A Review of Internship Opportunities in Online Learning: Building a New Conceptual Framework for a Self-regulated Internship in Hospitality.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The primary purpose of the article was to examine best practices in hospitality internships and apply them to build a framework for an innovative approach to online internships. In recent years, the literature is increasingly more focused on online internships and their value to students in different disciplines (Bayerlein 2015, DeWitt & Rogers 2009, Goldsmith & Martin 2009, Kruse, et al. 2013, Pike 2015, Weible & McClure 2015). Learning the ins and outs of an industry virtually, using contemporary internships methods strengthens the student’s expertise and better prepares them for future workplace environments. This article examines the best practices in online internships to develop a new conceptual framework for a self-regulated internship in hospitality. R e sum e Le but premier de l’article etait de construire un cadre favorable a une approche innovante des stages en ligne apres avoir examine les meilleures pratiques dans les stages d’hotellerie. Apprendre a connaitre virtuellement les moindres details d’une industrie en utilisant des methodes contemporaines de stage renforce l’expertise des etudiants et favorise leur preparation a leurs futurs environnements de travail. Des chercheurs font ressortir l’interet de la composante virtuelle de l’experience de stage, pourtant, aucun d’entre eux n’a etabli de lien entre l’experience realisee en ligne et celle conduite sur le terrain. Les modeles traitant de l’apprentissage autoregule comme ceux existants a propos des stages virtuels n’integrent pas de composante prenant en compte le terrain. Les cadres existant sur les stages dans l’hotellerie n’integrent pas d’elements en formation a distance. L’accroissement des stages virtuels est propice au developpement de la confiance des etudiants ainsi qu’a l’etablissement de relations et de liens avec leur experience reelle sur leur lieu de travail. De plus, les experiences sur le terrain peuvent etre plus importantes pour les etudiants en ligne lorsqu’ils sont diplomes et prennent part a la population active. Ainsi, un nouveau cadre devait etre cree pour associer la formation a distance avec les stages sur le terrain dans l’industrie hoteliere. Les ecoles utilisant ce modele offriront aux etudiants une experience precieuse et leur permettront de developper differentes competences et de gagner en confiance et professionnalisme pour chercher et trouver un stage qui corresponde a leur passion.
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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 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 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 | 0.001 |
| 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 it