Flexible Deadlines Impact Student Mental Health and Course Engagement: a Mixed Methods Exploratory Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
With the growing number of students at colleges and universities who are considered nontraditional, creating an equitable classroom characterized by Universal Design for Learning has become increasingly important in higher education. In this mixed methods exploratory study, we assess the impact of implementing flexible deadline policies into our courses on students’ learning experience. Across four academic terms, both at the undergraduate and graduate level, at two universities in Canada and the United States, we found that offering students (N = 234) the opportunity to redeem extension coupons resulted in a positive learning experience. Two key themes in our study demonstrate that the extension coupons improved students’ mental health and their level of course engagement. Our study presents implications for teaching practices and policies and provides educators with one way to increase equity in the classroom.
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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 | 0.036 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it