Bibliographic record
Abstract
The development of on-line schooling may significantly affect the lives of both students and teachers. This study, conducted in a Canadian on-line secondary school, showed that students were generally satisfied with their first on-line learning experience, although they noted some serious deficiencies such as lack of training for the on-line class and ineffective use of key communication tools. We noted a contradiction between students’ appreciation of the flexibility and autonomy afforded them in the on-line environment and their struggle to manage that autonomy effectively. Un type de restructuration scolaire qui pourrait avoir un impact important sur la vie des eleves et des enseignants est le developpement d’ecoles en ligne. L’etude, qui a porte sur une ecole secondaire canadienne en ligne, revele que les eleves etaient en regle generale satisfaits de leur experience d’apprentissage en ligne bien qu’ils fassent etat de graves lacunes, comme le manque de formation pour les cours en ligne et l’utilisation inefficace d’outils de communication cles. Les auteurs notent une contradiction entre le fait que les eleves aiment la latitude et l’autonomie que leur donne l’apprentissage en ligne et leur difficulte de gerer efficacement leur autonomie.
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 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) | 0.001 | 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".