RSI

Introduction

Regular and Substantive Interactions (RSI) are a cornerstone of effective online education. RSI refers to meaningful and ongoing engagement between students and instructors and among students in the online learning environment. This engagement can take various forms, including synchronous or asynchronous discussions, feedback on assignments, interactive webinars, and collaborative group projects. RSI's primary goal is to foster a learning community that is engaging, supportive, and responsive to all participants' needs, thereby enhancing students' educational experiences and outcomes.

The Role of RSI at IECC

At Illinois Eastern Community Colleges, the importance of RSI in online courses cannot be overstated. RSI bridges the physical gap inherent in online education by creating an interactive and dynamic virtual classroom environment. This interaction is vital for student engagement, helping to prevent feelings of isolation and disconnection that can sometimes occur in online learning settings. By ensuring regular and meaningful contact with instructors and peers, students are more likely to remain motivated, participate actively in their learning process, and achieve their academic goals.

Benefits of RSI

• Enhanced Student Engagement:
  • RSI keeps students connected to the course and their peers, fostering a sense of community.
  • Active participation through regular interactions helps maintain student interest and motivation.
• Personalized Learning:
  • Instructors can provide timely feedback, address individual student queries, and adapt teaching strategies to meet diverse learning needs.
  • Personalized attention helps students understand course material better and feel valued.
• Alignment with Quality Standards:
  • RSI aligns with the Quality Matters (QM) principles and accreditation standards that guide the development of online courses at IECC.
  • These standards emphasize the importance of learner interaction and engagement as critical components of effective online education.
• Improved Learning Outcomes:
  • Regular and substantive interactions ensure that courses deliver content effectively and create opportunities for critical thinking, practical application, and the development of a learning community.
  • This approach enhances student satisfaction and learning outcomes, supporting IECC's mission to offer high-quality online education that is accessible, inclusive, and effective.

Implementing RSI in Online Classes

• Providing Direct Instruction:
  • Conduct live lectures or webinars to discuss key topics and engage students in real-time.
  • Record sessions for students who cannot attend live.
• Assessing or Providing Feedback on Coursework:
  • Give detailed, personalized feedback on assignments and assessments.
  • Use video or audio feedback to make the interaction more personal.
• Providing Information or Responding to Questions:
  • Maintain active communication through email, discussion boards, and course announcements.
  • Encourage students to ask questions and provide prompt, thorough responses.
• Facilitating Group Discussions:
  • Create discussion forums for students to engage in meaningful conversations about course content.
  • Participate actively in discussions to guide and enhance the conversation.
• Engaging in Other Instructional Activities:
  • Organize collaborative projects where students can work together under instructor guidance.
  • Schedule virtual office hours for one-on-one interaction with students.

Criteria for Effective RSI

• Involve Qualified Instructors:
  • Interaction must be with institutional staff who meet accrediting agency standards in the subject taught.
• Be Initiated by the Instructor:
  • Interaction must be primarily faculty-driven, not just optional or student-initiated.

Examples of Effective RSI

• Weekly Interactive Webinars:
  • Scenario: In an online business course, the instructor hosts weekly live webinars to discuss contemporary market trends, analyze case studies, and connect theoretical concepts with real-world applications.
  • RSI Implementation: Direct, synchronous interaction enhances understanding through real-time dialogue and collaboration.
• Personalized Feedback on Assignments:
  • Scenario: A literature professor assigns weekly essays and provides personalized video feedback for each student.
  • RSI Implementation: Personalized feedback fosters a deeper connection between student and instructor, encouraging a personalized learning journey.
• Collaborative Group Projects with Instructor as a Mentor:
  • Scenario: In a software development course, the instructor divides the class into small groups to work on a semester-long project and schedules biweekly check-ins.
  • RSI Implementation: Regular, meaningful interactions promote collaboration, problem-solving, and real-world application of course content.

Additional Methods to Enhance RSI

• Individualized emails and personalized feedback.
• Instructor-facilitated discussion forums.
• Scheduled virtual office hours.
• Regular course announcements and weekly summaries.
• Online reviews or help sessions at recurring times each week.

Background: Definitions of Distance Education and Correspondence Courses

The U.S. Department of Education issued Final Rules on Distance Education and Innovation in September 2020, with the rules going into effect on July 1, 2021. The new regulations update the definitions of distance and correspondence education with the intent to provide more clarity on the differences between these two modes of course delivery. The U.S. Department of Education requires that all online courses for which students may use Title IV funds (federal financial aid) include regular and substantive interaction between students and instructors. In short, regular and substantive interaction (RSI) is one of the key elements distinguishing distance education from correspondence education and thus one of the central determinates for students' ability to use Title IV funds.

