Bibliographic record
Abstract
Mens flere og flere online skoler varetager undervisningen af grundskoleelever, komplicerer onlineundervisning deltagelse og socialt samspil, som er centralt for at læring kan finde sted. Dette studie udforsker, hvilke didaktiske metoder der kan styrke deltagelse og interaktion i online undervisning samt hvilken rolle digitale interaktionsværktøjer spiller. Data blev indsamlet netnografisk på to 100% online skoler og bestod af 6 lærerinterviews, lederinterview og 19 undervisningsobservationer, som dækkede en bred vifte af fag fra 2.-9. klassetrin. Resultaterne indikerer adskillige betydningsfulde sammenhænge for sociale interaktioner i anvendelsen af kameraet og digitale interaktionsværktøjer i praksisfællesskaber. Onlineundervisning, hvor det centrale var at lave noget sammen gennem inddragelse af fysiske genstande i rummet uden for skærmen, fremviste større tendens til sociale interaktioner, mens en lavere grad af samspil blev observeret i undervisning, hvor kameraet var slukket. Disse fund bør inkorporeres og nøje overvejes i onlineundervisning for at understøtte elev- og lærerengagement.
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.109 | 0.026 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".