DIGITALIZATION OF PUBLIC CRIMINAL HEARINGS IN PERU DURING THE PANDEMIC: VIOLATION OF THE IMMEDIATE PRINCIPLE?

During the COVID 19 pandemic in Peru, the digitalization process of criminal public hearings increased, initiated in previous years by the introduction of ICTs in the work of legal institutions and professionals. This situation has given rise to debates on the application of the principle of immediacy, which traditionally governs criminal proceedings. The present work has the objective of analyzing the influence of digitalization on the principle of immediacy in criminal public hearings, held in Peru during the COVID 19 pandemic. To achieve this objective, a qualitative design study, descriptive and the use of theoretical level methods, to explain the use of ICTs and the digitization process, the general principles of law, with an emphasis on im-mediacy, and digitization in criminal public hearings. As a result, it is concluded that legislation and jurisprudence agree that the digitalization of public criminal hearings does not violate the principle of immediacy, but rather facilitates the interrelation of the parties, and the judge's appreciation of objective and subjective elements that guarantee his conviction. to dictate a fair and well-founded sentence in matters of facts and law. © 2023, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.

THE PRINCIPLE OF IMMEDIACY IN PORTUGUESE CIVIL PROCEDURE IN TIMES OF PANDEMIC: THE USE OF VIDEOCONFERENCING HEARINGS IN JUDICIAL PROCEEDINGS

The article aims to investigate how the use of videoconferencing hearings in Portuguese judicial proceedings, established by Law 1-A/2020 of March 19th, affected the principle of immediacy. To achieve it goals, this paper will analyze the meaning and definition of the mentioned principle. In addition to that, it will be highlighted the conduction of the hearings during the pandemic scenario. Last but not least, it will be evaluated whether or not there has been an effective violation of the principle. © 2022, Universidade do Estado do Rio de Janeiro. All rights reserved.

The implementation of chatbot-mediated immediacy for synchronous communication in an online chemistry course.

Low student engagement and motivation in online classes are well-known issues many universities face, especially with distance education during the COVID-19 pandemic. The online environment makes it even harder for teachers to connect with their students through traditional verbal and nonverbal behaviours, further decreasing engagement. Yet, addressing such problems with 24/7 synchronous communication is overly demanding for faculty. This paper details an automated Question-Answering chatbot system trained in synchronous communication and instructor immediacy techniques to determine its suitability and effectiveness in attending to students undergoing an online Chemistry course. The chatbot is part of a new wave of affective focused chatbots that can benefit students' learning process by connecting with them on a relatively more humanlike level. As part of the pilot study in the development of this chatbot, qualitative interviews and self-report data capturing student-chatbot interactions, experiences and opinions have been collected from 12 students in a Singaporean university. Thematic analysis was then employed to consolidate these findings. The results support the chatbot's ability to display several communication immediacy techniques well, on top of responding to students at any time of the day. Having a private conversation with the chatbot also meant that the students could fully focus their attention and ask more questions to aid their learning. Improvements were suggested, in relation to the chatbot's word detection and accuracy, accompanied by a framework to develop communication immediacy mechanics in future chatbots. Our findings support the potential of this chatbot, once modified, to be used in a similar online setting. Supplementary Information: The online version contains supplementary material available at 10.1007/s10639-023-11602-1.

Computer games, trust, and immediacy: Role-playing as immigrants in the South

Trust in racial and ethnic diversity has been decreasing in America for the better part of a century. The present study replicated a games-based approach to establishing trust in immigrants during COVID-19. Students in an online American National Government class created a fictional persona from either Mexico, India, or China, and sought U.S. citizenship. A posttest-only control group design was analyzed during Fall 2021 and Spring 2022. Subjects who played the game had significantly higher levels of trust in immigrants. They trusted immigrants from China, India, and the Middle East at higher levels than the control group did as well. Immediacy also interacted with role-playing group, such that applying for citizenship as Chinese immigrants had the largest effect on trusting when the experience was perceived as realistic, immersive, and engaging. Pretending to be less visible immigrant groups appears to generalize trust to immigrants from everywhere at high levels of immediacy. • This study replicates a past experiment, this time using a control group. • Playing a game where characters apply for citizenship leads to trusting immigrants. • Playing as larger, more visible groups leads to trusting immigrants in general. • When playing as less visible groups, immediacy is important for trusting. • Realism, immersion, and engagement can be used to facilitate trust when gaming. [ FROM AUTHOR]

