Category: TeAch Tuesdays

What is Regular and Substantive Interaction (RSI)?

Regular and substantive interaction or RSI is a requirement from the U.S. Department of Education designed to distinguish genuine distance education programs from more passive experiences, such as correspondence courses. The Department of Education describes RSI in its legal definition of “distance education,” but this explanation from Ohio State captures the essence of RSI in simpler language: “Regular Substantive Interaction in distance education refers to meaningful and consistent engagement between students and their instructors or the educational content.” Having programs and classes meet the definition of distance education (i.e., having RSI) is essential because that’s what makes our distance learners eligible for federal financial aid. It’s important to note that the interaction must revolve around the course and not personal or other matters.

The guidelines for regular and substantive interaction, as provided by WCET are:

Regular:

• Interaction is provided on a predictable and scheduled basis
• Student success is monitored, and instructors proactively interact with students who need assistance or who request engagement

Substantive:

• Educators interact with students to provide direct instruction, conduct assessments, and otherwise facilitate learning. Under current definitions, substantive interaction means doing at least 2 of the 5 activities below. *
• Providing direct instruction
• Assessing or providing feedback on a student’s coursework
• Providing information or responding to questions about the content of a course or competency
• Facilitating a group discussion regarding the content of a course or competency
• Other institutional activities approved by the institution’s or program’s accrediting agency

* Quoted directly from WCET.

A few notes on instructor-led interaction

According to Oregon State quick reference

1. Interactions should be initiated by a qualified instructor, and not only in response to student requests
2. They do not include optional activities
3. They should be prompt and made within any promised time window (e.g., within 24 hours)

Why does it matter to the university?

As noted previously, regular and substantive interaction separates distance learning from correspondence schools, which are defined by a lack of interaction between a student and any qualified instructors. Universities or institutions that do not meet true distance education requirements may find that their students are ineligible for financial aid. For an example of how this could impact a university, this article explains what happened to Western Governors University in 2017.

Why does it matter to me?

Beyond the regulations and their impact on the institution and our learners, regular and substantive interaction with your students is just good teaching. Students who feel alone in a course with no feedback or interaction with their instructor or peers are significantly less likely to be successful in a course. Distance education is not meant to involve a student completing their work on their own, and research would not suggest that as a best practice. Many of the hallmarks of good online teaching, such as transparency, timely feedback, and creating belonging are also ways to meet the requirements of RSI. Engaging your students is also interacting with them, and an engaged student is more likely to be a successful student.

How can I ensure I am meeting the requirements of regular and substantive interaction?

Below you will find each of the four main components of “interaction,” along with suggestions for meeting that component in a distance education course. Remember that these are examples, not exhaustive lists.

Provide direct instruction

• Video lectures included in your Canvas course
• Office or student hours
• Conferences or check-ins with students
• Instructor-led study session

Assess or provide feedback on a student’s coursework

• Personalized individual feedback in text, audio, or video form
• Responses to blog posts or presentations
• Outreach to students not meeting standards

Provide information or respond to questions about the course

• Weekly announcements or videos about upcoming assignments and course content
• “Message students who” are not participating or not turning in work
• Prompt responses to student communication that fall within your posted guidelines (e.g., within 24 hours)

Facilitate group discussion

• Instructor guidance and participation in class discussions related to course content
• Videos/messages/Canvas announcements about course-related content with students
• PlayPosit or Hypothesis activities
• Students interactions via Teams, Zoom, or other chat-based software

Please refer to this handy chart from the University of Alaska Fairbanks for a list of RSI activities that includes those listed above and more.

Does this matter if I don’t teach online?

The RSI guidelines are about ensuring that students who take distance learning courses can interact with and learn from an instructor. From that standpoint, these guidelines are applicable primarily to those instructors who teach online, and to an extent, hybrid, virtual classroom, point-to-point, and point-to-anywhere courses. While the guidelines themselves don’t apply to face-to-face courses, the strategies reviewed in this blog post for interacting with students can be used by instructors teaching in all modalities to engage with their students and enhance their learning.

TL;DR

• Regular and Substantive Interaction (RSI) is required for those who teach in distance education modalities.
• You must regularly include at least 2 of the following in your course:
  • Direct instruction
  • Feedback on a student’s coursework
  • Information or responses to questions about the course
  • Instructor-facilitated discussion
  • Other institutional activities approved by the accrediting body
• If courses or programs do not provide RSI, they may not be eligible for federal financial aid.
• Strategies for meeting RSI standards are summarized in this worksheet by the University of Alaska Fairbanks.