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Notice bibliographique
Résumé
COVID-19 has impacted nearly every aspect of life and made more visible the myriad domestic, social, political, economic, and educational inequalities that have persisted all over the world. It has also illuminated the importance of teaching and learning, designing effective learning experiences, engaging students in the learning process, and in particular, supporting students—no matter where, how, or when they learn. This became even more evident as P–12 schools and institutions of higher education closed and shifted to emergency remote teaching and learning due to the COVID-19 global health pandemic during the spring of 2020 (Hodges et al., 2020; Milman, 2020a, 2020b). The response to COVID-19 required educators to quickly reconceptualize and redesign their instruction via diverse, remote learning contexts. This was also true for experienced online educators who had to adapt to an emerging and complex set of realities—and still have to as the global health crisis persists.Although the future successes of online educators may require greater creativity and reliance on technology-mediated instruction for the foreseeable future, as well as reflection on lessons learned during emergency remote teaching and learning, the community of inquiry (CoI) framework (see Figure 1) provides a well-known foundation for designing effective and successful online education. Developed during 1997–2001, the CoI framework (Garrison et al., 2001) emerged through a research project conducted by a group of Canadian researchers (Garrison et al., n.d.). This validated framework (Stenbom, 2018) consists of three major interrelated elements necessary for quality, effective online education, which are social presence, cognitive presence, and teaching presence. Each of these will be defined in the sections that follow.This special issue consists of several Ends and Means articles that I have written or coauthored and that I have organized using the three major elements of the CoI framework. The last section has articles written by other authors who incorporated CoI.Although the articles in the first three sections are organized according to the three different elements of the CoI framework, a key aspect of the framework is how these elements are interdependent (see Figure 1). Therefore, some articles could also be categorized in another CoI presence. Additionally, there are many resources that provide even more ideas about incorporating CoI (e.g., Garrison & Arbaugh, 2007; Garrison et al., 2010). For example, Fiock (2020) outlines several activities online educators might use to incorporate the CoI and Castellanos-Reyes (2020) wrote an article summarizing the past 20 years of this important framework for online education. It is my hope that these articles will offer readers several strategies and ideas for supporting, designing, and sustaining quality online education as well as for using the CoI framework.
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.
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 | 0,001 | 0,001 |
| 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 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 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 découle