Proposal Abstract

A continuing problem in online courses is student failure to attempt and complete assignments required in the course. In online classes, participation in assignments assumes an even larger importance than in a face-to-face class. This problem has been observed in online offerings of LS 135, Science, Technology and Ethics, a “non-majors” class meeting the general education science requirement at Johnson C. Smith University (JCSU). JCSU is a historically black university (HBCU) serving a primarily undergraduate population which is predominately African American. A strategy of requiring 4 scheduled check-in dates was implemented in the summer 2014 online offering in an attempt to increase student participation and success in the class. Check-ins could be done by online chat, phone, or e-mail, but were most commonly done via face-to-face meetings (most students were local and taking the online class only for the convenience of no class meetings; many were also taking face-to-face classes). The results obtained were a significant increase (p

Location

Rooms 113 & 115

Publication Type and Release Option

Presentation (Open Access)

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

 
Mar 26th, 5:00 PM Mar 26th, 6:00 PM

Scheduled Check-Ins Increase Student Completion of Assignments in an Online Non-Majors Science Course at an HBCU

Rooms 113 & 115

A continuing problem in online courses is student failure to attempt and complete assignments required in the course. In online classes, participation in assignments assumes an even larger importance than in a face-to-face class. This problem has been observed in online offerings of LS 135, Science, Technology and Ethics, a “non-majors” class meeting the general education science requirement at Johnson C. Smith University (JCSU). JCSU is a historically black university (HBCU) serving a primarily undergraduate population which is predominately African American. A strategy of requiring 4 scheduled check-in dates was implemented in the summer 2014 online offering in an attempt to increase student participation and success in the class. Check-ins could be done by online chat, phone, or e-mail, but were most commonly done via face-to-face meetings (most students were local and taking the online class only for the convenience of no class meetings; many were also taking face-to-face classes). The results obtained were a significant increase (p