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Policy Name: Regular & Substantive Interaction
I. Policy
This policy aims to establish clear guidelines for instructors in providing regular and substantive interaction (RSI) in distance education courses. Adhering to the U.S. Department of Education's (DOE) requirements, this policy mandates that instructors engage in at least two forms of meaningful, educational interaction with students, scheduled and predictable, ensuring quality teaching and learning consistent with course content. This approach is integral to maintaining the distinction between distance education and correspondence courses and upholding academic integrity and engagement in the virtual learning environment.
II. Definitions
Academic Engagement: Active participation by a student in an instructional activity related to the student's course of study that—
(1) Is defined by the institution in accordance with any applicable requirements of its State or accrediting agency;
(2) Includes, but is not limited to—
(i) Attending a synchronous class, lecture, recitation, or field or laboratory activity physically or online, where there is an opportunity for interaction between the instructor and students;
(ii) Submitting an academic assignment;
(iii) Taking an assessment or an exam;
(iv) Participating in an interactive tutorial, webinar, or other interactive computer-assisted instruction;
(v) Participating in a study group, group project, or an online discussion that is assigned by the institution; or
(vi) Interacting with an instructor about academic matters; and
(3) Does not include, for example—
(i) Living in institutional housing;
(ii) Participating in the institution's meal plan;
(iii) Logging into an online class or tutorial without any further participation; or
(iv) Participating in academic counseling or advisement.
Distance Education: The use of technology to deliver instruction and support interaction between students and instructors who are not in the same location, either synchronously or asynchronously. St. Scholastica defines these courses as online, hybrid, or hyflex.
● Hybrid: A course that meets in person at least one time during a semester.
● Hyflex: A course that allows for students from any campus to register that incorporates both options of on-ground learning and on-line learning. On-ground students can participate online but must engage in on-ground
learning at least one time.
● Online: A course in which students interact with course materials each week at a time of their own choosing (asynchronous).
Instructor: An individual who delivers course content and meets qualifications set by the institution's accrediting agency.
Substantive Interaction: Engagements that involve teaching, learning, and assessment, consistent with the course content, including at least two of the following: direct instruction, feedback on coursework, responding to course content questions, facilitating discussions, or other accredited activities.
Regular Interaction: Providing opportunities for substantive interactions with students on a predictable and scheduled basis, commensurate with the course's length and content, and monitoring student's academic engagement and success.
III. Policy
This policy establishes the requirements for instructors to deliver distance education, which utilizes various technologies to facilitate teaching and learning where students and instructors are geographically separated. This policy aims to ensure compliance with the DOE regulation noted above and quoted directly below:
(1) Education that uses one or more of the technologies listed in paragraphs (2)(i) through (iv) of this definition to deliver instruction to students who are separated from
the instructor or instructors and to support regular and substantive interaction between the students and the instructor or instructors, either synchronously or asynchronously.
(2) The technologies that may be used to offer distance education include—
(i) The internet;
(ii) One-way and two-way transmissions through open broadcast, closed circuit cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices;
(iii) Audio conference; or
(iv) Other media used in a course in conjunction with any of the technologies listed in paragraphs (2)(i) through (iii) of this definition.
(3) For purposes of this definition, an instructor is an individual responsible for delivering course content and who meets the qualifications for instruction established by an institution's accrediting agency.
(4) For purposes of this definition, substantive interaction is engaging students in teaching, learning, and assessment, consistent with the content under discussion, and
also includes at least two of the following—
(i) Providing direct instruction;
(ii) Assessing or providing feedback on a student's coursework;
(iii) Providing information or responding to questions about the content of a course
or competency;
(iv) Facilitating a group discussion regarding the content of a course or competency; or
(v) Other instructional activities approved by the institution's or program's accrediting
agency.
(5) An institution ensures regular interaction between a student and an instructor or instructors, prior to the student's completion of a course or competency by—
(i) Providing the opportunity for substantive interactions with the student on a predictable and scheduled basis commensurate with the length of time and the amount of content in the course or competency; and
(ii) Monitoring the student's academic engagement (see federal definition above) and success and ensuring that an instructor is responsible for promptly and proactively engaging in substantive interaction with the student when needed on the basis of such monitoring or upon request by the student.
