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The theory of third order inference is a theory of how cultural beliefs influence individuals' decisions under conditions of interdependence and uncertainty. In this study, I build on prior work extending the theory to the role of third order information on social trust in public goods dilemmas. Namely, I argue that when second order information on the beliefs of those relevant to the group task are present, this information should influence decision-making over first and third order.

I test this argument in an experimental public goods game. After measuring first order social trust, participants are randomly sorted into one of four conditions – two that pair third and second order information on social trust as parallel and two that pair them as in conflict.

The results suggest that in the presence of second order information on social trust, third order information doesn't have an effect on cooperation.

The study extends the theory of third order inference to understanding the role of social trust at the first, second, and third levels in public goods dilemmas. It puts second order information in competition with third order in predicting cooperation. It suggests that resolving the uncertainty over the second order beliefs of a collective is key to preventing inefficient equilibriums when second and third order beliefs conflict.

Online, distance, and eLearning (ODeL) continue to gain recognition as a mandatory component of delivery of education in institutions of higher learning (IHL) around the world following the outbreak of coronavirus disease (COVID-19). This paradigm shift is informed by the need to ensure uninterrupted, valuable, and safe learning experiences for learners during the pandemic. However, governments ordered the closure of schools and colleges following the declaration of COVID-19 as a world pandemic by the World Health Organization (WHO). A report by United Nations Educational, Scientific and Cultural Organization revealed that there was a significant loss of schooling time following the closure of educational facilities which affected over 1.5 billion learners in 194 nations globally. This study explored the use of online approaches to intensify online learning efficacy in IHL. Data collection was conducted using qualitative methods and data analysis done using themes and sub-themes. Findings from this study indicate that students’ engagements on discussion forums are consistent with collaborative learning. Results further support the view that regular, prompt, and meaningful feedback is critical in promoting constructive learning and reflection among students. Based on the findings of this study, practical implications are discussed for stakeholders interested in establishing and strengthening effective delivery of online learning content to enhance students’ learning experiences.

Since the COVID-19 pandemic started and intensified over two years ago, constant lockdowns and social distancing measures have left many people feeling disconnected and disoriented. To recapture and sustain a semblance of normalcy and connected co-existence, online platforms, and various communication media have become indispensable. However, this mode of social connectedness while being physically separated is nothing new to Filipino transnational families who have persevered and kept their familial bonds alive and well across time and space.

Based on findings from an ongoing ethnographic study that started in 2016, in this chapter, the author engages with critical issues regarding how communication technologies shape the exchange of familial care and intimacy within contexts of geographical dispersion. Through a discussion of the ways in which new forms of communication reconstruct the temporal and spatial aspects of Filipino transnational family life, the author explains how families preserve and nurture their collective commitments to the maintenance of kinship by using information and communication technologies (ICTs) to (re)enact and (re)create mundane existences but also to recognize, celebrate, and display significant milestones along the family life course. One of the key questions raised is how effective technology-mediated exchanges are in substituting for physical co-presence, which is widely accepted as the foundation of strong and healthy family relationships. By interrogating these issues, the author builds on a valuable body of research which theorizes how ICTs facilitate new forms of intimacy and virtual togetherness; but also contentious relations and emotional burdens that test the Filipino family’s resilience in turbulent times.

This chapter is a potent elaboration of how Filipino transnational family members adopt creative strategies to integrate their fragmented existences and (re)embed themselves into each other’s temporalities and subjectivities.

During the COVID-19 pandemic, lockdowns and social distancing mandates forced many young Australians to radically alter everyday interactions. Physical co-presence and embodied experience, a previously taken-for-granted dynamic of territorially embedded everyday lives, and interactions with urban surroundings, were reconfigured. Digital technology, while bringing people together for work, study, or socialising, is seen to dissolve material space, and mitigate geographic isolation. But what role does co-presence and embodied, spatially embedded experience play for young people living in the city? This chapter draws on the voices and experiences of young Australians aged 18–24 during the pandemic to clarify and understand the role of the digital in their everyday lives, how they negotiated disruptions to education, work, and managing relationships during the pandemic to articulate the relationships between digital lives and embodied experiences in the city.

This study contributes to the participative budgeting and budget misrepresentation literature by exploring: (1) whether managers’ judgments of fair behaviors are malleable and context-dependent and (2) if these judgments of fair behavior impact cost reporting misrepresentations. Two experiments investigate these questions. Experiment 1 (n = 42) tests whether the behavior that managers judge to be “fair” differs based on the decision context (i.e., initial economic position [IEP]). Experiment 2 (n = 130) investigates: (1) how managers’ deployment of fairness beliefs influences their reporting misrepresentations and (2) how decision aids that reduce task complexity impact managers’ deployment of fairness beliefs in their misreporting decisions. The study found that managers deploy fairness beliefs (i.e., honesty or equality) consistent with maximizing their context-relevant income. Hence, fairness beliefs constrain misrepresentations in predictable ways. In addition, we find more accounting information is not always beneficial. The presence of decision aids actually increases misrepresentations when managers are initially advantaged (i.e., start with more resources than others). The implications from these findings are relevant to the honesty and budgeting literature and provide novel findings of how managers’ preferences for fairness constrain managers from maximizing their income. The chapter demonstrates that contextual factors can influence the deployment of managers’ fairness beliefs which, in turn, differentially impact their reporting misrepresentation. Another contribution is that providing decision aids, which reduce task complexity, may not always benefit companies, since such aids may increase misrepresentation under certain conditions.

