Perspectives on the Use of “Anonymous” Discussion Forums in Undergraduate Education Courses / Perspectives sur l’usage des forums de discussion « partiellement anonymes » dans le cadre de cours universitaires de premier cycle en éducation
Bibliographic record
Abstract
This paper theorizes issues involved with conflicts between participation in on-line settings and real-world social commitments, such as has recently happened in schools with students using public discussion forums. We problematize how real-world social commitments negatively affect participation in online learning environments frequently used in classrooms. Drawing on interviews with, observations by, and written submissions from our students who participated in “hybrid” courses using an approach where identity was concealed in online discussions from other class participants, we discuss implications of this issue for evaluating forum submissions by students. Our analysis uses a cultural-historical activity theory framework to conceptualize implications from this anonymous forum approach and the resultant changes in participation in the learning environment. Cet article élabore une théorie des enjeux associés aux conflits entre la participation dans un environnement en ligne et les engagements sociaux réels, comme ce qui se produit actuellement dans les écoles, les étudiants se servant de forums publics de discussion pour leurs cours. Nous schématisons la façon dont les engagements sociaux réels ont des effets négatifs sur la participation aux environnements d’apprentissage en ligne fréquemment utilisés dans les salles de classe. À partir d’entrevues, d’observations et de communications écrites par les étudiants qui ont participé à nos cours « hybrides » en adoptant une approche par laquelle l’identité était gardée cachée des autres étudiants (mais non des instructeurs) dans les discussions en ligne, nous discutons des implications de cet enjeu dans l’évaluation des soumissions des étudiants dans les forums. Notre analyse se sert d’un cadre théorique de l’activité historico-culturelle pour conceptualiser les implications de cette approche de forum « partiellement anonyme » et les changements de participation qui en résultent dans l’environnement d’apprentissage.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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 | 0.001 |
| 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".