Author Biographical Information
Bibliographic record
Abstract
Michael K. Barbour is a Professor of Instructional Design for the College of Education and Health Sciences at Touro University California. For over two decades his research has focused on the effective design, delivery, and support of K–12 distance, online, and blended learning, as well as how regulation, governance, and policy can impact that effectiveness. Michael’s background and expertise has resulted in testimony before legislative committees and as an expert witness in several US states, across Canada, and in New Zealand. Additionally, he has also consulted on research and development projects in Australia, South Korea, Saudi Arabia, and Sweden.Charles B. Hodges is a Professor of Instructional Technology at Georgia Southern University in Statesboro, GA. Dr. Hodges earned his B.S. and M.S. degrees in Mathematics from Fairmont State University and West Virginia University, respectively, followed by a Ph.D. from the Instructional Design and Technology program in the School of Education at Virginia Tech. He recently served as Editor-in-Chief of the AECT journal TechTrends from 2014 until 2024. He frequently speaks at national and international conferences on topics related to online learning and emerging technologies in education. His recent publications include articles in EDUCAUSE Review, Educational Technology Research and Development, Computers in the Schools, and Technology, Knowledge and Learning. His research has been funded by the U.S. Department of Education and the National Science Foundation.Barbara Lockee Barbara Lockee is Associate Vice Provost for Faculty Affairs and Professor of Instructional Design and Technology in the School of Education at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance/online education. She is Past President of the Association for Educational Communications and Technology. Dr. Lockee’s scholarly inquiry has been funded by various federal agencies, including the National Science Foundation, the U.S. Department of Agriculture, and the U.S. Agency for International Development, among others. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs across a variety of contexts.Ellen H. Reames is a Professor of Educational Leadership at Auburn University in Auburn, Alabama, where she has served full-time since 2007. Her area of research is educational leadership program design. Her focus of recent years includes partnership development between educational leadership preparation programs, K–12 districts, higher education leadership preparation programs and agencies closely tied to K–12 districts. Recent book publications include: Rural Turnaround Leadership Development: The Power of Partnerships, Partnerships for Leadership Preparation and Development: Facilitators, Barriers, and Models for Change, The Art and Science of Mentoring and Navigating the Ubiquitous, Misunderstood, and Evolving Role of the Educational Leadership Program Coordinator in Higher Education.James N. Slear is Program Coordinator for Officer Education and Assistant Professor of Leadership at the Air Force’s Global College of Professional Military Education at Maxwell Air Force Base in Montgomery, Alabama. His area of research is leadership education in online and distributive learning contexts. He teaches courses in Leadership online, at the Global College, and in residence at the Air Command and Staff College. In his role as program coordinator, he ensures curriculum is aligned across all program areas and complies with all statutory and policy requirements for four professional military education programs. In addition, he leads the college’s effort to transition to outcomes-based military education. Dr. Slear serves in the United States Air Force in the grade of Lieutenant Colonel.Michael Simonson is a professor at Nova Southeastern University in the Instructional Technology and Distance Education program. He has an affiliated appointment with NSU’s Patel College of Health Care Sciences. He earned his Ph.D. from the University of Iowa in Instructional Systems. He is editor of the USDLA journal, Distance Learning. He has authored four major textbooks—the two most recent received first place book awards from the Association for Educational Communications and Technology. Mike Simonson was honorably discharged from the U.S. Marine Corps with the rank of Captain.E. Vaughn Wilson is an Assistant Professor in the School of Education at the University of the Cumberlands. He has also worked in PK–12 education for over 15 years; he has extensive teaching experience, in a variety of content areas, within both general education and special education settings. In addition, he has taught and conducted research in higher education for nearly 6 years. Dr. Wilson hopes to continue to bridge the divide between educational theory and practice in the classroom. His research interests include distance education, education technology, secondary education, teacher training, special education, higher education, and curriculum development. He enjoys travelling and spending time with his family in his free time.
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 | 0.004 | 0.043 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.005 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.555 | 0.352 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".