Nudging Student Participation in Online Evaluations of Teaching: Evidence from a Field Experiment

Neckermann, Susanne; Turmunkh, Uyanga; Dolder, Dennie van; Wang, Tong V.

doi:10.2139/ssrn.3672226

Cited by 2 publications

(2 citation statements)

References 60 publications

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“…The first key result is that both social information interventions in this paper have no significant overall effect on students' decision to sign-up for and participate in the remedial math course. While my estimates are consistent with findings from previous social information interventions in higher education (Silva and John, 2017;Page et al, 2019;Neckermann et al, 2022), the null effects are not estimated very precisely. This raises the questions as to what can be learned from these results, in particular in comparison to the positive effects of social information that have been reported for other contexts.…”

Section: Discussionsupporting

confidence: 57%

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Social Information and Educational Investment—Nudging Remedial Math Course Participation

Brade

2023

Education Finance and Policy

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Using field experiments, I investigate if provision of (social) information can increase incoming university students' attendance in a voluntary remedial math course. In Intervention 1, treated students receive an invitation letter with or without information about a past sign-up rate for the course. In Intervention 2, among those who signed up for the course, treated students receive reminder letters including or excluding information on how helpful the course had been evaluated by previous students. On average, no treatment increases participation in the course, but further analyses reveal that the effects in Intervention 1 are heterogeneous along two dimensions: First, suggesting salience as a mechanism, both types of information raise attendance among students who enroll late in their study program, which in turn increases their first-year performance and closes the achievement gap to early enrollees. Second, the effect of the letter with information about the past sign-up rate depends on the predicted ex-ante sign-up probability. Students whose probability falls just short of the past sign-up rate increase sign-up and participation, while the opposite is true for students whose sign-up probability exceeds the social information. Along this dimension, however, the changes in attendance do not carry over to academic achievements.

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Section: Discussionsupporting

confidence: 57%

“…Overall they find little to no impact for any of their informational interventions. 3 Attempting to nudge students to participate in online teaching evaluations, Neckermann et al (2022) include a treatment that provides information about the participation rates in past evaluations; this also fails to be effective.…”

Section: Introductionmentioning

confidence: 99%

Social Information and Educational Investment—Nudging Remedial Math Course Participation

Brade

2023

Education Finance and Policy

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A Framework for Assessing Students Participation at the Faculty of Humanities and Social Sciences, Prince of Songkla University

Wesarat,

Tongnuanchan,

Sahaviriya

2023

Advances in Social Science, Education and Humanities Research

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Learning in 21 st century focuses on student participation. This is in line with the international standards of education (such as the ASEAN University Network Quality Assurance, and the Association to Advance Collegiate Schools of Business) that are based on the principles of Outcome-Based Education (OBE). The achievement of learning outcomes of a study program (also referred to as Program Learning Outcomes: PLOs) requires student involvement in teaching and learning process. Thus, the term "student participation" should be clearly defined and implemented into teaching and learning process. While student participation encompasses various means, university (or faculty) may need to formulate a certain framework of student participation that is applicable to its context.

show abstract

Nudging Student Participation in Online Evaluations of Teaching: Evidence from a Field Experiment

Cited by 2 publications

References 60 publications

Social Information and Educational Investment—Nudging Remedial Math Course Participation

Social Information and Educational Investment—Nudging Remedial Math Course Participation

A Framework for Assessing Students Participation at the Faculty of Humanities and Social Sciences, Prince of Songkla University

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