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Discussion forums are often touted as maximising student participation and learning but concerns around engagement counter any perceived benefits. Often participation is the measure of engagement, and students who do not post are deemed unengaged. To further examine engagement and forums as learning communities, we used analytic data from 270 students enrolled in two online psychology subjects using social network analysis and interviewed 22 students. Both subjects' forums had greater egalitarian triads, indicative of reciprocal relationships. Furthermore, both active posters and lurkers had a mix of grade bands indicating that some lurkers still achieved academically. Lurking was a key qualitative theme along with checking for assessment information and intimidation. For both subjects, students were engaged with the forums, and differences in connectivity were consistent with the different subject content. However, forum activity indicated that these forums were more like subscription services than communities of practice. We propose that forums can be transformed into dynamic teaching spaces through understanding the multidimensionality of engagement, setting the expectation and tone of the forum as a safe place, and enhancing the platforms so visible indicators show that posts have been read or consumed. We further propose that students who engage but do not post be called "quiet participants." Implications for practice or policy: (1) Educators and researchers can improve the understanding of engagement with discussion forums by acknowledging the distinction between participation and engagement; (2) Online providers can assist in transforming these online platforms into dynamic teaching tools through enhancements that indicate a post has been read; and (3) Educators can increase engagement by setting the tone and expectations for the forum. Replacing the negative term "lurker" with quiet participants better reflects the activity of these students.

There is growing demand for online learning activities that offer flexibility for students to study anywhere, anytime, as online students fit study around work and family commitments. We designed a series of online activities and evaluated how, where, and with what devices students used the activities, as well as their levels of engagement and deep learning with the activities. A mixed-methods design was used to explore students' interactions with the online activities. This method integrated learning analytics data with responses from 63 survey, nine interview, and 16 focus group participants. We found that students used a combination of mobile devices to access the online learning activities across a variety of locations during opportunistic study sessions in order to fit study into their daily routines. The online activities were perceived positively, facilitating affective, cognitive, and behavioural engagement as well as stimulating deep learning. Activities that were authentic, promoted problem-solving, applied theory to real-life scenarios, and increased students' feelings of being supported were perceived as most beneficial to learning. These findings have implications for the future design of online activities, where activities need to accommodate students' need for flexibility as students' study habits become more mobile.

The unemployment rate for people with disability in Australia has remained unchanged for decades, despite policy and strategy focus. Therefore, understanding perceptions of those making hiring decisions is important. This research used a qualitative approach interviewing 13 participants who made hiring decisions. Reflexive thematic analysis uncovered four themes about altruistic hiring motivations, organisational culture barriers, sharing of disability during the hiring process, and negative emotions towards disability. There were distinct perspectives between people with and without experience of disability. People without experience tended to encourage early sharing of disability in the hiring process, cite organisational culture as a barrier, and shared strong negative emotions towards people with disability. People with experience of disability tended to prioritise autonomy of people with disability in sharing during the hiring process, and an intersectional approach to improve organisational culture. Regardless of disability experience, participants tended to share altruistic motives for hiring people with disability, despite this potentially contributing to the maintenance of power dynamics. Future research should continue to explore personal attributes and decision making of employers, ideally conducted by people with lived experience of disability. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

There has been increased use of self-report prospective memory (PM) scales in recent years, despite uncertainty about their validity. This study reviewed how self-and informant-report PM questionnaires have been used in the assessment of PM. We evaluated relationships between self-report, informant-report, and performance-based PM measures, and the validity of using self-report measures in detecting PM impairments and monitoring intervention outcomes. The scoping review methodology of Arksey and O'Malley (2005. Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32) was used. Database searches yielded 488 published studies that used the Prospective Memory Questionnaire (PMQ), Prospective and Retrospective Memory Questionnaire (PRMQ), Comprehensive Assessment of PM (CAPM), and Brief Assessment of PM (BAPM). The self-report and informant-report measures of PM had weak- to moderate-strength relationships with performance-based PM measures. Some self-report PM scales could detect PM impairments and monitor intervention outcomes, however few studies had investigated this. The findings indicated that self- and informant-report scales measure different constructs to performance-based measures of PM. It is recommended that these scales be used alongside performance-based measures to provide complementary and comprehensive assessments of PM. Further research into assessment of PM using self-report measures will aid assessment and treatment choices. [ABSTRACT FROM AUTHOR]

