemic, researchers warn. Nature, 581(7808), 251–251. https://doi.org/10.1038/d41586-020-01423-4
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@DFRLab. (2020, May 14). Op-Ed: The criminalization of COVID-19 clicks and conspiracies. Medium. https://medium.com/dfrlab/op-ed-the-criminalization-of-covid-19-clicks-and-conspiracies-3af077f5a7e7
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Johnson, N.F., Velásquez, N., Restrepo, N.J. et al. The online competition between pro- and anti-vaccination views. Nature (2020). https://doi.org/10.1038/s41586-020-2281-1
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www.sciencedirect.com www.sciencedirect.com
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Lourenco, S. F., & Tasimi, A. (2020). No Participant Left Behind: Conducting Science During COVID-19. Trends in Cognitive Sciences, S1364661320301157. https://doi.org/10.1016/j.tics.2020.05.003
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edtechmagazine.com edtechmagazine.com
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Castelo, M. (2020 April 15). 4 Cyberhygiene Practices for Secure Remote Learning. EdTech. edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning
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theconversation.com theconversation.com
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Chakravorti, B. (2020 May 06). Exit from coronavirus lockdowns – lessons from 6 countries. The Conversation. http://theconversation.com/exit-from-coronavirus-lockdowns-lessons-from-6-countries-136223
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www.nytimes.com www.nytimes.com
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The Associated Press (2020, May 8). UN Chief Says Pandemic Is Unleashing a “Tsunami of Hate.” The New York Times. https://www.nytimes.com/aponline/2020/05/08/world/ap-un-virus-outbreak-hate-speech.html
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www-sciencedirect-com.ezproxy.library.ubc.ca www-sciencedirect-com.ezproxy.library.ubc.ca
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Based on the foregoing theoretical underpinnings, we consider that the social cognitive theory is applicable to the BELS learning context. Accordingly, three factors: learners’ cognitive beliefs (self-efficacy and performance expectations), technological environment (system functionality and content feature), and social environment (interaction and learning climate) are identified and elucidated as the primary dimensions of student learning satisfactions with BELS
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Kennedy, B., Atari, M., Davani, A. M., Hoover, J., Omrani, A., Graham, J., & Dehghani, M. (2020, May 7). Moral Concerns are Differentially Observable in Language. https://doi.org/10.31234/osf.io/uqmty
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bjssjournals.onlinelibrary.wiley.com bjssjournals.onlinelibrary.wiley.com
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Hamza, M., Khan, H. S., Sattar, Z. A., & Hanif, M. (2020). Doctor-patient communication in surgical practice during the coronavirus (COVID-19) pandemic: WhatsApp for Doctor-Patient Communication during COVID-19 Pandemic. British Journal of Surgery. https://doi.org/10.1002/bjs.11661
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psyarxiv.com psyarxiv.com
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Capraro, V., & Barcelo, H. (2020). The effect of messaging and gender on intentions to wear a face covering to slow down COVID-19 transmission [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/tg7vz
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dialoguematters.co.uk dialoguematters.co.uk
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Online Meetings, Workshops & Training. (n.d.). Dialogue Matters. Retrieved May 11, 2020, from https://dialoguematters.co.uk/online-meetings-workshops-and-guidance/
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www.nejm.org www.nejm.org
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Chu, H. Y., Englund, J. A., Starita, L. M., Famulare, M., Brandstetter, E., Nickerson, D. A., Rieder, M. J., Adler, A., Lacombe, K., Kim, A. E., Graham, C., Logue, J., Wolf, C. R., Heimonen, J., McCulloch, D. J., Han, P. D., Sibley, T. R., Lee, J., Ilcisin, M., … Bedford, T. (2020). Early Detection of Covid-19 through a Citywide Pandemic Surveillance Platform. New England Journal of Medicine, NEJMc2008646. https://doi.org/10.1056/NEJMc2008646
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Liu, L., Wang, X., Tang, S., & Zheng, Z. (2020). Complex social contagion induces bistability on multiplex networks. ArXiv:2005.00664 [Physics]. http://arxiv.org/abs/2005.00664
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psyarxiv.com psyarxiv.com
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Hyland, P., Shevlin, M., McBride, O., Murphy, J., Karatzias, T., Bentall, R., … Vallières, F. (2020, April 22). Anxiety and depression in the Republic of Ireland during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8yqxr
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Twenge, J., & Joiner, T. E. (2020, May 7). Mental distress among U.S. adults during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/wc8ud
