Academic Continuity: Staying True to Teaching Values and Objectives in the Face of Course Interruptions
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
Academic continuity planning is an emerging tool for dealing with class cancellation associated with natural disasters, acts of violence and the threat of pandemics. However, academic continuity can also be an issue with respect to less dramatic events, such as power outages, inclement weather, or the temporary unavailability of an instructor, especially if the problem is recurring. Many of the proposed alternative forms of delivery involve some form of web-based learning, but the extent to which these approaches work when students expect face-to-face delivery has not previously been examined. In one such interruption, web-based conferencing from home was undertaken. Based on average test scores, learning was unimpeded by web-based conferencing for one week, but there were some small gender effects that warrant further investigation. Many student comments reflected reduced engagement. The professor noted that students were more likely to respond to questions when the students could see the professor instead of the slides, but in general there were fewer student responses to questions than in face-to-face lectures. A number of comments made unsolicited comparisons with the traditional lecture format, suggesting that the context for teaching and learning, and students’ previous experience of different teaching approaches may merit more discussion in online learning studies.
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 | 0.024 | 0.007 |
| 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.006 |
| 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