Exploring Bias in Evaluation of Job Seeker Introductory Emails

Kelly, Stephanie; Gaytan, Jorge; Morgan, Shona D.; Cundall, Michael K.; Foresman, Galen

doi:10.1177/23294906231154853

Cited by 1 publication

(1 citation statement)

References 43 publications

(57 reference statements)

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“…We used a pilot learning support software, OnTask (Pardo, 2018), to distribute emails. The emails were developed to ensure they were clear with the guidance easily executable, concise, used bullet points and numbering to simplify comprehension and were clearly signed off by the teaching team (Kelly, 2019). This was important given that, first, some students lacked intrinsic interest in the compulsory course and, second, these emails were distributed weekly (across 13 weeks), accordingly, students were more likely to engage with concise and actionable messaging.…”

Section: Theory Development and The Interventionmentioning

confidence: 99%

Students got mail: Do students read semi-tailored emails and what is the impact?

Reynolds,

Tyler,

Wakefield

et al. 2024

AJET

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This paper examines the effectiveness of providing personalised email feedback via an automated email application in a large undergraduate introductory accounting course. Over 1,200 students received feedback via emails sent weekly, semi-tailored to each student based on their results in online self-test learning quizzes. We first found that students read the majority of emails distributed. Second, through tracking, using regression analysis, we found that reading emails is related to significantly higher final examination performance in some cases. However, this is moderated by factors relating to diversity in a large cohort exceeding 1,000 students. The results indicate that feedback needs to be readily actionable and aligned with assessed learning outcomes to realise significant impacts on exam performance. This study is relevant to educators who teach large and diverse cohorts and need time-efficient solutions to tailor the learning experience to each student. Implications for practice or policy: Undergraduate students read the majority of weekly emails distributed, indicating emails can be used as an instructor communication device. Emails should specifically encourage activity completion aligning with learning objectives to improve grades. Students who achieve lower grades in tertiary studies, from English-speaking backgrounds and medium to high socio-economic status, high performers at high school and younger students aged 20 or less are positively impacted. Therefore, emails should be used by instructors teaching cohorts with these characteristics.

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Section: Theory Development and The Interventionmentioning

confidence: 99%