Asynchronous and Synchronous Online TESOL Education
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
Online TESOL courses can be categorized into asynchronous, synchronous, and a combination of these two modalities. Despite the two levels of separation that characterize asynchronous online TESOL courses, time and space, they can be as effective or even more effective than synchronous courses, which have to compensate only for one level of separation, space. Asynchronous online learning is more flexible and inclusive than synchronous online learning. Synchronous courses are more similar to on‐campus courses in terms of course materials and communication. Effective online TESOL programs are mainly asynchronous with a limited number of synchronous classes. This blended model of online instruction resembles flipped classrooms, in which learning is front‐loaded through asynchronous materials and communication and the synchronous class time is reserved for active learning activities. Effective online TESOL programs foster facilitating teaching presence, situated learning, social and cognitive presence, and deep learning.
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 | 0.001 |
| 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 | 0.001 | 0.001 |
| 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