This article provides a review of extant empirical research on ordinary citizens' everyday political communication, its phenomenology, determinants, consequences, and relevance for democratic politics. It highlights the recent upsurge in interest in the study of political conversations against the background of both classic and more recent developments in democratic theory and empirical research that served as intellectual inspirations. The article discusses conceptual and methodological issues of research into interpersonal political communication and presents key findings with regard to the background and consequences of political talk, tapping into fundamental aspects of democratic citizenship such as political preferences, participation, cognitive involvement with politics as well as orientations towards fellow citizens and towards the democratic political system. It concludes with an assessment of the state of the art in this field of study, highlighting desirable avenues for future empirical research.

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Student engagement is consequential for learning outcomes and is a key factor in student achievement. While its impact on educational outcomes in a face-to-face setting has made the focus of extensive research, less is known about its effects in the context of online learning, especially in Eastern Europe. The Covid-19 pandemic has forced all higher education institutions in Romania to switch to emergency online learning, with little or no previous experience in this form of instruction. This makes it a highly relevant and interesting case for the study of online learning effects on student outcomes. This article therefore investigates disparities in student engagement in the context of emergency online learning in a sample of undergraduate Romanian students. The article focuses on active learning as a key element of student educational engagement, exploring differences in student background characteristics, such as socioeconomic status, employment status and time spent caring for dependents, as well as studying conditions. Results indicate that the sudden change to emergency online learning has created new disparities in perceived levels of student engagement based on the lack of private, interruption-free spaces and a reliable internet connection, as well as time spent doing housework.