Bibliographic record
Abstract
Internationalization and digitalization – how do these two higher education trends go together? Projects dealing with virtual mobility, collaborative online international learning (COIL), or virtual transnational education (TNE) have shown that the link between the international and the digital is not only a theoretical possibility, but already a reality in many higher education institutions. There is a considerable amount of literature about Open and Distance Education and Massive Open Online Courses (MOOCs) crossing national borders, and about supporting students in gaining intercultural competence and global awareness with the help of virtual media. Still, there remains a gap in the literature when it comes to conceptualizing a framework encompassing the manifold ways in which information and communications technology (ICT) can be used to internationalize higher education. In order to address this gap, this paper proposes an approach of drafting a framework for virtual internationalization in higher education, by focusing on its global, intercultural, and international dimensions. Resume Internationalisation et numerisation – comment ces deux tendances de l’enseignement superieur s’associent-elles ? Les projets traitant de la mobilite virtuelle, de l’apprentissage international collaboratif en ligne, ou de l’education virtuelle transnationale ont montre que le lien entre l’international et le numerique n’est pas seulement une possibilite theorique, mais deja une realite dans bon nombre d’institutions d’enseignement superieur. Il existe une vaste litterature, qui depasse les barrieres nationales, concernant la Formation Ouverte et A Distance (FOAD) et les Cours en Ligne Ouverts et Massifs (CLOM) aussi bien que le soutien apporte aux etudiants pour developper une competence interculturelle et une conscience planetaire a l’aide des medias virtuels. Pour autant, une lacune demeure dans la litterature quant a la conceptualisation d’un cadre englobant les multiples manieres de prendre en compte les Technologies de l’Information et de la Communication (TIC) pour internationaliser l’enseignement superieur. Afin de combler cette lacune, cet article propose une approche permettant d’esquisser un cadre pour l’internationalisation virtuelle dans l’enseignement superieur en se centrant sur ses dimensions mondiales, interculturelles et internationales.
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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 | 0.001 | 0.006 |
| 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 | 0.000 | 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".