Social Presence, Identity, and Online Learning Research: Research Development and Needs

Scholars across many disciplines have grappled with questions of what it means for a person to be and interact online. Who are we when we go online? How do others know we are there and how do they perceive us? Within the context of online learning, scholarly questions tend to reflect more specific concerns focused on how well people can learn in a setting limited to mediated interactions lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to issues of social presence and identity, both of which are complex, multi-faceted, closely interrelated constructs

Virtual Enhancement to Physical Spaces: A QR Code Based Orientation Game

University orientations are typically passive events for students, with activities that include sitting and listening to speakers and perhaps talking to others seated nearby. In this project, the authors sought to provide a more active and collaborative component to a university orientation via a team-based game that incorporated content included in a typical orientation and modeled appropriate instructional technology use. This mobile orientation game used QR codes and videos to augment the physical environment of an academic building. This paper describes the design and development process for this game, and presents the results of an evaluation conducted at the end. The game, which lasted an hour, both helped players learn more about the people and key locations within the new program they were joining and, most importantly, helped participants meet and interact with their new peers prior to the beginning of classes

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have selected nine articles for this issue. At the systems level, there are two articles that focus on research trends during COVID-19, and features of high-quality online learning. At the pedagogical level, five articles were included that address online learner collaboration, help-seeking strategies, intersubjectivity, invisible participation, and online assessment. Finally, at the people level, there are two articles. The first focuses on online learning for minoritized and first-generation students. The second examines moderators in asynchronous online discussions. This introductory article provides a short summary of the nine articles and concludes with implications for practitioners and researchers on using and conducting systematic reviews on various topics in online learning

College Students, Networked Knowledge Activities, and Digital Competence

Amid the landscape of digital literacies and frameworks is a common assumption that contemporary youth, frequently dubbed “digital natives,” intuitively understand and use online technologies. While their use of these technologies may be frequent and highly skilled in some respects (e.g., communicating with friends), their use and abilities in other areas, such as those valued in school settings and the workforce, may differ. This survey of 350 college students examines how they use an array of online platforms for everyday life information-seeking purposes, including the frequency with which they engage in different networked knowledge activities. Findings show that while students often use platforms associated with personal networking, such as Instagram, professional platforms like LinkedIn are less commonly used. Students are much more likely to engage in passive online activities than active ones. In particular, skills related to tagging, writing, and creation are infrequently used. Additionally, about half of these college students do not believe social media, which fosters these networked knowledge activities, is relevant to their careers. These findings show opportunities for better developing college students’ digital skill sets, with guidance for skills that might be targeted, taught together, and supported through learning activities in online spaces to prepare college students for digital information tasks in the workplace

An R^4 non-renormalisation theorem in N=4 supergravity

We consider the four-graviton amplitudes in CHL constructions providing four-dimensional N=4 models with various numbers of vector multiplets. We show that in these models the two-loop amplitude has a prefactor of d^2R^4. This implies a non-renormalisation theorem for the R^4 term, which forbids the appearance of a three-loop ultraviolet divergence in four dimensions in the four-graviton amplitude. We connect the special nature of the R^4 term to the U(1) anomaly of pure N=4 supergravity.Comment: v2: added comments about one-loop UV divergences. Assorted stylistic corrections. Added references. v3: Eq. III.21 corrected and assorted minor corrections and clarifications. Version to be published. v4: minor corrections. 18 pages. one figur

Basics of Generalized Unitarity

We review generalized unitarity as a means for obtaining loop amplitudes from on-shell tree amplitudes. The method is generally applicable to both supersymmetric and non-supersymmetric amplitudes, including non-planar contributions. Here we focus mainly on N=4 Yang-Mills theory, in the context of on-shell superspaces. Given the need for regularization at loop level, we also review a six-dimensional helicity-based superspace formalism and its application to dimensional and massive regularizations. An important feature of the unitarity method is that it offers a means for carrying over any identified tree-level property of on-shell amplitudes to loop level, though sometimes in a modified form. We illustrate this with examples of dual conformal symmetry and a recently discovered duality between color and kinematics.Comment: 37 pages, 10 figures. Invited review for a special issue of Journal of Physics A devoted to "Scattering Amplitudes in Gauge Theories", R. Roiban(ed), M. Spradlin(ed), A. Volovich(ed

Spinor Helicity and Dual Conformal Symmetry in Ten Dimensions

The spinor helicity formalism in four dimensions has become a very useful tool both for understanding the structure of amplitudes and also for practical numerical computation of amplitudes. Recently, there has been some discussion of an extension of this formalism to higher dimensions. We describe a particular implementation of the spinor-helicity method in ten dimensions. Using this tool, we study the tree-level S-matrix of ten dimensional super Yang-Mills theory, and prove that the theory enjoys a dual conformal symmetry. Implications for four-dimensional computations are discussed.Comment: 24 pages, 1 figure

Generic multiloop methods and application to N=4 super-Yang-Mills

We review some recent additions to the tool-chest of techniques for finding compact integrand representations of multiloop gauge-theory amplitudes - including non-planar contributions - applicable for N=4 super-Yang-Mills in four and higher dimensions, as well as for theories with less supersymmetry. We discuss a general organization of amplitudes in terms of purely cubic graphs, review the method of maximal cuts, as well as some special D-dimensional recursive cuts, and conclude by describing the efficient organization of amplitudes resulting from the conjectured duality between color and kinematic structures on constituent graphs.Comment: 42 pages, 18 figures, invited review for a special issue of Journal of Physics A devoted to "Scattering Amplitudes in Gauge Theories", v2 minor corrections, v3 added reference

Willing suspension of disbelief: a study in online learning through simulation, and its potential for deeper learning in Higher Education

This article describes the replacement of a 'traditionally taught' law of probate course (lectures and workshops/tutorials) with an on-line collaborative learning exercise using simulation and role-play which is referred to hereafter as the Transactional Learning Project ('TLP'). The article considers the theory that the emotional engagement that comes about through role play in simulation leads to deeper learning, a process Maharg (2010) has dubbed as the 'integration of the cognitive and the affective'. The article includes statistical analysis of student feedback on the TLP in an attempt to measure how easy it is to carry students predisposed to expect information to be 'given' rather than 'acquired' along the journey leading away from traditional didactic teaching. The project was motivated partly by the dearth of such learning practices on the Legal Practice Course. It is suggested that the findings of the project add to the body of research which tends to illustrate the success in terms of student learning from working in leaderless (i.e. where the tutor is absent from the collaborative group) groups engaged in practical tasks involving simulation