IMPROVING INSTRUCTOR RESPONSE TO STUDENT E-MAILS USING TEMPLATE AND REMINDER INTERVENTIONS

Matthew Elbeck, Minjung Song

Abstract


Student e-mails without the student’s name, message, file attachment, etc may impede a timely and thorough instructor response. To help resolve this issue, we apply template and reminder interventions to improve student e-mail format defined as the degree of agreement between a student’s e-mail format and an instructor provided template. A pilot study (Study 1) employing a sample of 36 online undergraduate marketing students concluded that instructor supplied e-mail format template significantly improved student e-mail format. Additional refinements were examined in Study 2 to test three instruction formats (verbal, separated graphic and verbal, and integrated graphic and verbal) and two levels of instruction reminders (once and three times) using a sample of 78 online undergraduate marketing students. Results show that integrated graphic and verbal instructions, and independently, reminder announcements improve student e-mail format. Results from the two studies are discussed in terms of pedagogical benefits for the marketing educator.

Keywords


E-mail template; e-mail design; reminders; factorial design; cognitive load theory



DOI: http://dx.doi.org/10.24059/olj.v15i3.179



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