Work Design: Rethinking How Technology Is Used In University Classrooms
Bibliographic record
Abstract
Driven by perceived millennial student expectations, the in-class use of mobile technology is becoming increasingly popular in postsecondary institutions. Thus, it is important to gain insights into students’ self-competence and learning transferability when using these technologies within the learning environment. This study was undertaken to assess an iPad iLearn Program in a school of business after students had been provided with an on-loan tablet that would become their property after a pre-determined period of enrollment. In this study, comfort with technology, comfort with iPad, perceptions of iPad, and frequency of use were all significant predictors of learning transferability. The adjusted R2 explained 72% of the variance in the model. Moreover, this study found there were significant differences for these predictor variables depending on university support of the program and tablet ownership. This reinforces the point that when selectively targeting this generation by promoting in-class use of tablet technology, institutions must provide the needed resources.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.028 | 0.061 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.005 | 0.009 |
| Scholarly communication | 0.014 | 0.009 |
| Open science | 0.003 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".