• DOI:10.5206/cjsotl-rcacea.2019.2.8200
• Corpus ID: 203044618

Introducing a Late Bank in Online Graduate Courses: The Response of Students

@article{Schroeder2019IntroducingAL,
  title={Introducing a Late Bank in Online Graduate Courses: The Response of Students},
  author={Meadow Schroeder and E. Yu. Makarenko and Karly Warren},
  journal={The Canadian Journal for the Scholarship of Teaching and Learning},
  year={2019}
}

• Meadow Schroeder, E. Makarenko, Karly Warren
• Published 31 August 2019
• Education
• The Canadian Journal for the Scholarship of Teaching and Learning

In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.