Online Teaching in a Large, Required, Undergraduate Management Science Course
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
This paper describes how a required management science course is taught online to a large number of undergraduate business school students. The paper describes the design of the online course, how online documents are created, testing, student effort and performance, and student evaluation of the course. Some of the insights are as follows. (i) In a large, required, undergraduate business school course, many students seek a shallow rather than in-depth understanding of the course material. Doing the course online makes it easier for these students to acquire this understanding and achieve a good final course grade. (ii) The online course works well for about 85% of the students and for the university. It works less well for about 15% of the students who procrastinate, then fall behind, and cannot catch up. Improving the course design for these students is a priority. (iii) When the amount of online video material increases, students value the course more and value the instructor less. Consequently, an instructor contemplating online teaching should think very carefully about how student evaluation of instructor effectiveness will be done.
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.
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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| 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 it