Online Study during Covid’ 19: What Students Like and Dislike in Online Courses
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
This article presents the results of a research about the students’ likes and dislikes in online courses. The project used surveys to the students of the Dalat University in Vietnam conducted during the fall term of 2021. After analyzing the sample of 708 students, it appears that the main findings are somehow close to many studies conducted at the same time approximately. Mainly, the students like the flexibility of asynchronous courses and the availability of the learning material at any time. They dislike the lack of interaction with the teachers and their classmates. As for online asynchronous courses, students like the possibility of interacting with teachers and classmates (in the case of interactive courses) and the clarity of the schedule. In all cases, the quality of the Internet connection and the power supply appear as a sine qua non condition to any satisfaction supporting any distance studies.Some students have also noted health problems inherent to too long periods sitting in front of screens. This aspect is particularly critical for those who do not have computers and who are forced to work on their smartphones.
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 | 0.000 |
| 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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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