Use of Smartphones as a Learning Strategy in Undergra- Duate Students in Times of Health Crisis Due to Covid-19

The general objective was to determine the relationship between the use of smartphones and learning strate-gies in undergraduate students in times of health crisis due to covid-19. The specific objectives were: to deter-mine the relationship between the flexibility and mobility of smartphones and learning strategies;determine the relationship between smartphone portability and learning strategies;determine the relationship between the imme-diacy and connectivity of smartphones and learning stra-tegies;determine the relationship between the versatility of smartphones and learning strategies;determine the re-lationship between the ubiquity of smartphones and lear-ning strategies. The study had a quantitative approach, non-experimental design, correlational and cross-sectio-nal level. The population was 2,146 industrial engineering students from a private university in Lima, Peru. A sample of 337 students was taken. A questionnaire with 35 ques-tions related to the variables and dimensions was applied virtually, validated by the judgment of three experts, and its reliability was also calculated, resulting in alpha=0.82 for the use of smartphones and alpha=0.86 for learning strate-gies. The descriptive and inferential analysis of the data was carried out, confirming the existence of a significant relationship between both variables.

Computer games, trust, and immediacy: Role-playing as immigrants in the South

Trust in racial and ethnic diversity has been decreasing in America for the better part of a century. The present study replicated a games-based approach to establishing trust in immigrants during COVID-19. Students in an online American National Government class created a fictional persona from either Mexico, India, or China, and sought U.S. citizenship. A posttest-only control group design was analyzed during Fall 2021 and Spring 2022. Subjects who played the game had significantly higher levels of trust in immigrants. They trusted im migrants from China, India, and the Middle East at higher levels than the control group did as well. Immediacy also interacted with role-playing group, such that applying for citizenship as Chinese immigrants had the largest effect on trusting when the experience was perceived as realistic, immersive, and engaging. Pretending to be less visible immigrant groups appears to generalize trust to immigrants from everywhere at high levels of immediacy.

Nonverbal immediacy cues and impression formation in video therapy

The increased use of video-mediated communication (VMC) due to the COVID-19 pandemic has led to widespread acceptance of mediated healthcare appointments. Mental health care is one area in which researchers might examine the effects of VMC. Therefore, the current study employed an experiment to test the relative influence of video therapists’ eye contact and gesture on a patient. Each participant was assigned to one of the four possible video conditions using a 2 (Gestures present versus absent) x 2 (Eye contact present versus absent) factorial design. Study participants (n= 359) rated actors portraying themselves as video therapists on items related to impression formation (i.e. likable, warm, understanding). Findings suggest that participants in the eye contact condition reported more positive impressions than in the no eye contact condition. Similarly, participants in the gesture condition reported more positive impressions than in the no gesture condition. However, gestures had a larger effect on impression formation than eye contact, and there was no interaction effect considering the combined impact of gestures and eye contact. These results contribute to understanding how nonverbal cues impact health outcomes in VMC. . [ FROM AUTHOR] Copyright of Counselling Psychology Quarterly is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Impact of Immediacy of Feedback on Continuous Intentions to Use Online Learning From the Student Perspective.

The immediacy of feedback in media is emerging to enhance the interactivity of online experience for users. There is a gap in the study to explore the impacts of the immediacy of feedback on continuous intentions to use online learning from the student perspective. This study aims to fill the gap to investigate the impacts of the immediacy of feedback on students' continuous intentions to use online learning. This study utilizes the technology acceptance model (TAM) and expectation theory model (ETM) to conceptualize the effect of the immediacy of feedback on student continuous intentions to use online learning in terms of the mediation effect of Perceived Ease of Use (PEOU), Perceived Usefulness (PU), satisfaction, and attitude of students for continuous intentions to use online learning. An online survey of higher education students with experience in online learning is conducted to test the proposed hypothesis. The collected data are analyzed by using structural equation modeling (SEM) to establish the proposed hypothesis. The findings reveal that the immediacy of feedback from the media has a strong association with PEOU, PU, students' attitudes, students' satisfaction, and ultimately toward the continuous intentions to use online line learning in future. The study set key theoretical and practical insights to pave the way for future research.

