Sending motivational emails in text–picture personalised form can be feasible in e-learning: An asynchronous course case.
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| Title: | Sending motivational emails in text–picture personalised form can be feasible in e-learning: An asynchronous course case. |
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| Authors: | Zhao, Fang1,2 (AUTHOR) fang.zhao@oth-regensburg.de, Gaschler, Robert3 (AUTHOR) |
| Source: | Open Learning. Nov2025, Vol. 40 Issue 4, p410-424. 15p. |
| Subject Terms: | *Retention of college students, *Asynchronous learning, *Digital learning, *Achievement gains (Education) |
| Abstract: | Intervention with motivational emails can have a positive effect on course retention in e-learning. It is, however, not yet clear whether different forms of emails affect course retention and how students make progress during the sending of emails. We therefore used a voluntary asynchronous online course with 206 students. Students were randomly divided into four groups: text–picture personalised email vs. text personalised email vs. generalised email vs. no email. Emails were sent weekly for 3 months. Results yield that more students made progress in the text–picture personalised email group than in the control group. Students in all email groups progressed by more units than students in the control group. Only students in email groups completed the course and only students in personalised email groups reacted to the emails. Emails were accepted by most students enrolled. The findings suggest that cost-effective and easily implemented emails can encourage students to progress from unit to unit. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Intervention with motivational emails can have a positive effect on course retention in e-learning. It is, however, not yet clear whether different forms of emails affect course retention and how students make progress during the sending of emails. We therefore used a voluntary asynchronous online course with 206 students. Students were randomly divided into four groups: text–picture personalised email vs. text personalised email vs. generalised email vs. no email. Emails were sent weekly for 3 months. Results yield that more students made progress in the text–picture personalised email group than in the control group. Students in all email groups progressed by more units than students in the control group. Only students in email groups completed the course and only students in personalised email groups reacted to the emails. Emails were accepted by most students enrolled. The findings suggest that cost-effective and easily implemented emails can encourage students to progress from unit to unit. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02680513 |
| DOI: | 10.1080/02680513.2024.2326002 |
