Can students be encouraged to read? Experimental evidence from a large lecture

One of the structural problems of introductory lectures is that students’ learning progress is primarily assessed by taking a final exam. Weekly preparation and reading are driven only by self-motivation. Can a student’s decision to complete her weekly assignments be influenced by a simple reminder? In a pre-registered experimental design, we test if personalised reminders from the instructor delivered via text messages contribute to learning outcomes. We assess formative learning via regular quizzes at the beginning of each class, and summative learning via grades in a final exam. We do not find statistically significant differences in learning outcomes, and discuss how design features potentially drive this result. In the conclusion, we stress the importance of experimental design in assessing innovative and new learning techniques.

Reclaiming agency: skills, academics and students in the Social Sciences

The adoption of active learning pedagogy and, later, the institution of the employability agenda in Higher Education have resulted in a severe loss of agency for academics and students in the Social Sciences. In this article, we reflect on our experiences of applying active learning methods. We argue that we have been part of a change that has occasioned a loss of key skills development, especially those associated with traditional learning and academic thinking. An overly headlong rush to implement the “new” over the “old” saw the discarding of certain skills central to the active learning agenda. Further, the emphasis on student satisfaction, professionalisation and quality assurance pushed the academic to the sidelines, to the detriment of Higher Education. We, therefore, first critique the skills debate and identify shortcomings in the active learning application that emerged from that debate. We focus on the skills emphasised in practice, how they are portrayed in opposition (instead of complementarity) to academic skills, and how they undermine the agency academics and students really require. Next, we propose a reconsideration of necessary but undervalued skills like reading, listening and note-taking.

Are microtargeted campaign messages more negative and diverse? An analysis of Facebook Ads in European election campaigns

Concerns about the use of online political microtargeting (OPM) by campaigners have arisen since the Cambridge Analytica scandal hit the international political arena. In addition to providing conceptual clarity on OPM and explore the use of such techniques in Europe, this paper seeks to empirically disentangle the differing behaviours of campaigners when they message citizens through microtargeted rather than non-targeted campaigning. More precisely, I hypothesise that campaigners use negative campaigning and are more diverse in terms of topics when they use OPM. To investigate whether these expectations hold true, I use text-as-data techniques to analyse an original dataset of 4,091 political Facebook Ads during the last national elections in Austria, Italy, Germany and Sweden. Results show that while microtargeted ads might indeed be more thematically diverse, there does not seem to be a significant difference to non-microtargeted ads in terms of negativity. In conclusion, I discuss the implications of these findings for microtargeted campaigns and how future research could be conducted.