中文摘要
本研究考察教授提供的、可规模化实施的个性化反馈信息对同步课程和异步课程中学生学业表现的影响，并特别关注第一代大学生。我们在亚利桑那州立大学39个经济学导论班级中开展了一项随机对照试验，涉及约3,000名学生。反馈信息根据学生的初始学业表现以及学期初完成的调查所提供的信息量身定制。研究发现，同步课程中的第一代大学生从个性化反馈中显著受益，而异步课程中未观察到此类效应。此外，结果表明，帮助第一代大学生应对不利的学业冲击，同时辅以教授的鼓励，对于提高反馈的有效性可能十分重要。
Abstract
This study examines the effect of scalable personalized feedback messages from professors on student performance in both synchronous and asynchronous classes, with a specific focus on first-generation students. We conducted a randomized controlled trial involving approximately 3,000 students across 39 introductory economics classes at Arizona State University. The feedback messages were tailored using information from students’ initial academic performance and surveys completed at the beginning of the semester. Our findings reveal that first-generation students in synchronous classes benefit significantly from personalized feedback, while no such effects are observed in asynchronous classes. In addition, the results suggest that aiding first-generation students in coping with adverse academic shocks, combined with professor encouragement, can be important in enhancing the effectiveness of feedback.