Connecting with Struggling Students to Improve Performance in Large Classes

Abstract

In large classes, students' feelings of anonymity and interpersonal distance from the instructor can be particularly detrimental to those who struggle with course material. We tested a simple method for connecting with struggling students to improve their performance. We randomly divided students who scored 75% or lower on the first exam into 2 groups. Students in one group received a personalized e-mail message expressing our concern and providing information about course resources. Students in the other group served as a no-e-mail control. Those who received the message performed better on the second exam than those who did not. We discuss possible explanations for our findings and question whether multiple e-mails might enhance performance more consistently.

Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

“…Even in these contexts, though, instructors can do several things to learn about each student’s needs, goals, motivations, and current levels of comprehension and skill. For example, instructors can have students come to the podium after class to ask questions, complete progress reports in which they reflect on their current understanding and future goals for learning, email the instructor when they have questions or problems, and attend office hours to discuss their strengths, weaknesses, and goals for development (Isbell and Gilbert Cote 2009). Instructors can also consider assigning students to smaller working groups or to sections that either they monitor or that are facilitated by teaching assistants, who report back to the instructor (Bailey et al .…”

Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

“…Other studies on student achievement, performance and other outcomes have tenuous connections to active learning [20,22,41,42]. For example, Isbell and Cote [43] provide evidence to suggest that sending a simple personalized email to students expressing concern about their performance and providing information about course resources improved student performance.…”

Lived experiences of nurse educators on teaching in a large class at a nursing college in Gauteng

“…These messages should communicate concerns about the learner’s performance and progress. Such messages help learners feel important and cared for, therefore helping to reduce the interpersonal distance between the nurse educator and learners (Isbell & Cote 2009:185).…”