THE EFFECT OF EXPERIENTIAL ENGAGEMENT WITH VIRTUAL LEARNING ON UNDERGRADUATE STUDENT SUCCESS
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
The purpose of this study is to better understand the effect of undergraduate engineering student engagement with an experiential learning opportunity on academic success in a virtual format. Students in a second year Civil Engineering Materials course that was virtual due to the COVID-19 pandemic were given the option to shift a portion of the final exam weight onto an experiential project. The project consisted of the construction and loading of a small bridge, introducing an experiential component to the virtual course. As a reflective question onthe final exam, students were asked to record a brief video testimony related to their motivations and any perceived benefits for participating or not participating in theproject. Of the students who participated in the bridge project, 58% were characterized as having thorough or above average knowledge and understanding of the graduate attribute indicators, relative to 33% of students who did not participate. Engagement with the bridge project through experiential learning therefore aligned with strengthened understanding of the graduate attributes, within the restrictions of the remote environment. In planning for future online courses, this study shows a method of engaging students with an experiential activity virtually, its positive effect on academic achievement, and other associated benefits.
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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 it