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 etude pluriannuelle d’un groupe d’etudiants engages dans des etudes de troisieme cycle en ligne, j’ai explore le developpement du sens de la communaute des etudiants, en utilisant une variete d’instruments de cueillette de donnees. Le questionnaire initial a etabli les perceptions preprogramme de l’apprentissage en ligne et la notion de communaute. Des questionnaires et interviews subsequents, ainsi qu’un groupe de discussion, ont examine les developpements dans les relations des etudiants entre eux et dans leur sens communautaire. La nature longitudinale de cette etude a resulte en une enquete riche et soutenue de la nature de la communaute, telle qu’experimentee par un groupe d’etudiants. Les decouvertes ont revele que les perceptions des etudiants de la communaute et de l’apprentissage en ligne se sont eloignees des considerations techniques et vers les considerations affectives; que les etudiants ont accepte des responsabilites, et ont ete credites de la creation et du maintien de leur sens communautaire, et que l’existence de communautes robustes n’empechait pas les etudiants 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 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 | 0.003 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".