Supporting digital competency development for vocational education student teachers in distance education
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
Introduction In Quebec, aspiring vocational education teachers must enroll in a bachelor’s degree program in vocational education. At the Université du Québec à Rimouski, the Bachelor of Vocational Education (BVE) program is offered remotely and asynchronously in a digital learning environment. This project explores what digital competency resources are available to BVE students and the characteristics of the resources that students know, use and deem satisfactory. Methods This quantitative descriptive study was carried out in two phases. In the first phases, interviews and a literature search were used to identify the resources, which we analyzed according to the Analytical Framework of Resources Supporting Digital Competency Development and the Digital Competency Framework. In the second phase, 137 students evaluated 36 identified resources through a questionnaire. Results The findings reveal that the resources are not widely known, and even when known, they are infrequently used. However, when used, they are generally deemed satisfactory. Notably, resources are more frequently used when required for assessment in the introductory BVE course. Additionally, workshops are rated more satisfactory than videos. Discussion The results underscore the need for program instructors to actively promote these resources and suggest that further research is needed to better understand student needs.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 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