Why Keep Silent Online? Voices from Stay-at-home Postgraduate Students

Online classroom silence is an overlooked site of research irrespective of the growing popularity of online teaching in today’s education. Against this background, this study showcases why a group of postgraduate students keep silent in their online classes through classroom observation, stimulated recall interviews and in-depth interviews. Reasons found are classified into three categories: the peculiarity of online class, the uniqueness of postgraduate academic lesson, and other general reasons resembling the ones in the traditional classroom. In addition, these factors are found to be interconnected and sometimes exerting both positive and negative effects; unexpectedly, the factor of ‘losing face’, contrary to previous studies, is trivial in contributing to postgraduate students’ online-classroom silence

6,8-Di-tert-butyl-3-(4-nitro­phen­yl)-2H-chromen-2-one

The title compound, C23H25NO4, was synthesized by the reaction of 2-(4-nitro­phen­yl)acetonitrile and 3,5-di-tert-butyl-2-hydroxy­benzaldehyde. The dihedral angle formed by the benzene ring and the mean plane through the benzopyran­one ring system is 35.57 (5)°. The nitro group is almost coplanar with the attached benzene ring [dihedral angle = 5.19 (15)°]. The crystal packing is stabilized by an inter­molecular C—H⋯O hydrogen-bond inter­action