This article outlines a three-phased approach to enhancing online student-instructor interaction using asynchronous threaded discussions: check-ins. These instructor-initiated touchpoints, a form of Classroom Assessment Technique, are staged throughout the grading period to help affirm online presence, clarify expectations, monitor performance, provide added supports, and enable a more holistic evaluation of teaching and learning outcomes. This approach to determining student needs facilitates real-time feedback throughout the life cycle of the course, allowing instructors to empathize with and support online students.