Culture and Community: Case Study of a Video-Conferenced Graduate Distance Education Program
Bibliographic record
Abstract
While the phenomenon of learning communities within the online environment has been examined in some depth, there is limited research-based information regarding the impact of videoconferenced programs on the learning experiences of adults, and little has been written about how the collaborative learning experiences of adults can be facilitated through participation in such programs. Moreover, little empirical qualitative research is currently available on Jewish distance learning programs--a growing field of practice. By way of qualitative case study methodology, this research explores the connection between culture and community within the Jewish videoconferenced context. The study sheds light on the unique cultural vestiges that enhance Jewish learners’ shared spirit for community, and their motivation and ability to create it in a distance learning program. Given the culturally specific nature of this study, the author discusses how the findings might transfer to similar programs offered by way of videoconferencing. In addition ideas regarding implications for practice and for further research are offered. Bien que le phenomene des communautes d’apprentissage dans un environnement en ligne ait ete examine, il existe peu d’etudes sur l’impact des programmes en videoconference en regard des experiences d’apprentissage des adultes, et bien peu a ete ecrit sur la facon par laquelle les experiences d’apprentissage collaboratif des adultes peuvent etre facilitees par leur participation a de tels programmes. De plus, peu de recherche empirique qualitative a ete effectuee sur les programmes d’apprentissage juifs a distance, un domaine de pratique en expansion. Grâce a une methodologie d’etude de cas qualitative, cette etude explore le lien entre culture et communaute a l’interieur d’un contexte de videoconference juif. L’etude eclaire les vestiges culturels uniques qui augmentent l’esprit de participation de l’apprenant juif a la communaute, et sa motivation et capacite a la creer dans un programme a distance. Etant donne la nature culturelle specifique de cette etude, l’auteur indique comment les resultats pourraient s’appliquer a des programmes similaires offerts par videoconference. De plus, des idees en rapport avec la pratique et des recherches futures sont offertes.
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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 | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.025 | 0.005 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.004 | 0.008 |
| Research integrity | 0.005 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".