Four other critical factors distinguishing distance education from correspondence education are as follows:

• Distance education should be delivered through an "appropriate" form of online media.
• Distance education must use instructor or instructors that meet accreditor requirements for instruction in the subject matter.
• There should be at least two forms of substantive interaction (see below).
• There must be "scheduled and predictable" opportunities for instructor/student interaction (see below).
• Instructors must be responsive to students' requests for support.

Course Design and Delivery Strategies: Mix and Match

Design

• Course includes the option and tools for instructors to hold optional virtual office hours. The tools can be hidden and used only by the instructors interested in this option.
• Syllabus includes clear expectations for interactions, how frequently students can expect to hear from the instructor, and how quickly they can expect a response to questions and to work they submit. Any synchronous meetings/requirements must be identified in the syllabus detailing the preferred method of communication. Participation expectations for students should be included as well.
• Course includes easily accessible instructor contact information with instructor name, email, and preferred phone number.
• Course includes Announcements that offer one-way, public communication from instructor to students. Course can include recommended announcements written by the course developer to provide additional guidelines for instructors teaching the course for the first time.
• "Ask a Question" discussion forum is included in the course for students to openly ask questions about the weekly course material to be answered by the instructor and/or other students.

Delivery

• Instructor unhides the virtual office hours links and updates the syllabus to include times and days in the course schedule. Office hours are utilized to provide a forum for students to ask questions and to supplement instruction in more intentional ways.
• Instructor updates the syllabus to identify preferred methods of communication, expected frequency of communication, and information about synchronous meetings if applicable.
• Instructor personalizes contact information before the course is open to students.
• Instructor regularly posts Announcements. While announcements usually cover the procedural information, such as reminders of course deadlines, they should also be used to support instruction, e.g. synthesize and then comment on questions from previous week, note trends observed in assignments or quizzes.
• Instructor encourages students to use the "Ask a Question" discussion forum and regularly checks for questions.
• Course includes at least one high-engagement activity within the first two weeks of class allowing students to get to know one another and begin to build community (i.e., Icebreaker discussion area where students introduce themselves, the first synchronous session where students introduce themselves, etc.).
• Instructor-facilitated discussion forums are included throughout the course if applicable to the course context and outcomes. The discussions are designed to allow for the instructor to engage with students and students to engage with each other.
• Learning activities/assessments that require timely instructor feedback via detailed rubrics and written comments.
• Course includes a survey midway through the course that provides instructor with feedback as to the content of the course, issues with concepts or assignments, need for additional resources, etc.
• Course includes recorded lectures that are accompanied by the discussion forums or wikis or other activities allowing students to engage with the instructor about the content of the videos.
• Course utilizes online tools and environments that make interactions easy to use and easy to document. External platforms are reviewed and scrutinized to ensure the communication and feedback given to students can be accessed after a course concluded.

Additional Resources

• Luther Rice College and Seminary Guide to Regular and Substantive Interaction in Distance Education
• Regular and Substantive Interaction (RSI) Examples
• Regular and Substantive Interaction in Online and Distance Learning (The Ohio State University)
• Regular and Substantive Interaction: Regulatory & Pedagogical Implications presentation by WCET (Recording)
• The SUNY Online Course Quality Review Rubric OSCQR

Conclusion

Regular and Substantive Interactions (RSI) are vital for the success of online education at IECC. By fostering an engaging, supportive, and responsive learning community, RSI helps bridge the physical gap in online learning, enhances student engagement, supports personalized learning, and aligns with quality standards. Effective implementation of RSI not only improves learning outcomes but also supports IECC's mission to provide high-quality, inclusive, and accessible online education.

References

• Cooper, M., & Swartzwelder, R. (2020, September 4). U.S. Department of Education issues new distance education and related regulations. Maynard Cooper Gale. Link
• Negotiated rulemaking for higher education 2018-19. (2020, November 6). U.S. Department of Education. Link
• R., & Davis, V. (2019, April 23). Interpreting what is required for "Regular and substantive interaction". WCET Frontiers. Link
• Regular and substantive Interaction: An overview for instructors of online courses at Everett Community College. (n.d.). Everett Community College. Link
• Regular and substantive interaction: Background, concerns, and guiding principle. (2018, November 30). Link
• Department of Education issues final rules on distance education and innovation | NC-SARA. (2020, October 1). NC-SARA. Link