How Fast is Fast Enough? Education Students’ Perceptions of Email Response Time in Online Courses

Zhang, Ching-Wen; Hurst, Beth; McLean, Annice

doi:10.18785/jetde.0901.01

Cited by 2 publications

(3 citation statements)

References 10 publications

(9 reference statements)

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“…E-mail is regarded as a preferred mode of communication in this study. This relates to a study by Chang et al (2016), where e-mail was also found to be the preferred mode of correspondence. A similar study regarding the use of mobile technology to enhance library services in Ghana confirmed that students often use WhatsApp to engage with library services (Akeriwa et al , 2015).…”

Section: Discussion Of the Findingssupporting

confidence: 54%

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Delivering equitable distance library services to off-campus users at the University of the Free State in South Africa

Coetzer

Mapulanga

2020

GKMC

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Purpose The purpose of this study is to assess the perceived satisfaction of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa. Design/methodology/approach The study adopted a quantitative approach with open-ended questions that generated some qualitative data. Data has been presented using descriptive statistics in the form of tables, graphs and charts and thematic content analysis for some qualitative data. Findings All learners in this study were adults between 45 and 55 years of age. Of the respondents, 13% lacked online experience, while about 85% had never used online library services and 35% indicated that Google was their primary source of information. The majority of respondents indicated information literacy as a core function of the academic library. High data cost in South Africa came out as one of the major issues affecting distance learners as well as login and password frustrations. The study confirmed computer anxiety, physical discomfort, information overflow and prompt response as some of the perceived challenges and levels of satisfaction respectively of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa. Practical implications The study revealed that a distance learning library policy is of the essence because it helps to put in place rules and regulations that guide the delivery of distance library services. Originality/value The offering of online and distance library services is a fairly new concept to the UFS library. This study bridges the gap between theory and practice regarding the perceived satisfaction of distance users on online library services and how to improve the current practice.

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Section: Discussion Of the Findingssupporting

confidence: 54%

“…Communication and interaction in the e-learning environment are very important to build an online community (Chang et al , 2016). To deliver a high-quality service, response time is very important.…”

Section: Resultsmentioning

confidence: 99%

Delivering equitable distance library services to off-campus users at the University of the Free State in South Africa

Coetzer

Mapulanga

2020

GKMC

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“…There is no response time delay in synchronous communication because it happens in real time, unlike MIM quasi-synchronous communication where there is often some short delay. MIM is different from asynchronous communication (e.g., emails, forum discussions) because most MIM messages are answered promptly (Andujar, 2019 ) within 60 s (as in the case of WhatsApp) (Rosenfeld et al, 2018 ), whereas the average response time of asynchronous communication is markedly longer—24 h for email (Chang et al, 2016 ) and 24 to 48 h for online discussion forums (Jeong & Frazier, 2008 ). Figure 1 illustrates the differences between asynchronous, synchronous, and quasi-synchronous communication with examples.…”

Section: Introductionmentioning

confidence: 99%

Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study

Tang

Hew

2022

Int J Educ Technol High Educ

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Mobile instant messaging (MIM) has become the most popular means for young people to communicate. MIM apps typically come with a myriad of features that educators may leverage to increase student learning. However, it remains poorly understood to what extent and in what aspect MIM can facilitate student engagement. We address the gap by comparing the effects of using MIM and asynchronous online discussion (AOD) on student online engagement, using a quasi-experimental study involving a historical cohort control group. Understanding which communication mode can better promote student online engagement is particularly important during the current widespread use of online learning. Specifically, we examined engagement from the behavioral, emotional, and cognitive dimensions. The results showed that the MIM group was more behaviorally engaged in discussion activities, producing more messages, more words, and higher rates of participation, task completion, and interaction. Emotionally, no statistically significant difference was found in students’ affective evaluation of course interaction and satisfaction between the two groups. However, MIM appeared to help students with improved intimacy and interpersonal relationships. Cognitively, the MIM group was more engaged than the AOD group. In particular, MIM seemed to facilitate interactive idea exchange and thus contributing to more “creating” activities. We conclude by providing suggestions for future instructional practice and research directions.

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How Fast is Fast Enough? Education Students’ Perceptions of Email Response Time in Online Courses

Abstract: An unintended consequence of the ubiquitous use of email for online course

Cited by 2 publications

References 10 publications

Delivering equitable distance library services to off-campus users at the University of the Free State in South Africa

Delivering equitable distance library services to off-campus users at the University of the Free State in South Africa

Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study

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