Notice bibliographique
Résumé
The COVID-19 pandemic has globally brought significant transformation in educational activities worldwide.1 Pakistan, although suffered comparatively less than rest of the neighboring countries was and still is, one of the affected regions. In March 2020, with strict restrictions on social gatherings, the conventional education methods were suspended temporarily with an urgent need to shift to online teaching methods.2 Online education is electronically supported learning that relies on the Internet for teacher/learner interaction and the distribution of learning resources. It may include audiotaped lectures, videos, text,animations, virtual training environments, real-time online lectures and interactive sessions with teachers.3 Online learning methodology was adopted by the west, long before it was even introduced in Pakistan. Considering, that the first-ever completely online course was offered in 1984 by the University of Toronto,4 it seems that we are lagging far behind. The West, with its already existing online learning technology, had the economic strength to survive the pandemic, yet such online practice and technological advancement was not available to the developing countries like Pakistan. The shift from traditional classroom teaching to online teaching was a huge change to adapt to for all stakeholders including institutional administration, faculty, students, and parents. High-quality online teaching is not only difficult to execute, but it is more demanding than traditional on campus teaching. It requires more upfront planning and groundwork and more individualized response and assistance for learner and teacher for which we were not ready. 3Despite strenuous efforts there were many shortcomings and blunders on part of management, teachers and students due to poor technical skills, reluctance, time constraints, inadequate infrastructure and absence of institutional strategies and support. Just like any other educational institute of this region where online readiness was non-existent, medical colleges were no different in the face of this challenge. This urgent requirement to ‘move online’5 added to the stress and workload of university faculty and staff who were already struggling to balance existing teaching, research, and administrative duties, not to mention the stress related to their own health and safety concerns during pandemic. Power outages and connectivity issues at both learner and faculty end were also one of the recurring problems
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 distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,000 |
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 tête enseignante, 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 ».