e-learning en entreprise. Un aperçu de l’état des lieux au Canada et au Québec
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
La formation en entreprise est devenue une véritable économie de service.On prévoit que le e-learning sera un leader au niveau de l'économie mondiale.Dans cet article, nous voyons la place assignée à la formation en général dans les entreprises, le rôle croissant de la formation au Canada, ce qu'est le e-learning, ses avantages et ses inconvénients pour l'entreprise comme pour les employés, le capital humain au Canada, ainsi que les enjeux propres au Québec.Par la suite, nous faisons état d'une recherche menée auprès de dix entreprises du Québec sur la place de la formation et le e-learning selon les responsables de formation, les DRH et les formateurs.ABSTRACT.Corporate training has become a service-based market.Forecasts predict that E-Learning will become a leader in the new global economy.In this article, we will examine the role of general training in corporate settings, training in Canada and we will define E-Learning, compare its advantages and disadvantages for the company and the workers, and human capital in Canada and the challenges specific to Quebec.We will also present a research that was conducted in ten Quebec corporations on the role of training and E-Learning in the eyes of training coordinators, human resources directors and trainers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it