An Empirical Investigation of the Impacts of Web-Based Distance Education: Evidence for Justice Studies
Bibliographic record
Abstract
During the past decade, web-based distance education has created a profound impact on education and learning. It has increased access and expanded educational opportunities of many students. The National Center for Educational Statistics reported that over 50% of post-secondary institutions now offer a number of web-based courses. Peterson’s Guide to Distance Learning programs reported that over 75 programs in criminal justice or criminology. Although increasing number of courses are being offered through the web-based distance modality, it is however important to determine the perceptions of students to its use. The study therefore attempted to determine the perceptions on web-based distance education by students in the justice studies department at a Historically Black University. The Chi Square and correlational analysis revealed that age-group, gender, year in school and study time were statistically significant. A binomial regression with student’s major as the outcome was most robust with an R-Square of 0.522. Gender, study time and year in university were statistically significant at the .05 level and having done a web-based distance course. There was therefore a statistically significant variation in the perceptions of the students in justice studies towards web-based distance education.
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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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".