Building bridges to advance the community of inquiry framework for online learning

The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build a joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, in this article, we summarize the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework. We describe the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlight opportunities for improvement of the model by incorporating the educational psychology and learning sciences research base to inform: (1) conceptualizations of the social dimensions of collaborative learning and (2) understanding of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. We propose that a new, more comprehensive conceptualization of the regulation of collaborative online learning be integrated into the existing CoI framework and that a new "presence" be referenced going forward-"Learning Presence." Through this work, we strive to develop a more nuanced, generative, and informed vision of the future of online learning informed by relevant contemporary conceptualizations in educational psychology.

THE IMPACT OF THE PANDEMIC ON THE DEVELOPMENT OF JUSTICE IN CRIMINAL CASES

The article discusses the features of criminal justice in the context of a pandemic. The analysis of the foreign experience of the courts’ activities is carried out and the general patterns of the administration of justice in the conditions of restrictions caused by the spread of COVID-19 are determined. The directions of further introduction of information technologies in the post-crisis period to ensure the stable operation of courts and the safety of participants in criminal proceedings are substantiated. The problems of implementing the prin-ciples of immediacy and publicity in the conditions of remote consideration of criminal cases are revealed. The conclusion is made about the need to change the current criminal procedure legislation, bringing it into line with modern realities associated with the use of digital and information technologies in criminal proceedings. It is proved that remote examination is not possible in all criminal cases. © 2022.

VIDEOCONFERENCING IN TIMES OF THE PANDEMIC AND BEYOND: ADDRESSING OPEN ISSUES OF VIDEOCONFERENCING IN CROSS-BORDER CIVIL PROCEEDINGS IN THE EU

The article deals with selected legal problems of using videoconferencing technology in cross-border civil court proceedings in the EU, especially for the taking of evidence. The research is premised on the observation of a steep increase of videoconferencing during the recent Covid-19 pandemic, which exposed inherent legal issues of using the technology and derived legal issues, which result from the limitations of the technology. The national judiciaries of the EU member states were arguably ill-prepared for the mass adoption of videoconferencing, scrambling to quickly mediate the situation with soft-law approaches and less often by legislative intervention. The makeshift measures can be said to be lackluster as they were not prepared to develop a holistic approach. In the article we describe the most glaring and persistent problems of videoconferencing and then check for solutions in applicable international yet non-binding instruments, such as the European Council’s Guide on videoconferencing in cross-border proceedings and the newly updated Guide to Good Practice on the Use of Video-Link under the 1970 Evidence Convention. We attempt to provide an evaluation of these instruments as orientation for the national judiciaries and legislatures. We further analyze how the use of videoconferencing may adversely affect the immediacy of the proceedings. © 2022, Goce Delchev University of Shtip. All rights reserved.

Learning in the Online Classroom: Exploring the Unique Influence of Social Presence Dimensions

Exploring social presence could help create socially rich learning experiences in an online learning environment. To better understand social presence in online education, the present study conducted an online survey with 430 undergraduate students in the U.S. during the time of the COVID 19 pandemic in 2020. Results from an EFA (Exploratory Factor Analysis) reveal a five-dimensional measurement of social presence in the online learning context, social richness, copresence, actor within a medium, passive interpersonal, community within a medium. When examining how each dimension plays a role in learning experiences, results from the multiple linear regression analysis of this study suggest that social richness and co-presence are positively associated with cognitive learning, and social richness and co-presence are positively associated with affective learning. Unexpectedly, the data indicate that actor within a medium is negatively associated with cognitive and affective learning experiences. Additionally, social richness and community within a medium are positively associated with motivation to learn. Overall, the study's findings suggest the importance of studying the multidimensional aspects of social presence because each dimension could have different roles in online learning.

