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
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Permalink
https://hdl.handle.net/2142/115554
Description
Title
Overcoming challenges in large human anatomy and physiology courses: an investigation into how students interact with course resources, both human and digital
Author(s)
Swigart, James Paul
Issue Date
2022-04-18
Director of Research (if dissertation) or Advisor (if thesis)
Delaney, Jennifer
Doctoral Committee Chair(s)
Delaney, Jennifer
Committee Member(s)
Hinze-Pifer, Rebecca
Hood, Denice
Lindgren, Robb
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Student Interaction
Scholarship of Teaching and Learning
Teaching Assistant
Gender Mismatch
Randomized Control Trial
Nudges
COIVD-19
Pandemic
Online Transition
Digital Textbook
Abstract
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.
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