The Intersection of Social Presence and Impression Management in Online Learning Environments
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
In our day-to-day routines, we are being asked to extend ourselves into virtual environments that capture mere glimpses of who we are and what we think. As education focuses on the development of online learning environments, we are once again asked to recreate ourselves for another environment. This article explores aspects of social presence and impression management within formal and informal online learning environments. It will examine the point of intersection between the theories of social presence and impression management as they relate to social network and learning sites and discursive practices. Social presence is understood as a key component of the constructivist and situated learning that can take place in online learning environments. An individual's impression management, which might be understood as their ability to send/read, recognize and be recognized through those cues they choose to present, becomes intertwined with their learning experience. At what point do these two theories intersect, and what implications does this have for the design of online learning environments?
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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 | 0.000 | 0.001 |
| 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 | 0.000 |
| Open science | 0.000 | 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 it