Abstract
Although online coursework is now considered commonplace, instructors still struggle to forge online student engagement critical to success. Beyond course design and instructor quality, student-instructor interactions are the strongest predictors of online learning and success (Eom and Ashill, 2016). This 90- minute experiential exercise describes how asynchronous online discussions, referred to as check-ins, can be used to help instructors forge connections and promote success. Three check-ins —touchpoints at the beginning, middle, and end of the grading period— are outlined as an approach to proactively engaging online students. These check-ins enable instructors to affirm presence and open dialogue with students, understand their unique circumstances, gather useful first-hand information, and provide additional supports which foster success. This exercise provides templates for designing and implementing online asynchronous discussions to help address student needs. It is of value to online instructors and administrators hoping to improve online student engagement, outcomes, evaluations of instruction, and teaching effectiveness.
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