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psyarxiv.com psyarxiv.com
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Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia-Muñiz, M. J., & de Luis-García, R. (2020, May 7). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. https://doi.org/10.31234/osf.io/2sc84
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api.consentreceipt.org api.consentreceipt.org
Tags
Annotators
URL
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Zoder-Martell, K., Markelz, A., Floress, M. T., Skriba, H. A., & Sayyah, L. E. N. (2020, May 6). Technology to Facilitate Telehealth in Applied Behavior Analysis. https://doi.org/10.31234/osf.io/nz5s7
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digest.bps.org.uk digest.bps.org.uk
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Reynolds, E. Here’s How The Online Status Indicators In Apps Influence Our Behaviour. (2020, April 30). Research Digest. https://digest.bps.org.uk/2020/04/30/heres-how-the-online-status-indicators-in-apps-influence-our-behaviour/
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Reynolds, E. Here’s How The Online Status Indicators In Apps Influence Our Behaviour. (2020, April 30). Research Digest. https://digest.bps.org.uk/2020/04/30/heres-how-the-online-status-indicators-in-apps-influence-our-behaviour/
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www.lse.ac.uk www.lse.ac.uk
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Science, L. S. of E. and P. (n.d.). Behavioural Science in the Context of Great Uncertainty. London School of Economics and Political Science. Retrieved May 7, 2020, from https://www.lse.ac.uk/Events/2020/05/202005131400/behavioural-science.aspx
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www.reddit.com www.reddit.com
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r/BehSciMeta—Establishing an augmented online eco-system to foster the decentralized consolidation of behavioral science knowledge on COVID-19. (n.d.). Reddit. Retrieved April 16, 2020, from https://www.reddit.com/r/BehSciMeta/comments/fooqao/establishing_an_augmented_online_ecosystem_to/
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psyarxiv.com psyarxiv.com
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Nelson, B. W., Pettitt, A. K., Flannery, J., & Allen, N. B. (2020, April 13). Rapid Assessment of Psychological and Epidemiological Correlates of COVID-19 Concern, Financial Strain, and Health-Related Behavior Change in a Large Online Sample. https://doi.org/10.31234/osf.io/jftze
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www.thelancet.com www.thelancet.com
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The Lancet Child & Adolescent Health. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, S235246422030105X. https://doi.org/10.1016/S2352-4642(20)30105-X
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www.thelancet.com www.thelancet.com
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Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
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psyarxiv.com psyarxiv.com
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Higbee, T. (2020, April 17). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP. https://doi.org/10.31234/osf.io/9gwpj
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epjdatascience.springeropen.com epjdatascience.springeropen.com
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Vilella, S., Paolotti, D., Ruffo, G. et al. News and the city: understanding online press consumption patterns through mobile data. EPJ Data Sci. 9, 10 (2020). https://doi.org/10.1140/epjds/s13688-020-00228-9
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Olaseni, A. O., Akinsola, O. S., Agberotimi, S. F., & Oguntayo, R. (2020, May 6). PSYCHOLOGICAL DISTRESS EXPERIENCES OF NIGERIANS AMID COVID-19 PANDEMIC. Retrieved from psyarxiv.com/9v78y
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psyarxiv.com psyarxiv.com
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Dsouza, D. D., Quadros, S., Hyderabadwala, Z. J., & Mamun, M. A. (2020). Aggregated COVID-19 suicide incidences in India: Fear of COVID-19 infection is the prominent causative factor [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/7xa4b
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- Apr 2020
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safetyholic.com safetyholic.com
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Don’t share your children’s photos with their real names Adults are able to un-tag themselves from images that they don’t want to be identified in, but children don’t have that option. A lot of parents these days are referring to their children as a hashtag or a nickname which protects their identity without taking the fun out of sharing family photos. This also has an added bonus of giving the child a clean slate when they are older and building their own web presence, instead of being able to Google their name and seeing hundreds of baby photos that their relatives posted in the past.
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www.cnbc.com www.cnbc.com