The effects of e-mail messages in a distance learning university on perceived academic and social support, academic satisfaction, and coping

The study examines the effects of e-mail messages on students' perceived social support, academic satisfaction, academic outcomes, and on students' coping modes. E-mails with a social or academic content were submitted by the university academic staff responsible for the courses to the 229 undergraduate students enrolled in an online social science program in a distance learning university. Findings indicate that the students who received the e-mails reported a higher rate of academic and social support than the control group, were more satisfied with the academic courses, and reported using more task-oriented and lower emotional or avoidance-oriented coping strategies than the control group. The findings support the usefulness of submitting e-mails by an academic member of staff, suggesting the incorporation of academic messages into the instruction process, to enhance students' positive perception of the academic staff communication, and encourage more personal interaction between student and lecturer, which may evoke more proactive students' coping strategies. [PUBLICATION ABSTRACT]