Learner centredness in high school distance learning: Teachers' perspectives and research validated principles
Bibliographic record
Abstract
<blockquote>This paper reports on a study that examined teachers' perspectives on learner centredness in a distance learning context. Data collection relied on semi-structured interviews conducted with 42 Canadian high school teachers. Teachers' perspectives were analysed then categorised according to the four dimensions of a research validated framework of learner centred principles. The perspectives grouped into the cognitive and metacognitive dimension emphasised the goal oriented, student directed, personalised, and independent nature of distance learning. Those grouped into the dimension of motivational and affective factors emphasised course design driven, not by content, but by student interest, relevance, choice, and input. Perspectives in the dimension of developmental and social factors highlighted the role of discussion forums and chat for communication between students. In the dimension of individual differences, perspectives highlighted the asynchronous nature of distance learning that supports a flexible pace, respects individual needs, caters to different learning styles, allows diversity in assessment, one-on-one attention, support, and personalised attention.</blockquote><p> </p>
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.016 |
| Scholarly communication | 0.009 | 0.005 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".