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<p>Email etiquette is a crucial skill in both academic and professional settings. Previous research indicates that computer-based instruction (CBI) is a promising method for enhancing undergraduates’ email etiquette. This study aimed to replicate and extend&#xa0;Farnsworth and Thompson (J Appl Behav Anal 57:751–762, 2024) by refining the CBI package for greater efficacy and efficiency, enhancing the email checklist to detect granular changes, implementing controls for the effects of a generic prompt on email etiquette, verifying through a manipulation check that CBI was experienced as intended, and conducting a more rigorous generality assessment. CBI was integrated into an online learning management system and included written instructions, a model, and a quiz. Email etiquette was assessed by scoring emails from course assignments using a checklist. The study found a replicated and statistically significant increase in mean email checklist scores for both a weekly email assignment and generality probes across two sections of introductory psychology. Social validity assessments indicated that our goals were deemed important and our procedures were acceptable. However, there was limited evidence that CBI resulted in meaningful improvements in email etiquette as evaluated by Career Center staff.</p>

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Computer-Based Email Training for Undergraduates: A Replication and Extension

  • 期刊论文

  • 发表日期：

    2025年4月4日

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  • Thomas Farnsworth,
  • Rachel Thompson

摘要

Email etiquette is a crucial skill in both academic and professional settings. Previous research indicates that computer-based instruction (CBI) is a promising method for enhancing undergraduates’ email etiquette. This study aimed to replicate and extend Farnsworth and Thompson (J Appl Behav Anal 57:751–762, 2024) by refining the CBI package for greater efficacy and efficiency, enhancing the email checklist to detect granular changes, implementing controls for the effects of a generic prompt on email etiquette, verifying through a manipulation check that CBI was experienced as intended, and conducting a more rigorous generality assessment. CBI was integrated into an online learning management system and included written instructions, a model, and a quiz. Email etiquette was assessed by scoring emails from course assignments using a checklist. The study found a replicated and statistically significant increase in mean email checklist scores for both a weekly email assignment and generality probes across two sections of introductory psychology. Social validity assessments indicated that our goals were deemed important and our procedures were acceptable. However, there was limited evidence that CBI resulted in meaningful improvements in email etiquette as evaluated by Career Center staff.