抄録
This practitioner article describes weekly optional touchpoints in a non-credit, fully asynchronous English e-learning program designed to support study initiation and persistence. The touchpoints were not instructional. Instead, they offered shared time through brief chat prompts and minimal co-presence, providing start cues and light accountability with minimal instructor workload. Thirty-eight participants consented to data use. Program completion was defined as achieving at least 80% progress on the required course content within the program period. Descriptively, completion rates increased with higher attendance. Logistic regression analyses showed that attendance was significantly associated with completion. Because attendance and total study time were correlated and could not be modeled together without unstable estimation, a reduced model treated attendance as the sole explanatory variable. The attendance-completion association remained statistically significant and was similar after adjustment for self-reported baseline TOEIC® Listening & Reading test scores in the TOEIC-available subset. These findings suggest that the observed association is not explained solely by initial proficiency, although causal inference is not warranted. Practical implications for low-burden support in asynchronous e-learning programs are discussed.
