Bibliographic record
Abstract
tilizing qualitative research methodology and a feminist framework, I examined women's distance learning experiences. I interviewed nine women from a variety of educational backgrounds and circumstances who had studied a women's studies course by homestudy or teleconferencing from Athabasca University during 1990 and 1991. Distance education for the women interviewed succeeded in extending educational opportunities to them and in dismantling significant barriers that have historically restricted women's access to learning opportunities. Although they praised distance education, the women interviewed unani-mously agreed that distance study isn't for everyone and that it is a significantly different experience for female learners than it is for male learners. These women were grateful that communication technologies, despite their imperfections, allowed them to study from their own homes, at times most convenient for their personal schedules. I conclude that fur-ther research is warranted and offer recommendations to improve women's distance study experiences, particularly in women's studies courses. A l'aide d'une methodologie de recherche qualitative et d'un cadre theo-rique feministe, nous avons examine les experiences d'apprentissage a distance chez les femmes. Neuf femmes de circonstances et d'antecedents scolaires varies qui etaient inscrites, en 1990 et 1991, a un programme d'etudes feministes offert par l'universite Athabasca et dispense par corres-pondance ou par teleconference, ont ete interviewees aux fins de cette etude. Elle ont declare que la formation a distance avait elargi leurs pers-pectives de formation et leur avait permis de briser les entraves qui ont traditionnellement reduit l'acces des femmes a l'instruction. Tout en faisant l'eloge de l'education a distance, elles ont souligne que l'apprentissage a distance convient pas a tout le monde et ont con-firme que l'experience des femmes est ici aussi fort differente de celle des hommes. Elles ont exprime leur gratitude envers une technologie qui, pour imparfaite qu'elle soit, leur permettait neanmoins d'etudier sans quitter leur foyer, et selon leur horaire personnel. Nous en concluons que des recherches supplementaires sont justifiees, et proposons quelques recom-mandations susceptibles d'ameliorer les experiences d'apprentissage a dis-tance des femmes, notamment en ce qui concerne les etudes feministes. distance et les sujets s'y rattachant. Les critiques non sollicitees ne seront pas acceptees pour fins de publication.
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.
How this classification was reachedexpand
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 | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".