“Would you ever say that to me in class?”
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Despite years of study and theorizing, we know very little about students’ and instructors’ experiences of relationality in online courses. This paper reports on a two-university qualitative study that sought insight into the nature and experience of relationality in asynchronous, text-based courses in which teacher and students do not come face to face. Interviews with 20 instructors and 20 students from a variety of disciplines revealed that their experiences of connection with, or disconnection from, each other were profoundly influenced by the phenomenon of online disinhibition. The online disinhibition effect is defined as the tendency of people to behave in unrestrained ways when interacting with others online. These behaviours have been classified as “benign” or “toxic.” Disinhibition has long been identified and recognized by psychologists as a factor in computer-mediated communications, but there is little research illuminating the role it plays in online teaching and learning, and what there is tends to be inconclusive. While several studies show that students do tend to behave in unrestrained ways when interacting online, students in the online course studied by Conrad (2002a and 2002b) demonstrated increased inhibition. Both students and instructors in the current study reported on many instances of benign and toxic disinhibition, although stories about the latter were more prevalent. Benign disinhibition was manifested in stories of shy students who participated more freely online, and in stories of students who disclosed more about themselves than they would face-to-face. Toxic disinhibition was manifested in stories about angry and abusive emails and posts. Students also indicated that their awareness of the possibility of anger erupting easily through miscommunication resulted in an “excessive niceness.” Thus inhibition may be a paradoxical response to the increased possibility of disinhibited behaviour in online learning environments. This study found that disinhibited behaviour, whether in its benign or toxic form, is a factor that powerfully affects the nature of student-student and student-teacher relationships in online courses.
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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 | 0,003 |
| 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 | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 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 découle