Exploring the use of text and instant messaging in higher education classrooms
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
This article examined how higher education students used text and instant messaging for academic purposes with their peers and faculty. Specifically, comfort level, frequency of use, usefulness, reasons for messaging and differences between peer-to-peer and peer-to-instructor interactions were examined. Students noted that they were very comfortable with using both text and instant messaging. Text messaging was used weekly with instructors and daily with peers. Instant messaging was used rarely with instructors but weekly with peers. Students rated text messaging as very useful and instant messaging as moderately useful for academic purposes. Key reasons cited for using both text and instant messaging included saving time, resolving administrative issues, convenience and ease of use. Text messaging appears to be the preferred mode of communication for students with respect to communicating with both peers and instructors. It is concluded that both text and instant messaging are useful and viable tools for augmenting student's communication among peers and faculty in higher education.Keywords: text messaging; instant messaging; student–faculty interaction; peer-to-peer interaction(Published: 3 September 2013)Citation: Research in Learning Technology 2013, 21: 19061 - http://dx.doi.org/10.3402/rlt.v21i0.19061
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it