Teachers’ Experiences and Views Regarding Distance Education Courses for Foreign Language Teaching at Secondary Education Level
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 Covid-19 pandemic is a significant event for the whole world and our country. It is thought that this epidemic, which started in 2020 and whose effects continue to be felt, has negatively affected all areas of life and will continue to affect them for a long time. Countries have taken a series of measures to prevent the spread of the epidemic, and within the framework of these measures, every level and sector of education has had to switch from the face-to-face education model to distance education practices. In this context, the aim of our study is to examine the experiences and views of teachers regarding distance education courses in foreign language teaching at secondary education level and to offer suggestions for the future. The study group of the research, which was prepared within the scope of qualitative research, consists of 20 foreign language teachers, who were determined with a holistic multiple case design, one of the purposive sampling methods. A questionnaire consisting of open-ended questions was sent to the participants via WhatsApp due to the ongoing epidemic conditions, and the data obtained were subjected to content analysis. Participants stated that distance education courses were not spent productively for students, but that they could be adapted to the new order with a number of measures to be taken.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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