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
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Champion, Timothy D., "Scheduled Check-Ins Increase Student Completion of Assignments in an Online Non-Majors Science Course at an HBCU" (2015). SoTL Commons Conference. 40.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/40
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
