RSI in the Classroom Video Series
The ecourses committee this year is focused on getting GCC online faculty on board with Regular and Substantive Interaction (RSI). The U.S. Department of Education requires that all online courses for which students receive federal financial aid involve “regular and substantive interaction between students and instructors.”
What that means is online courses must demonstrate that:
Instructors engage in at least two forms of substantive interaction during each course. That interaction should be regular, scheduled, predictable, and focused on the course subject. In other words, students should know when they can expect to engage with their instructor, and those opportunities for engagement should happen throughout the entire academic term.
We created a video series to show faculty what that might look like in an online course. These are just examples and not necessarily what every faculty should or can do. It’s up to each faculty member to decide which two forms of substantive interaction work best for their course. What works for me, may not be feasible for you.
Below are the first 3 episodes of the video series. Each week we will be adding to the series and you can check for new episodes here: https://app.screencast.com/collections/g000300JyGwQr0SvdKwgAOmRHaG3s
RSI in the Classroom, Ep. 1 Office Hours
Office hours can be considered a form of regular and substantive interaction in online courses, but it depends on how they are conducted and how they contribute to the overall learning experience. Learn more here: https://app.screencast.com/LybDFzcfI5xyK
RSI in the Classroom, Ep. 2 Facilitating Discussion
To facilitate a group discussion regarding the content of a course or competency as regular and substantive interaction, you can start by setting clear expectations for participation and encouraging all members to contribute. You can also use open-ended questions to spark conversation and encourage critical thinking. Additionally, it may be helpful to establish ground rules for respectful communication and active listening. Here are a few examples to show you what that might look like: https://app.screencast.com/1Ztpkj5HUlizJ
RSI in the Classroom, Ep. 3 Assessment & Providing Feedback
Regular and substantive interaction refers to the requirement for online instructors to have ongoing and meaningful engagement with their students. Assessing or providing feedback on a student’s coursework is one way to meet this requirement, as it demonstrates a level of involvement in the student’s learning process. This interaction is a fundamental part of the teaching and learning process and plays a crucial role in the student’s academic development. See some examples here: https://app.screencast.com/gk3W0U9ERi5R8
DoE Requires Regular and Substantive Interaction (RSI) in Online Courses. What is it?
Online courses have become increasingly popular in recent years, as they offer a convenient and flexible way for students to continue their education. However, one of the biggest challenges in online education is maintaining regular and substantive interaction between students and instructors. New federal US Department of Education (DoE) regulatory definitions of distance education require that institutions ensure regular and substantive interaction (RSI) between a student and an instructor(s).
Regular interaction refers to the frequency of communication between students and instructors, such as through discussion forums, email, or video conferencing. Substantive interaction refers to the quality and depth of the communication, such as the exchange of ideas and feedback.
RSI compliance is the legal federal requirement that distinguishes the status of courses between distance education and correspondence courses. Correspondence courses are not eligible for financial aid. Institutions risk losing access to student financial aid if the institution is audited by the US Department of Education’s (DoE) Office of Inspector General, or as part of a periodic Departmental financial aid program review, and found to be out of compliance. Institutions may be required to repay financial aid associated with the correspondence courses and students (SUNY Online).
Aside from that, one of the key benefits of regular and substantive interaction is that it helps to keep students engaged and motivated in the course. When students feel that they are part of a community and have regular opportunities to interact with their instructors and peers, they are more likely to stay on track and complete the course.
Instructors can promote regular and substantive interaction by providing opportunities for students to collaborate on projects, participate in online discussions, and give and receive feedback. For example, online discussion forums can be a great way for students to share their ideas and get feedback from their peers, while video conferencing can be used for virtual office hours or to hold interactive lectures.
Another way to promote regular and substantive interaction is to use technology tools like Learning Management System (LMS) or collaboration tools like Zoom, Google Meet or Microsoft Teams. These tools can help to create a sense of community and facilitate regular communication between students and instructors.
Regular and substantive interaction is not only beneficial for students, but also for instructors. By interacting with students on a regular basis, instructors can get a sense of how well students are understanding the material and adjust their teaching accordingly. Additionally, instructors can provide feedback to students on their work and help them to improve.
In summary, regular and substantive interaction is essential for the success of online courses. By providing opportunities for students to interact with their instructors and peers, online education can be just as effective as traditional classroom-based instruction.
The below graphic from OSCQR – SUNY Online Course Quality Review Rubric is a great representation of where regular and substantive interaction stands between correspondence education and distance education.
