Learning as Socially Constructed Practices: Exploring Chinese International Graduate Students’ Publishing Experiences
Bibliographic record
Abstract
Publishing is one of the important learning experiences for graduate students in academic studies. For international graduate students, there is an added expectation to also publish. As an important component of the international student body, the learning experiences of Chinese international graduate students in publishing can be challenging. Hence, it is vitally important to explore how this learning process in publishing is created, developed, and perceived. The existing studies on learning in publishing focus on students’ access to publishing recourses and the institution’s role in the students’ publishing experience, neglecting to explore how international students’ learning in publishing can be socially constructed. Thus, this study intends to adopt a sociocultural approach to examine the learning process of Chinese international graduate students in Canada. Through the narratives of three students who attended a higher educational institution in Alberta, research findings reveal that learning can be a relational, cultural, and institutional phenomenon integral to the students’ every day practices. This research challenges the deficit model applied to international students in their publishing-related teaching and learning, and calls for diversity in the teaching and learning approach by understanding students’ relational, cultural, and institutional needs to refine their publishing learning experience in Canada.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.015 | 0.016 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".