This policy mandates that in distance education courses, instructors must engage in regular and substantive interaction with students, adhering to the following principles:
Instructor-Initiated Interaction: Instructors must proactively initiate and guide a range of interactions with students throughout the term or semester. This interaction is to ensure active and consistent involvement in the learning process.
Regular, Scheduled, and Predictable Interactions: Instructor interactions with students must be frequent, consistent, and scheduled as per the course design. The interactions should be predictable and not sporadic.
Substantive Interactions: Instructor interactions must be substantive, relating directly to the course subject matter and contributing significantly to student learning and course objectives.
To quantify instructor interaction for regular and substantive interaction, instructors must embed the following into their online, hybrid, or hyflex courses:
Online Courses
Mandatory Components:
-
Feedback on Assignments: Instructors must provide detailed feedback and grades for at least one assignment, discussion, or quiz every week for a 7- or 8-week course or every two weeks for a 16-week course, ensuring timely and constructive insights that promote learning and improvement. Note that auto-grading does not count.
Required Elective Components (select at least one):
- Weekly Check-ins: Instructors should post weekly announcements or conduct brief live sessions to summarize the week's key takeaways, preview upcoming content, and maintain a regular instructor presence.
- Interactive Discussions: Facilitate structured, thematic discussion boards weekly, with the instructor actively participating, guiding conversations, and providing insights.
- Live Q&A Sessions: Host weekly live Q&A sessions or office hours to address course content questions, encouraging real-time interaction between students and the instructor.
- Peer Collaboration Projects: Design assignments that require student collaboration, with the instructor facilitating the formation of groups, guiding project scope, and providing feedback on group dynamics and project outcomes.
Hybrid Courses
Mandatory Components:
- Feedback on Assignments: Instructors must provide detailed feedback and grades for at least one assignment, discussion, or quiz every week for a 7- or 8-week course or every two weeks for a 16-week course, ensuring timely and constructive insights that promote learning and improvement. Note that auto-grading does not count.
- In-person Sessions: Schedule and conduct in-person sessions that complement online learning components, emphasizing the importance of physical classroom interaction for certain discussions, activities, or assessments (as warranted for your hybrid course).
- Online Engagement: Ensure regular, structured online activities between in-person sessions, including discussions, assignments, or collaborative projects, to maintain a consistent learning pace.
Required Elective Components (select at least one):
- Blended Learning Activities: Develop activities that start online and conclude in the next in-person session, fostering a continuous learning loop that leverages both environments.
- Flipped Classroom Elements: Utilize the flipped classroom approach, where students first engage with lecture materials or readings online, then apply, analyze, and discuss these concepts in any subsequent in-person sessions.
- Digital Office Hours: Offer digital office hours in addition to any in-person availability, ensuring that students who engage more with the online component have equal access to instructor support.
Hyflex Courses
- Feedback on Assignments: Provide separate but equitable feedback mechanisms for online and on-ground students, ensuring all students receive personalized, detailed feedback and grades for at least one assignment, discussion, or quiz every week for a 7- or 8-week course or every two weeks for a 16-week course. Note that auto-grading does not count.
Required Elective Components (select at least one):
- Synchronous Sessions: Conduct live sessions that are accessible to both online and on-ground students, utilizing technology (e.g., streaming, video conferencing) to integrate these groups into a single learning community.
- Hybrid Discussions: Facilitate discussions that engage both online and on-ground students, using forums for asynchronous interaction complemented by in-person discussion summaries or online discussion recaps.
- Adaptive Learning Activities: Design learning activities that can be effectively completed in either mode of instruction, providing comparable learning experiences for all students regardless of their participation format.
IV. Individuals and entities affected by this policy
Instructors, students, and administration.
V. Related documents, forms, and procedures
RSI Instructor Resource Document
V. History and Updates
The College reserves the right to modify policies at any time, ensuring the involvement of relevant committees and constituents in the decision-making process (e.g., policy committee, faculty assembly, staff council, student government association, etc.)