Emergence of Curbside Pickup: Consumers’ Usage Intention Amid COVID-19 Pandemic

This study examines how consumers’ intention to use a curbside pickup responds to the COVID-19 vaccination rates. With our first survey conducted in March 2021, we find that a low (high) vaccination rate is associated with consumers’ high (low) intention to maintain contact avoidance and their high (low) anticipation for shipping delays. Heightened contact avoidance and anticipation for shipping delays may encourage consumers to use a curbside pickup. Our results also show that when a product is needed immediately, and a consumer expects shipping delays, s/he is more likely to use a curbside pickup. However, with our second survey conducted in November 2021, we find heterogeneous consumer responses to the vaccination rates. Specifically, consumers’ political affiliation moderates the relationship between the vaccination rates and their intention to maintain contact avoidance. The association between the vaccination rates and the anticipation for shipping delays is also weakened compared to March 2021. Our empirical results illustrate how consumers’ intention to use a curbside pickup emerges and changes amid the COVID-19 pandemic. © 2022, Asia Pacific Journal of Information Systems. All Rights Reserved.

The limits of bodies: Gatherings and the problem of collective presence

Modern social collectivities-such as nations, publics, and political movements-depend upon the capacity of media technologies to transcend bodily proximity. The contemporary proliferation of such remote sociality may seem to render physical gatherings superfluous. But at times, people go to great pains to manifest collectivities by assembling bodies in one place. This article explores what we should make of cases in which it is not enough for collectivities to be projected, ed, imagined, or invoked-times when bodies together are all that will do. Presenting research from India and Laos, and in dialogue with reflections on the COVID-19 pandemic, we consider those cases in which bodies are thought to be essential for making collectivities. We show that it is the limits and weaknesses of bodies-that they require sleep and food, that they are vulnerable to police batons and thrown stones, that they can usually only be in one place at a time-that often make them potent materials for building mass actors. Sketching a comparative anthropology of gathering, we reflect on what these limits afford and rethink what bodies might mean for future modes of social connection.

Articulated dissent and immediacy: a cross-national analysis of the effects of COVID-19 lockdowns

Purpose>In the midst of the COVID-19 pandemic, this study aims to explore how working remotely might impact the superior–subordinate relationship. Specifically, this study examines how immediacy explains articulated dissent, considers how an individual’s attitudes toward online communication predicts immediacy and articulated dissent and compares these relationships in England, Australia and the USA.Design/methodology/approach>Three nations were examined: Australia, England and the USA (n = 1,776). Surveys included demographic questions and the following measures: organizational dissent scale, perceived immediacy measure, computer-mediated immediate behaviors measure and measure of online communication attitude.Findings>The results reveal supervisors’ computer-mediated immediate behaviors and perceived immediacy both positively predict dissent. Some aspects of online communication attitudes positively predict computer-mediated immediate behaviors and perceived immediacy. In addition, attitudes toward online communication positively predict dissent. National culture influences some of these relationships;in each case the effects were substantively larger for the USA when compared to the other nations.Originality/value>This study is the first to cross-culturally analyze dissent and immediacy. In addition, this study considers the extent to which the COVID-19 pandemic influences the superior–subordinate relationship.

Redesigning a Foreign Language Class Based on the Community of Inquiry Model: Students' Learning Success and Satisfaction with an Online Course

The global outbreak of COVID-19 substantially changed foreign language classrooms, from the design to the implementation of the lessons. Most of the L2 classes, originally designed for face-to-face (F2F) learning, switched to online classes during the pandemic. 'Ihis article presents an example of a Korean class that was redesigned based on the community of inquiry (CoI) model due to the pandemic. I explored students' learning success after they took part in an online course. Using cognitive, social, and teaching presence, I investigated their satisfaction with the course compared with the full F2F courses. The data were drawn from a Col questionnaire, students' reflections on their learning experiences, and a course satisfaction survey. The results showed that students could maintain a similar level of social and cognitive presence in the online class, but the online class exhibited a higher level of teaching presence. The students were generally satisfied with the online course in terms of the overall quality, the instructor's responsiveness, and the classroom atmosphere. This study provides pedagogical implications, including specific classroom activities and assessment, to enhance learning success and satisfaction in foreign language courses delivered online.