A Study of Effects of E-Learning Based Exploratory Education on Students’ Self-Efficacy and Interpersonal Relationship
Bibliographic record
Abstract
Under constant education reform to cultivate students with transferable skills, it is necessary to effectively release excessive competition for school admission and guide normal teaching and balanced development of five ways of life. By re-positioning book knowledge as footprints commonly accumulated by humans, it might be able to recover current rigid education. Students should not be restrained from formal education, but should positively cultivate learning autonomy aiming at living to successfully seek for goals and ideal. Taking a university in Fujian Province as the empirical object, total 214 students are preceded the 15-week e-learning based exploratory education experiment (3 hours per week for total 45 hours). The research results show that exploratory education would affect self-efficacy, exploratory education would affect interpersonal relationship, and self-efficacy reveals significantly positive effects on interpersonal relationship. According to the results to propose suggestions, it is expected to help students discuss, communicate, establish goals, solve problems, and generate trust in the interaction process in learning activities as well as connect specific experience in activities with life experience, transfer and generate meanings, encourage adventure and self-challenge, self-awareness, and finally discover innovative thinking and new potential to generate the natural development for learning and change.
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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 | 0.001 |
| 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 | 0.000 |
| 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".