Summative and Formative Evaluations of Internet-Based Teaching
Bibliographic record
Abstract
Teaching is a communication process in which a body of knowledge is delivered from an instructor to students (Gagne, 1985). This communication traditionally takes place in a classroom. With the proliferation of computer software and hardware at low costs and the ease of access to the World Wide Web, one should expect that the use of Internet and related information technologies will foster an alternative teaching environment. Previous works have reported on various Internet-based teaching aids such as using e-mail, posting information on a Web page and using the Internet to search for additional class materials. Integrating these teaching media in a larger framework of Distance Learning and Virtual Class (Hiltz, 1994), they would provide a synergistic effect in helping students acquire the desired body of knowledge efficiently. From this perspective, we discuss a framework for summative and formative evaluations of Internet-based teaching in higher education. The timely evaluation is necessary for the development and implementation of a new teaching/learning environment. It will assure that the technology meets the intended pedagogic goal of teaching by taking into account feedback from student-users.
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 | 0.000 | 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 | 0.000 |
| 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 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".