COVID-19 pandemic providing a window of opportunity for higher education: Case study of a three-country teaching-learning experience
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
Aim: Since March 2020, the COVID-19 pandemic has been causing unprecedented challenges to higher education by disrupting traditional face-to-face teaching as well as international mobility of students, faculty and staff. The factual knock-out of established modes of teaching and learning and the restriction of international travel called for rapid action and a shift towards remote learning and teaching. Methods: Within the framework of a pragmatic approach, global health faculty from Fulda University of Applied Sciences in Germany and York University in Canada, including a small group of public health students from Cluj in Romania, established a globally networked learning environment. Between November and December 2020, a total of 147 students participated in joint virtual lectures and international collaborative group projects. To capture the acceptance and effectiveness of the innovative didactic experience, a semi-structured student survey was conducted directly after the last session. Results: The overall rating of internet-based cross-university teaching-learning was positive: Students reported benefits of an enriched learning experience through the sharing of different perspectives, approaches and debates with international professors and peers. Success and overcoming challenges for collaboration among students depended strongly on the level of coordination relating to time differences and expectations. Conclusion: The COVID-19 pandemic has revealed that transnational inter-university teaching-learning is feasible, provides a beneficial pedagogic option and points promising ways to the future. Conflict of interest: None declared. Acknowledgements: We gratefully acknowledge the contributions of Prof. Dr. Kai Michelsen and Prof. Dr. Marius I. Ungureanu to the development of the three-country teaching-learning experience.
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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 | 0.042 | 0.011 |
| 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 | 0.000 | 0.000 |
| Open science | 0.001 | 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