Design at-risk intervention emails by mapping message sentences to the four relational feedback principles with expert collaboration¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy turns the relational feedback framework into an implementable email recipe for at-risk students. "Guided by the relational feedback framework's four principles, four feedback researchers collaborated on the design of the feedback message": they first met to decide what information each principle required, then drafted and rigorously revised the message so each sentence was mapped to a principle — clarifying performance with personalized time and activity-progress figures, listing unvisited activities and deadlines as actionable steps, inviting Ed Forum and teaching-team contact, and using warm, supportive phrasing.

Design Implications¶

Context¶

Requirements¶

• Access to platform trace data identifying each student's unvisited learning activities and time spent.
• Involvement of feedback-design experts in drafting and revising the message.

Constraints¶

• The message must disclose that engagement observations are based on trace data for a limited window and do not capture all online and offline learning activities.
• Students must be able to ask not to receive the feedback again.

Target Learners¶

• Undergraduate students identified as at risk of failing a course

Target Learning Goals¶

• Behavioural engagement with unvisited learning activities
• Timely completion of assignments and course tasks

Affordances¶

• Relational Feedback Framework Four Principles

Related Strategies¶

Examples¶

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Key Sources¶

• Wei Dai, Jionghao Lin, Flora Ji-Yoon Jin, Yi-Shan Tsai, Namrata Srivastava, Pierre Le Bodic, Dragan Gašević, and Guanliang Chen. (2025). Learning Analytics for Early Identification of At-Risk Students and Feedback Intervention. Journal of Learning Analytics, 12(3), 102–125. https://doi.org/10.18608/jla.2025.8735