Asynchronous electronic discussion group: Analysis of postings and perception of in-service teachers
Bibliographic record
Abstract
In the recent years, the concept of life-long learning has taken its roots among Malaysian teachers. As more and higher institutions of learning offer programs for adult learners, the populations of teachers who aspire to upgrade their professional and academic qualifications have the opportunity to enroll in distance learning programs without having to put their careers on hold. One such higher institution of learning in Malaysia that caters to such needs is the Open University Malaysia (OUM). One of the courses conducted by OUM in collaboration with the Teacher Education Division, Ministry of Education, Malaysia is a 14-week Bachelor Degree in Teaching preparatory in-service course whose participants are non-graduate teachers. During the 14-week duration, college lecturers in various teacher training colleges/institutions throughout Malaysia conduct the teaching. OUM functions as the coordinator and also monitors the course, the teaching staff and learning facilities. In the process of earning credits, participants of this program are registered as OUM students. This allows the National Accreditation Board (LAN) to acknowledge teacher training colleges/institutions as OUM Learning Centers. In addition, the earned credits will be recognized as partial fulfillment for a Bachelor Degree in Teaching. The course requires students to take seven subjects, that is, Professional Ethics, English for Oral Communication, English for Workplace Communication or English for Science and Technology, English for Written Communication; and Basic Education subjects, that is, Educational Psychology, Guidance and Counselling, and Educational Technology Principles. The concept of self-directed learning plays a vital role in this program. As students will undergo various modes of instruction, such as using modules and CDs, experiencing face-to-face interactions, being involved in online discussions and accessing the digital library, self-motivation, self-regulation and personal efforts are key factors to successful and meaningful intellectual and professional development. In order to encourage the course participants to go online for the electronic discussion (also known officially as the online forum in this course), marks of up to a maximum of five (two for frequency and three for quality), are awarded by online tutors based on frequency and quality of contribution. In this aspect, the role of the online tutor is to facilitate discussions, help learners to understand content better and motivate learners to achieve their potential. Dialogue sessions over the Internet are deemed to be “two-way and highly interactive” (OUM, 2003). (Abstract by authors)
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 | 0.023 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".