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

The present chapter explores the topic of death in the context of contemporary New Delhi, India. Building upon what I chose to call an ‘expanded ethnography’, it explores the multiple ways in which sensory, visual and digital mediations and tools can help researchers address such an existentially delicate topic. Building on a mix of online visual ethnography (of computer screens and smartphones), of bodily/sensory practices, of sound recording and image-making, my research focussed on retirement homes and shelters amidst a bulging Indian metropolis. I engaged with subjects who, because of personal choices or family difficulties, have ended up finishing their lives in solitude amidst a city forced to co-live with the presence of death. Alternating between photographic portraits, filmic observations and moments of playful exchanges in front of a camera (with me as one of the objects portrayed) my method capitalizes upon the integration (and problematisation) of bodily (sensory and affective) as well as digital techniques. All together these different mediations have granted me access to different layers of connection to the topic of death in Delhi and also to my ageing guides/interlocutors.

This study uses a mixed methods approach to investigate the pedagogical approaches and teaching practices that the English Department at a private Lebanese university implemented to rectify the deteriorating speaking skills of their students during the first few months of the lockdown in Lebanon between March and June 2020. The data consisted of semi-structured interviews with English instructors, the speaking assessment scores, and the English peer support program (PSP) enrollment records. Qualitative analysis of the interviews identified the main challenges that the English instructors faced during their transition from face-to-face (FTF) to distance education. The analysis also identified the intervention strategies that were implemented to overcome these barriers to learning and adapt to and even benefit from computer-mediated communication (CMC) instruction and other technological resources to develop and improve the oral proficiency and fluency of tertiary English as a Foreign Language (EFL) students. The quantitative analysis referred to the average percentage variation of the pre-test and post-test scores of the speaking assessment to track the improvement (or lack thereof) of the students’ speaking skills across four semesters, prior to and after the intervention. A one-way ANOVA test was also conducted for the enrollment records of the English PSP and speaking assessment scores that showed that the program was an effective form of intervention that helped struggling students to at least prevent the further deterioration of their speaking capabilities in English. These findings show that for students to develop and enhance their speaking skills in English in a distance education context and during emergency times, efforts need to be made to reduce the hindering psychological factors and address all technology-related barriers that disrupt the online language learning environment and process.

Under which conditions do social movements receive extensive attention from the mainstream news media? We develop an institutional mediation model that argues that combinations of the news-heightening characteristics of movements, including their disruptive capacities, organizational resources, and political orientation, and political contexts, including partisan regimes and benefiting from national policies, bring extensive attention to movements. It also holds that investigations will draw extensive media attention to movements, and those that have achieved prominence in the news will remain prominent under specific conditions. We appraise these combinational arguments by examining 29 social movements across 100 years in four national newspapers using qualitative comparative analysis (QCA). Researchers typically use QCA to study the consequences of movements when they hypothesize outcomes to result from multiple combinations of conditions. This raises our second main question: How should scholars best address combinational hypotheses using QCA? Here we employ Venn diagrams to identify and illustrate key analytical issues and anomalies, including constrained diversity in observational data, empirical instances when combinations of conditions do not produce the expected outcome, and instances when unexpected combinations of conditions produce a consistent result. We also demonstrate the value of broad comparisons across movements and over time in these analyses.

This research investigates the effect of imposing a tax on sugar-sweetened beverages (SSBs) on the likelihood of purchasing SSBs. We design and test an experimental framework that examines this and the effects of providing an explanation about the presence of an SSB tax and information about the negative health effects of consuming SSBs. Consistent with Elbel, Taksler, Mijanovich, Abrams, and Dixon (2013) and Taylor, Kaplan, Villas-Boas, and Jung (2019), we find that imposing a tax, in addition to increasing the conspicuousness of the tax by explaining the presence of a tax (and in some cases, the negative health effects) reduces the likelihood of purchasing an SSB anywhere from 8.39% to 18.15%. We contribute to the public health and tax policy literature by testing consumer choice in a controlled experimental setting and considering the effect of individual differences on the choice to purchase SSBs. Imposing a tax on SSBs may be an effective tool for decreasing SSB consumption that is made more effective when the tax is conspicuous.