The Effect of Online Education on the Teachers’ Working Time Efficiency
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 aim of this work was to study how the teachers’ working time efficiency changed with the transition to an online education. This work is the first to compare the teachers’ working time effectiveness for two forms of teaching. We used the evaluation of the teacher’s self-efficacy and the criteria for evaluating the educational course quality for this purpose. Teachers with the same efficiency and quality indicators were selected. The time spent by teachers on preparing and conducting offline (control group) and online (experimental group) classes was measured. Since the quality of the courses and the teachers’ effectiveness were the same, it was sufficient to compare only the time spent by teachers to achieve the same educational goals in order to compare working time efficiency. The research also involved a questionnaire survey. This study found that the current working time efficiency of teachers who work online is less than those who teach traditionally. However, the efficiency of the efficiency of teacher’s working time spent on the presentation of new material is higher with online education. This result can be achieved through using self-made video recordings of lectures. The results of the conducted research are of practical importance for teachers who work online. It allows finding the optimal ratio of time spent and results achieved. It is reasonable to further study the influence of a teacher’s age, gender, and pedagogical experience on the working time efficiency.
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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 | 0.006 | 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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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