From SIGNALS to success? The effects of an online advising system on course grades. Issue 6 (2nd November 2019)

• Record Type: Journal Article
• Authors: Main, Joyce B.; Griffith, Amanda L.
• Is Part Of: Education economics. Volume 27:Issue 6(2019)
• Page Start: 608
• Page End: 623
• Publication Date: 2019-11-02
• Subjects: Instructional technologies -- grades -- advising -- gender -- race/ethnicity; I21; Education -- Economic aspects -- Periodicals; 338.4737
• DOI: 10.1080/09645292.2019.1674248
• Languages: English
• ISSNs: 0964-5292

Abstract

ABSTRACT: Online advising tools have the potential to reach a large number of students with the goal of increasing course performance and learning with relatively modest time investment from the instructor. Course SIGNALS provides students with online, real-time feedback on course performance based on an algorithm using the student's effort, achievement, academic history, and demographic characteristics. Using roughly 25, 000 student-course level observations from a large, research-intensive university in the Midwest, results from fixed effects difference-in-differences models indicate that SIGNALS helps improves grades of lower-achieving students and decreases the probability that students will fail the course.