The current study aims to investigate what factors influence whether adults detect a change between social partners in a brief interaction. In two experiments, we examined whether locale diversity, a stranger's marginalized minority status (e.g., minority race, minority religious affiliation), and race congruence (e.g., own or other race) influenced the likelihood of being differentiated. Using a change blindness paradigm, an experimenter approached pedestrians asking for directions, then surreptitiously changed places with a confederate. After the switch, we measured whether pedestrians noticed if the person had changed. In Experiment 1, noticing rates were significantly lower for confederates belonging to a minority race compared to White confederates, but only in the more homogenous location and not in the highly diverse location. In Experiment 2, pedestrians were least likely to detect a change when confederates belonged to a religious minority and a racial minority. We discuss the important implications for prejudicial behaviour and eyewitness identification, as well as the utility of performing psychological research outside of the lab. [ABSTRACT FROM AUTHOR]

Faces are a frequent part of young infants' visual environments. Three-month-old infants spend approximately 25% of their time exposed to faces (Sugden, Mohamed-Ali, & Moulson, 2014; Jayaraman, Fausey, & Smith, 2015). These faces belong primarily to familiar people, like their caregivers, and are heavily weighted towards female, adult-aged, and own-race faces. To date, descriptions of infants' exposure to faces have focused on frequency-both overall frequency and relative frequency of different face types (e.g., familiar vs. unfamiliar; own-race vs. other-race). It is less clear whether faces of different types distinguish themselves in other ways that have implications for infants' learning. Here, we move beyond an evaluation of frequency to determine the dimensions by which familiar faces (i.e., caregivers and relatives, as identified by parental report) differentiate themselves from unfamiliar (i.e., stranger's) faces in the infant's early visual environment. Measuring infants' natural visual ecology with head-mounted infant-perspective cameras, we found that 3-month-olds were exposed to faces 21% of the time. The primary caregiver was the most frequent face (44% of exposure time) and non-primary caregivers were often second most frequent (17% of exposure time). Caregiver faces also distinguished themselves by their consistency across both contexts and time. For example, the primary caregiver's face was most likely to appear across contexts and locations. Primary caregiver faces were less likely to persist in the field of view, as compared to non-primary caregiver and stranger faces. Thus, the socially important faces in the infant's visual environment distinguish themselves not only through their overall frequency, but also through their consistency across contexts. This has implications for understanding how the early visual environment shapes learning about faces. [ABSTRACT FROM AUTHOR]

ABSTRACT Exposure to faces is known to shape and change the face processing system; however, no study has yet documented infants' natural daily first-hand exposure to faces. One- and three-month-old infants' visual experience was recorded through head-mounted cameras. The video recordings were coded for faces to determine: (1) How often are infants exposed to faces? (2) To what type of faces are they exposed? and (3) Do frequently encountered face types reflect infants' typical pattern of perceptual narrowing? As hypothesized, infants spent a large proportion of their time (25%) exposed to faces; these faces were primarily female (70%), own-race (96%), and adult-age (81%). Infants were exposed to more individual exemplars of female, own-race, and adult-age faces than to male, other-race, and child- or older-adult-age faces. Each exposure to own-race faces was longer than to other-race faces. There were no differences in exposure duration related to the gender or age of the face. Previous research has found that the face types frequently experienced by our participants are preferred over and more successfully recognized than other face types. The patterns of face exposure revealed in the current study coincide with the known trajectory of perceptual narrowing seen later in infancy.© 2013 The Authors. Developmental Psychobiology Published by Wiley Periodicals, Inc. Dev Psychobiol 56: 249-261, 2014. [ABSTRACT FROM AUTHOR]

This dataset represents face experience coded frame-by-frame from nearly 170 hours of infant-perspective head-mounted-camera video, recorded during their daily life by 40 3-month-old infants. It includes information about the identity of the face (e.g., caregiver, relative), length of time the face was in the field of view, location in which the face occurred, and descriptions of the situation in which the infant experienced the face. Demographic information (e.g., age, gender) about the infants who recorded the videos is also provided. For elaboration on data collection methodology, interpretation, analysis, and discussion of early face experience captured by this dataset, please see our paper These are the people in your neighbourhood: Consistency and persistence in infants' exposure to caregivers', relatives', and strangers' faces across contexts [1]., (© 2019 Published by Elsevier Inc.)