Improving Undergraduate Students' Email Etiquette with Computer-Based Instruction
Saved in:
| Title: | Improving Undergraduate Students' Email Etiquette with Computer-Based Instruction |
|---|---|
| Language: | English |
| Authors: | Thomas G. Farnsworth, Rachel H. Thompson (ORCID |
| Source: | Journal of Applied Behavior Analysis. 2024 57(3):751-762. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Communication Skills, Computer Mediated Communication, Electronic Mail, Skill Development, Prosocial Behavior, Behavior Standards, Computer Assisted Instruction, Learning Management Systems, Assignments, Scoring, Check Lists, Introductory Courses, Psychology, Student Improvement, Outcomes of Education |
| DOI: | 10.1002/jaba.1074 |
| ISSN: | 0021-8855 1938-3703 |
| Abstract: | Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer-based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social-validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432230 |
| Database: | ERIC |
| Abstract: | Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer-based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social-validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants. |
|---|---|
| ISSN: | 0021-8855 1938-3703 |
| DOI: | 10.1002/jaba.1074 |
