Accelerated HE digitalisation: Exploring staff and student experiences of the COVID-19 rapid online-learning transfer.

In the UK, the first 'lockdown' of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher Education (HE). While the situation was unprecedented, extant literature on online learning suggested there would be challenges, opportunities, and benefits to this transition, and we sought to understand these via a case study of one UK HEI department at this time. To draw out in-depth and nuanced accounts of this (at time of investigation-unstudied) scenario, qualitative data were collected via semi-structured online interview or written reflection.

If the Mask Fits: Psychological Correlates with Online Self-Presentation Experimentation in Adults.

Online self-presentation refers to the ways in which individuals share aspects of the self to portray a particular image. Being online presents opportunities for individuals to experiment with different versions of the self as part of identity development but also to manage how others perceive them. Research has shown that personality can influence online self-presentation behaviors, but these studies have mainly focused on internal characteristics, and more research is needed exploring the relational facets of personality.

Still want to help? Interpersonal coordination's effects on helping behaviour after a 24 hour delay.

A fast-growing literature is establishing how moving in time together has pro-social consequences, though no work to date has explored the persistence of these effects over time. Across two studies, people who had previously performed coordinated movements were over three times more likely to give their time to help their co-actor when asked 24 hours later than those who had performed a similar but uncoordinated task. Findings showed that group-level categorisation, but not social affiliation, partially mediated helping behaviour.