MULTI-CAMPUS TEACHING IN A CANADIAN ENGINEERING CONTEXT: ASSESSING PRESENCE USING THE COI SURVEY
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
Multi-campus synchronous teaching using teleconferencing involves teaching to a class in-person and remotely, simultaneously. As an approach to postsecondary learning, it can offer students greater variety, access to remote experts, and opportunities to collaborate across regions. There are significant challenges to successfully managing a multi-campus course, where ongoing observation and evaluation of student experience is important in guiding pedagogical practice. Herein we explore learning experiences of students who attended a course taught in a multi-campus format as part of a newdual-campus engineering program offered at the University of British Columbia. We chose a Community of Inquiry (CoI) surveying tool to assess student experience by examining their perceptions on teaching, social, and cognitive presence at both campuses. Data collected and analyzed with a Multivariate Analysis of Variance show a clear disparity between perceptions of Teaching Presence between the two campuses, with significance in both the Design & Organization and Direct Instruction CoI subcategories. The ease of performing a CoI survey and assessing its results renders this approach to continuous improvement feasible for regular evaluation and continuous improvement within the Bahmani and Hjelsvold conceptual framework for multi-campus coursedevelopment. The study was undertaken as part of continuous improvement within the engineering program, with results used to develop and inform multi-campus synchronous teaching best practices in a Canadian engineering context.
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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 | 0.005 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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