2026-09-21T21:43:32Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/115554 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Delaney, Jennifer Delaney, Jennifer Hinze-Pifer, Rebecca Hood, Denice Lindgren, Robb 2022-05 application/pdf en text Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-05-01 The student, James Swigart, accepted the attached license on 2022-04-15 at 17:45. The student, James Swigart, submitted this Dissertation for approval on 2022-04-15 at 17:51. This Dissertation was approved for publication on 2022-04-18 at 12:58. DSpace SAF Submission Ingestion Package generated from Vireo submission #17717 on 2022-11-11 at 12:05:53 Overcoming challenges in large human anatomy and physiology courses: an investigation into how students interact with course resources, both human and digital Swigart, James Paul 2022-04-18 Student Interaction Scholarship of Teaching and Learning Teaching Assistant Gender Mismatch Randomized Control Trial Nudges COIVD-19 Pandemic Online Transition Digital Textbook This dissertation examines the characteristics that lead to performance differences in a large human anatomy and physiology course series. The dissertation is presented as three studies. The first study looks at both the gender of the instructor (in this case a teaching assistant) and the gender of the student to see if the interaction affects student performance in the course. Of particular interest is if a gender mismatch between instructor and student affects performance. The second study examines whether small nudges to student behavior result in measurable change to student performance. Examples of small nudges include emailing the student after missing an assignment or reminding students of office hours after an exam. This research uses a randomized control trial test the effects of different levels of nudging on performance in the course and allows instructors to tailor their messages to students with maximum impact. The third study investigates how student interactions with course materials changed after a forced online transition in response to the COVID-19 global pandemic. The study examines the amount of time students spent reading the textbook and completing assessments as well as grades in the course both before and during the pandemic. Thesis eng https://hdl.handle.net/2142/115554 Copyright 2022 James Swigart Ph.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp