The Clash of Cultures: Hybrid Learning Course Development as Management of Tension
Bibliographic record
Abstract
Using a case study approach, this paper considers e-learning project management from the perspective of navigating tension between faculty and instructional design/ e-learning expertise, in the context of as the bridging of two distinctive cultures. The diffusion of e-learning in an institution where, historically, faculty have been independent teachers and have not made extensive use of e-learning techniques, generated tension when a team-based approach to course design was adopted. Relationships, it is suggested, are as important as project timelines in such a setting. Resume Par le biais d’une approche d’etude de cas, cet article examine la gestion de projets d’apprentissage en ligne du point de vue de la navigation de la tension entre le corps professoral et les experts en strategies de mise en forme/apprentissage en ligne, dans un contexte de rapprochement entre les deux cultures distinctes. La diffusion de l’apprentissage en ligne dans un etablissement ou, historiquement, le corps professoral a ete compose de professeurs independants qui n’ont pas fait un usage extensif des techniques d’apprentissage en ligne, a genere de la tension lorsqu’une approche d’equipe pour la conception des cours a ete adoptee. Les relations, suggere l’article, sont aussi importantes dans un tel environnement que le sont les echeanciers de projet.
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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 | 0.000 | 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 | 0.001 |
| 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".