Social Work Student Experiences of Completing Internships in Canada During COVID-19: Application of a Remote Learning Plan
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
On March 11, 2020, the World Health Organization declared a global pandemic as a result of the spread of the COVID-19 coronavirus, a severe acute respiratory syndrome. Public health authorities throughout Canada were emphasizing early detection, physical distancing, hand washing, sheltering in place through household and self-isolation, and the closing of schools and businesses. For universities it meant the cancelation of classes and an immediate move to virtual or online learning to finish semesters, some of which were within weeks of completion, others that were just beginning. For the School of Social Work at King’s University College, London, Ontario, Canada, the restrictions and limitations imposed by the pandemic had far reaching implications that went beyond a disruption in classroom instruction and also meant terminating or suspending field practicums. Rather than having student learning succumb to the virus, the School of Social Work instituted a creative solution that involved the students developing Remote Learning Plans with the support of their Field Instructors and Faculty Consultants who would serve to minimize the disruption to the students’ learning. This study explores the student experience in moving to remote learning plans – specifically what challenges, changes, and opportunities for growth it provided.
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 | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| 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