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A classroom divided: A mixed-methods evaluation of hybrid and virtual teaching and learning at a small liberal arts university college.
No full textHybrid teaching and learning, in which instructors teach to students in person and virtually simultaneously, has emerged as an increasingly popular option for post-secondary educational institutions. We report a mixed-methods evaluation of hybrid and purely virtual teaching and learning models in two sections of an upper-level undergraduate social work course at a small Canadian liberal arts university college. Students completed a quantitative survey assessing a variety of outcomes associated with the course. Research assistants also observed classroom behaviours and interactions across three weeks of classes in each section. The evaluation identified a wide range of costs associated with the hybrid model and limited benefit when compared against a purely virtual option. Students in the hybrid section reported lower perceived control over their learning, less perceived value gained from the course, and increased boredom throughout the course. Technical issues, while occurring in both sections, were far more disruptive in the hybrid section. Finally, in-person and virtual students were disconnected from each other and often used “othering” language to describe students using a different attendance modality. We provide tentative recommendations for changes to the traditional hybrid model in the context of small liberal arts university education
Hawks, Doves, and Rapprochement in the South China Sea: Evidence from the United States
No full textWe replicate our study (https://osf.io/ykbju) on a US adult sample
Cognitive Attraction and the Spread of Misinformation on Danish Facebook
No full textSocial media facilitate a continuous stream of information where the barriers of previous information environments have collapsed. In this space, health advice, misinformation, cat videos, and similar content compete for users’ limited attention. This study explored the hypothesis that content biases support the spread of nonadaptive information online. To test this, we analyzed 1,022,526 instances of engagement (reactions, comments, shares) generated by 356 misleading Facebook posts. We evaluated the relationship between the presence of visual material, cognitive factors of attraction (social, threat-related, intergroup-related information, positivity, and negativity biases), and engagement scores by fitting a Bayesian negative binomial model. Cognitive attractive features were present in 92% of the posts, but only visual material, intergroup-related information, and positive and negative sentiment increased engagement. The findings suggest that the specifics of social media, such as the visibility structures of platforms and competition from salient, accurate information, may moderate what gets transmitted
Reproduction and replication of "An Umbrella Review of the Benefits and Risks Associated with Youths’ Interactions with Electronic Screens"
No full textSee Files for the full report and the authors' response.
Note that the authors' response was to an earlier draft of the reproduction
Sound and meaning: On the duration of Japanese homophones
No full textIt is by now well known that the relation between sound and meaning is much less arbitrary than in the original conception of de Saussure. Yet, whether meaning can directly influence the phonetics of a word, and thus create morphological variation is contentious. In this paper, we will investigate the duration of Japanese homophones to understand whether the meaning of a homophone affects its duration. We do so within the framework of the Discriminative Lexicon. We calculate measures to predict word forms from meanings, and use these measures in a statistical analysis to predict the duration of homophones. We found that meaning predicts the duration of a word, and also the duration of a mora. Furthermore we found that the duration of a homophone additionally depends on the density of its semantic neighborhood
CCP education and coproduction
No full textTo test the effects of Chinese Communist Party's Serving the People Wholeheartedly education on party members' and non-members' coproduction behavio
Neural mechanisms of lipreading in the Polish-speaking population: effects of linguistic complexity and sex differences
No full textLipreading, the ability to understand speech by observing lips and facial movements, is crucial for individuals with hearing impairments and in noisy environments. This study examines the neural mechanisms underlying lipreading in the Polish-speaking population, focusing on the complexity of linguistic material and potential sex differences in lipreading ability. Cohort of 51 participants (26 females) underwent a behavioral lipreading test and an fMRI-based speech comprehension task, utilizing visual-only and audiovisual stimuli, manipulating the lexicality and grammar of linguistic materials. Results indicated that males and females did not differ significantly in objective lipreading skills, though females rated their subjective abilities higher. Neuroimaging revealed increased activation in regions associated with speech processing, such as the superior temporal cortex, when participants engaged in visual-only lipreading compared to audiovisual condition. Lexicality of visual-only material engaged distinct neural pathways, highlighting the role of motor areas in visual speech comprehension.
These findings contribute to understanding the neurocognitive processes in lipreading, suggesting that visual speech perception is a multimodal process involving extensive brain regions typically associated with auditory processing. The study underscores the potential of lipreading training in rehabilitating individuals with hearing loss and informs the development of assistive technologies