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It analyzes differential impacts across personalities, evaluates an academic performance improvement strategy using scheduling, and studies subsequent effects after a randomized control trial of a scheduling intervention. Results address study-time changes, quiz and grade-related measures, and follow-up outcomes. 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\nfor the degree of  \nDOCTOR OF PHILOSOPHY  \nin Education  \nby  \nBianca Cung  \nDissertation Committee:  \nProfessor Mark Warschauer, Chair Assistant Professor Di Xu Assistant Professor Rachel Baker  \n© 2018 Bianca Cung  \nDEDICATION  \nTo  \nmy mother and sisters  \nwho have supported me  \nevery step of the way  \nTABLE OF CONTENTS  \nPage  \nLIST OF FIGURES iv  \nLIST OF TABLES v  \nLIST OF APPENDICES vi  \nACKNOWLEDGMENTS vii  \nCURRICULUM VITAE viii ABSTRACT OF THE DISSERTATION xiii CHAPTER 1: Introduction 1  \nCHAPTER 2: The differential impact of online courses across personalities 6  \nCHAPTER 3: Improving academic performance in online courses: 30  \nRandomized control trials ofa scheduling intervention  \nCHAPTER 4: Subsequent effects following a randomized control trial 64  \nof a scheduling intervention  \nCHAPTER 5: Key findings and future research 79  \nREFERENCES 85  \nAPPENDIX A: Figures 102  \nAPPENDIX B: Tables 109  \nAPPENDIX C: Big Five Inventory items by week 124  \nLIST OF FIGURES  \nPage  \nFigure 2.1 Grade Distribution (Count) for All Courses 102  \nFigure 2.2 Weekly Quiz Neuroticism Coefficient with 95% Confidence Intervals 102  \nFigure 2.3 Weekly Quiz Openness Coefficient with 95% Confidence Intervals 103  \nFigure 2.4 Personality-Online Interaction Coefficient by Academic Grade 103  \nFigure 2.5 Personality-Online Interaction Coefficient by Academic Term 104  \nFigure 3.1 Screenshot of Physics Course Scheduling Device 104  \nFigure 3.2 Physics Proportion of Students who Watched as Scheduled 105  \nFigure 3.3 Physics Distribution of Actual and Scheduled Video Times Across Week 105  \nFigure 3.4a Physics Distribution of Treatment Actual Video Time (Week 1) 106 Figure 3.4b Physics Distribution of Treatment Scheduled Video Time (Week 1) 106 Figure 3.4c Physics Distribution of Control Actual Video Time (Week 1) 106 Figure 3.4d Physics Distribution of Treatment Actual Video Time (Week 5) 106 Figure 3.4e Physics Distribution of Treatment Scheduled Video Time (Week 5) 106 Figure 3.4f Physics Distribution of Control Actual Video Time (Week 5) 106 Figure 3.5 Screenshot of Public Health Course Scheduling Device 106  \nFigure 3.6 Public Health Weekly Survey Completion Rate 107  \nFigure 3.7 Public Health Distribution of Actual and Scheduled Watching Times 108  \nFigure 4.1 College Major at Start and End of Academic Year 108  \nLIST OF TABLES  \nPage  \nTable 2.1 Demographic, Personality, and Outcome Summary Statistics 109  \nTable 2.2 OLS of Personality on PH1 and PH2 Scores 110  \nTable 2.3 Personality on Grade with Course FE, Excluding PH1 and PH2 110  \nTable 2.4 Academic Performance with Student-Level Fixed Effects 111  \nTable A2.1 Personality on Grade with Course FE, Including PH1 and PH2 111  \nTable 3.1 Demographic and Pre-Course Survey Summary Statistics, Study 3.1 112  \nTable 3.2 Academic Performance Summary Statistics, Study 3.1 113  \nTable 3.3 Treatment Effect Estimates on Weekly Study Times, Study 3.1 113  \nTable 3.4 Treatment Effect on Academic Outcomes, Study 3.1 114  \nTable 3.5 Demographic and Pre-Course Survey Summary Statistics, Study 3.2 115  \nTable 3.6 Academic Performance Summary Statistics, Study 3.2 116  \nTable 3.7 Treatment Effect Estimates on Weekly Study Times, Study 3.2 117  \nTable 3.8 Treatment Effect on Academic Outcomes, Study 3.2 118  \nTable 3.9 Post-Course Survey, Study 3.2 119  \nTable 4.1 Grade and Course Difficulty Summary Statistics 119  \nTable 4.2 Treatment Effect on Grades 120  \nTable 4.3 Treatment Effect on Course Enrollment 121  \nTable 4.4 Heterogeneous Effects of the Treatment 122  \nTable 4.5 Treatment Effect on Major 123  \nTable A4.1 Sample Demographic Summary Statistics 123  \nLIST OF APPENDICES  \nPage  \nAppendix A Figures 102  \nAppendix B Tables 109  \nAppendix C Big Five Inventory items by week 124  \nACKNOWLEDGMENTS  \nI am grateful for the endless amount of support","cbCaihgtccxCb8gy","https://ap.wps.com/l/cbCaihgtccxCb8gy","pdf",1385116,141,"English","# Table of Contents\n## List of Figures\n## List of Tables\n## List of Appendices\n## Acknowledgments\n## Curriculum Vitae\n## Abstract of the Dissertation\n## Chapter 1: Introduction\n## Chapter 2: The differential impact of online courses across personalities\n## Chapter 3: Improving academic performance in online courses","[{\"question\":\"What is the main focus of the dissertation on online courses?\",\"answer\":\"The dissertation focuses on how online course scheduling affects students differently based on personality traits, and how it can improve academic performance.\"},{\"question\":\"How is the scheduling intervention evaluated?\",\"answer\":\"A randomized control trial is used to test a scheduling intervention, measuring changes in study time and academic outcomes during and after the intervention period.\"},{\"question\":\"What types of outcomes are reported in the dissertation?\",\"answer\":\"Outcomes include weekly quiz-related measures, grades and course performance indicators, course enrollment and major-related heterogeneous effects, and post-course survey results.\"}]","Personality and Scheduling in Online Courses - Dissertation - Doctor of Philosophy in Education | PDF",355]