Entrepreneurial Learning and Virtual Learning Environment
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
Both entrepreneurial and virtual learning are phenomena that have risen in the turn of the twenty-first century. The needs of the society as well as the technical innovations have sped up their development. The European Union has set entrepreneurial practices as one of the central goals in active citizenship (the European Commission 1999). Finland is committed to it throughout its education system (European Commission 2002). To reach this goal, the Ministry of Education has launched a policy programme for entrepreneurship education. The programme emphasises the importance of entrepreneurship education as a part of teachers basic and extension studies. (Opetusministeriö 2004). However, the educational research of the dynamics of entrepreneurial learning has hardly begun. Mainly, this discourse has taken place in business disciplines and in some extent in the field of technology. The American view of both entrepreneurship and education influences the dialogue (Kyrö 2005). The conceptualisation of education oriented discourse is still fragmented and searching for its forms. However, a new European multi-scientific wave is rising in the contemporary research and this study follows this tradition. It focuses on the cultural background, innovative processes and the dynamics of learning in entrepreneurship (for example Fayolle, Ulijn and Kyrö 2005). When it comes to the virtual learning Finland is among those in the forefront in its development. For example in educational sector it has a special strategy programme following mainstreaming principles and in universities we have own programme for national virtual university (Opetusministeriö 2000). Recently virtual learning researches have identified an increasing need to focus more on social, interactive and networking learning practises (Sallila and Kalli 2002). Internet-based learning environments offer one tool to meet this challenge. For example Hakkarainen (2002) regards them as the most promising new technology applications for that purpose. As an example he describes the Canada-based “Future Learning Environment (FLE)-project”. Other examples of different projects that face these questions are, for instance, Finnish “The IQ Form” and “Metodix” that focuses on scientific research (Niemi and Ruohotie 2002, http://www.metodix.com). All three examples represent learning platforms that are rather widely used in respect to Finnish population. The latest statistics of Metodix reports that it has 3,900 registered users and 20,000 average visits/month.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.002 |
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