The Effects of Prompting Metacognition using Email or Text Reminders on Student Participation, Persistence, and Performance in a Blended Course

The e-learning environment has grown exponentially in the past decade but some students are not ready to learn in this highly autonomous and flexible context. The purpose of this research study was to identify a practical way of helping students with limited academic experience taking online courses stay on task, manage time effectively, and ultimately achieve early success in the e-learning environment. A series of course activity reminders was designed to prompt students to manage their own learning. The reminders were developed for an entry level blended course targeting younger and less experienced undergraduates. Reminders were delivered regularly by email and text message. Sixty-four participants were randomly assigned to the Email Group, Text Group, or the Control Group. The participation, persistence, and performance of participants were measured and the means were compared using independent samples t tests. Each group receiving reminders was compared to the Control Group (receiving no reminders). The Email Group and the Text Group were also compared. Results revealed no statistically significant differences, but examination of the data demonstrated positive trends indicating the possibility of practical importance with implications for practice. Qualitative data from the Post-Reminder Questionnaire also reveal largely positive participant perceptions of the reminders.