Bibliographic record
Abstract
In a multi-year study of a group of learners engaged in online graduate study, I explored the development of learners’ sense of community using a variety of data-gathering instruments. An initial questionnaire established learners’ pre-program perceptions of online learning and the notion of community; subsequent questionnaires, interviews, and a focus group monitored developments in learners’ relationships with each other and in their sense of community. The longitudinal nature of this study afforded a rich and sustained investigation into the nature of community as it was experienced by one group of learners. Findings revealed that learners’ perceptions of community and online learning shifted away from technical considerations and toward affective considerations; that learners took responsibility, and credit, for the creation and maintenance of their sense of community; and that the existence of robust community did not deflect learners from valuing face-to-face contact with cohort members. Dans une étude pluriannuelle d’un groupe d’étudiants engagés dans des études de troisième cycle en ligne, j’ai exploré le développement du sens de la communauté des étudiants, en utilisant une variété d’instruments de cueillette de données. Le questionnaire initial a établi les perceptions préprogramme de l’apprentissage en ligne et la notion de communauté. Des questionnaires et interviews subséquents, ainsi qu’un groupe de discussion, ont examiné les développements dans les relations des étudiants entre eux et dans leur sens communautaire. La nature longitudinale de cette étude a résulté en une enquete riche et soutenue de la nature de la communauté, telle qu’expérimentée par un groupe d’étudiants. Les découvertes ont révélé que les perceptions des étudiants de la communauté et de l’apprentissage en ligne se sont éloignées des considérations techniques et vers les considérations affectives; que les étudiants ont accepté des responsabilités, et ont été crédités de la création et du maintien de leur sens communautaire, et que l’existence de communautés robustes n’empechait pas les étudiants de donner une valeur au contact direct avec les membres de la cohorte.
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 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 | 0.010 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.008 | 0.005 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".