Teaching and Learning Conference 2019: Overcoming the pseudo-individualised approach to student interactions

Online communication is used increasingly for students on face-to-face and distance learning courses. Often mass communications to students start with their name then a generic text. In fact this ‘pseudo’ individualised approach is frequently ignored. 

Evidence from our large distance learning course has shown that the response to a ‘pseudo’ individualised approach was 14% versus 68% based on a genuinely individualised approach. This approach in course feedback was rated the most valuable part of our course by most respondents. I will show the difference between these approaches and how to include a ‘piggy-back’ method to increase student response rates.