Redesigning Online Learning for International Graduate Seminar Delivery
Bibliographic record
Abstract
Given the crucial role played by universities in a knowledge-based society, understanding how and under what conditions online learning (OL) can improve access to graduate studies is of the highest importance to today's growing global economy. Over the past decade, phenomenal advances have been made in the application of communication and information technologies to support student learning in higher education. Yet, in proportion to overall provision of higher education, the use of technology by faculty for graduate-level, online learning (OL) has been minimal, especially among regular faculty. This paper presents an adapted form of OL, especially designed for traditional universities, with initial data from studies underway in two Canadian universities. Finally, an emerging network of researchers interested in the role of online learning within mainstream higher education is presented. Résumé Étant donné le rôle crucial joué par les universités au sein d’une société fondée sur le savoir, comprendre comment et à quelles conditions l’apprentissage en ligne (AL) peut améliorer l’accessibilité aux études supérieures est primordial pour l’économie globale croissante d’aujourd’hui. Au cours de la dernière décennie, des avancées phénoménales ont été réalisées dans l’application des technologies de communication et de l’information afin de soutenir l’apprentissage étudiant dans le cadre d’études supérieures. Toutefois, proportionnellement à l’ensemble de l’enseignement supérieur dispensé, l’utilisation de la technologie par les enseignants pour l’apprentissage en ligne (AL), aux études supérieures, a été minimal, particulièrement parmi les membres réguliers du corps professoral. Cette étude présente une forme adaptée d’AL, spécialement conçue pour les universités traditionnelles, avec des données initiales provenant d’études en cours dans deux universités canadiennes. Finalement, un réseau émergent de chercheurs s’intéressant au rôle de l’apprentissage en ligne dans le cadre de l’éducation supérieure régulière est présenté
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How this classification was reachedexpand
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 | 0.001 |
| 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".