Focus on relationships and strengths: Engaging international learners online
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
The shift to online courses during the global COVID-19 pandemic highlighted that teaching and learning online is an evolving practice for both students and educators. Notably, for international students, challenges with learning online can be more pronounced, as they are also adapting to cultures of their host country and expectations from their post-secondary institutions, while attempting to forge connections with their domestic peers. This paper describes several notable pedagogical interventions implemented by the author in her Canadian-based, online, asynchronous courses that have a high number of international students. These include repurposing office hours, reporting on student feedback, and incorporating Indigenous Ways of Knowing in the course content. Course evaluations and student testimonials are featured to demonstrate the effectiveness of these interventions in enhancing faculty-student relationships, student engagement, and individual and collective learning. Practical strategies that encourage international students to integrate life experiences into the curriculum are offered to help educators consider how they, in their own disciplines and teaching contexts, can stimulate curiosity and leverage students’ prior knowledge.
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 | 0.000 | 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 | 0.001 |
| 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