Addressing the E-Learning Contradiction
Bibliographic record
Abstract
In 1997, Drucker suggested that due to the availability of the Internet for delivering university courses and programs, traditional higher education was in deep crisis. He claimed that university buildings were about to become “hopelessly unsuited and totally unneeded” (Drucker, 1997, p. 127). Yet in spite of this, and the technological advances that support the design, development, and delivery of alternative pedagogical approaches, many universities and university professors have resisted integrating educational technology into their teaching practices. A look at today’s university campuses, over a decade after Drucker’s prediction that university buildings are “totally unneeded,” suggests that the “brick and mortar growth” within universities is thriving. Part of what has prevented the proliferation of e-learning and other educational technologies is resistance on the part of teachers and professors to adopt it.
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 | 0.005 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.020 |
| Scholarly communication | 0.013 | 0.027 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.008 | 0.011 |
| Insufficient payload (model declined to judge) | 0.012 | 0.004 |
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".