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ERIC Number: ED554735
Record Type: Non-Journal
Publication Date: 2013
Pages: 216
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-3384-5
Increasing Faculty-Student Communication through Email Messaging to Improve the Success of Online Students
Jimison, Donna L.
ProQuest LLC, Ed.D. Dissertation, Walden University
In a large community college in the Midwest, an online medical terminology course was experiencing success rates below that of college- and state-wide levels. This study evaluated the outcomes of intentional, increased numbers of e-mail communications between under-performing students and faculty for the purpose of improving student academic achievement, identified as achieving a score of 70% or greater. Using the tenets of Tinto's theory of isolation as a source of student attrition, the use of frequent e-mail messaging was expected to decrease student isolation and increase student success. The research questions asked if the treatment groups receiving automated e-mail messages from the instructor when assignments were due, missed, when students did not score above 70% on assignments, or when students did not access the course for 5 consecutive days would increase student success and satisfaction. Using the Noel-Levitz Priorities Survey for Online Learners, this pre-experimental design used a nonrandom convenience sample with preformed groups and compared non-treatment groups with treatment groups by measuring student outcomes. A t test indicated a statistically significant difference in the mean scores for total points earned (t = 2.89, p < 0.05) and weekly quiz scores for the treatment group ( t = 5.42, p < 0.05). In comparison with historical data, a t test indicated that the treatment group reported a statistically significant difference in the survey item related to their satisfaction with faculty feedback (t = 2.07, p < 0.05). These findings led to a proposed faculty development seminar devoted to using an automated e-mail messaging system. Using professional development seminars to increase faculty communications through technology for online courses may positively impact social change by enhancing student achievement in online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A