Bibliographic record
Abstract
Currently Web-based instruction is one of the fastest growing instructional technologies, particularly at the University level. At the same time, the number of students who choose web-based format of Distance Education (DE) are also growing rapidly. In accordance with that, the necessity to ascertain what motivates students to enroll in this particular mode arises. The purpose of this investigation was to identify demographic characteristics and the motivational profile of the DE students, as well as to find out what barriers affect the enrollment decision. The subjects for the survey were 240 students enrolled in DE and on-campus studies at the University of Windsor. A 55-item questionnaire was designed in order to identify the motivational factors that influence students' decisions to enroll in Web-Based (WB) courses. The questions focused on students' computer skills, motivational goals for enrollment, and barriers to on-campus learning. Moreover, detailed demographic characteristics (including age, gender, marital status, vocational level, etc.) were obtained from the participants. (Abstract shortened by UMI.) Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2001 .Q87. Source: Masters Abstracts International, Volume: 41-04, page: 0887. Adviser: Larry Morton. Thesis (M.Ed.)--University of Windsor (Canada), 2001.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| 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 | 0.001 |
| Open science | 0.001 | 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 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".