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ERIC Number: EJ1221135
Record Type: Journal
Publication Date: 2019-Aug
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1521-0251
Effect of Personalized Instructor-Student E-Mail and Text Messages on Online Students' Perceived Course Quality, Social Integration with Faculty, and Institutional Commitment
Putulowski, Joe R.; Crosby, Robert G., III
Journal of College Student Retention: Research, Theory & Practice, v21 n2 p184-201 Aug 2019
Social isolation among online college students may be a key contributor to the higher attrition rates reported by online universities relative to traditional institutions. This experiment investigated the effects of instructor-student communication on online students' self-reported social integration with faculty, institutional commitment, and perceived course quality. Participants were 242 students (26% men, 74% women) age 18 to 60 years (M = 30.00, SD = 9.26) attending a midsized private Christian university in Southern California. Participants received varying frequencies (never, once, and weekly) and types (none, e-mail, and text) of personalized instructor-student messages. Students who received weekly messages rated their courses more highly after 4 weeks, but this effect later disappeared. There was no effect on social integration with faculty or institutional commitment. Results provide some support for consistent instructor-student communication but discourage a formulaic approach to combating student isolation and attrition.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California