Simulating “Normalcy” in a Global Pandemic: Synchronous e-Learning and the Ethics of Care in Teaching
Notice bibliographique
Résumé
method also was used to replace in-class discussions by giving students the opportunity to participate virtually.The discussion forum comprised 15% of their overall grade.I maintained a tally of weekly points for students who used the forum.The results were somewhat mixed.Most students who had been fairly engaged continued to post to the forum; others apparently ignored it.As online delivery continues into the fall, use of the discussion forum will be tweaked to make it mandatory for all students to submit at least one response every week-even if that response is a brief reflection or comment (Christopher, Thomas, and Tallent-Runnels 2003).Fourth, I gave students the option to upload their papers through Turnitin or email.I preferred receiving papers as Word documents via email so I could use the "track changes" function to edit and grade.This was an easier option because I find some Turnitin editing and commenting features to be unwieldy.The final exam-a combination of three-to five-sentence conceptual definitions and five 150-word short essay questions-was altered to a take-home-exam format.Students were provided a template with the final-exam questions two weeks in advance.Papers were to be returned on an assigned due date during the scheduled finalexam period.Most students were diligent and found it quite easy to follow these instructions.Although I returned student papers within a week, grading online was significantly labor intensive (Lao and Gonzales 2005; Sellani and Harrington 2002).At the end of the course, I used a Feedback tool on Moodle to compile my own evaluations that asked students basic questions on course content in addition to the main tools they preferred in remote learning.Most students were pleased to have the option of both synchronous meetings and recorded lectures.Many reported that they were satisfied with my communication and that I had maintained the same momentum as an in-person class by keeping the content, structure, and objectives the same.Although I managed to use online tools in the spring and will continue using them in the fall, teaching daily classes on Zoom can be exhaustingespecially with a higher teaching load.There is something deeply limiting about not having the physical and mental space to move around in the classroom.Interpersonal interactions also are more difficult, making student participation challenging.Mutual respect and setting ground rules are important principles for me, especially as a female instructor.Student privacy is an important concern; however, if synchronous lectures become the norm in the fall, then-in this spirit of mutual respect-I will expect my students to be present at all online meetings for my courses.Key to managing online instruction without too many obstacles-at least in my case-were flexibility and communication (Jones, Kolloff, and Kolloff 2008).I cannot emphasize this enough.Given the unnatural circumstances in which both faculty and students find themselves, being flexible and clearly communicating ideas are crucial.This means relaxing unreasonable expectations of students.Successful online instruction depends on delivering course content as simply as possible without complicating or adding to/revising the curriculum.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,019 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,003 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».