[et_pb_section fb_built=”1″ specialty=”on” _builder_version=”4.16″ global_colors_info=”{}”][et_pb_column type=”3_4″ specialty_columns=”3″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_row_inner _builder_version=”4.16″ custom_margin=”-52px|||||” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_image src=”https:\/\/www.codlearningtech.org\/wp-content\/uploads\/2024\/09\/RSI-1.png” title_text=”RSI” admin_label=”Image” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.24.0″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n
U.S. Department of Education <\/span>regulations <\/span>require that all online courses for which students may use federal financial aid \u201censure that there is regular and substantive interaction between students and instructors.\u201d\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n <\/span><\/p>\n RSI <\/span>isn\u2019t<\/span> <\/span>just about regulations<\/span>, <\/span>it\u2019s<\/span> also beneficial to your students. Providing predictable and robust interactions in online courses <\/span>is fundamental to creating an environment of student success.<\/span><\/span><\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][et_pb_row_inner _builder_version=”4.25.1″ _module_preset=”default” link_option_url=”https:\/\/oscqr.suny.edu\/rsi\/” link_option_url_new_window=”on” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.25.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/www.codlearningtech.org\/wp-content\/uploads\/2024\/09\/RSI-dashboard-1.png” title_text=”RSI-dashboard” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column_inner][\/et_pb_row_inner][et_pb_row_inner _builder_version=”4.25.1″ _module_preset=”default” custom_padding=”0px|||||” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.25.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.25.1″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Graphic credit: <\/span><\/span>RSI Dashboard graphic – SUNY<\/span><\/span><\/a><\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][et_pb_row_inner column_structure=”1_2,1_2″ _builder_version=”4.16″ custom_padding=”||0px|||” global_colors_info=”{}”][et_pb_column_inner type=”1_2″ saved_specialty_column_type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.24.0″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n Regular interaction<\/span><\/span><\/strong> is exactly what it sounds like \u2013 there should be<\/span> <\/span>consistent, scheduled, predictable interactions between you and your<\/span> <\/span>students in an online course. This could in<\/span>clude scheduled office hours, setting (and meeting!) expectations for when feedback will be given on assignments, and <\/span>facilitating<\/span> active <\/span><\/span>discussion boards.<\/span><\/span><\/a><\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][\/et_pb_column_inner][et_pb_column_inner type=”1_2″ saved_specialty_column_type=”3_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.24.0″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n <\/span><\/b><\/p>\n <\/span><\/b><\/p>\n Substantive interaction<\/span><\/b> refers to the depth and degree of interaction you have with your students in teaching and assessment. It\u2019s the difference between writing \u201cgreat work\u201d and providing detailed, critical feedback on an assignment that helps your students grow as learners. It must include at least two of five components:<\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][et_pb_row_inner _builder_version=”4.24.0″ _module_preset=”default” custom_padding=”||0px|||” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n RSI matters for your students. The components and requirements of RSI create robust courses that provide meaningful opportunities for students to engage with the content and to benefit from your teaching.<\/span>\u00a0<\/span><\/p>\n RSI is also a matter of compliance \u2013 it is a <\/span>legal federal requirement<\/span><\/b> that distinguishes the status of courses between distance education and correspondence courses.<\/span>\u00a0<\/span><\/span><\/p>\n Correspondence courses are <\/span><\/span>not<\/span><\/span> eligible for financial aid. Institutions risk losing access to student financial aid if the institution is audited by the US Department of Education\u2019s (DoE) Office of Inspector General, or as part of a periodic Departmental financial aid program <\/span>review, and<\/span> found to be out of compliance. Institutions may <\/span>be required<\/span> to repay financial aid associated with the correspondence courses and students.<\/span><\/span>\u00a0<\/span><\/span><\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][et_pb_row_inner _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_divider divider_weight=”2px” _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column_inner][\/et_pb_row_inner][et_pb_row_inner _builder_version=”4.24.0″ _module_preset=”default” custom_padding=”0px||0px|||” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n There is no one way to do RSI. RSI <\/span>isn\u2019t<\/span> about checking a box to meet a legal requirement<\/span>, <\/span>it\u2019s<\/span> about your teaching style and goals, and the educational goals and needs of your students.<\/span> You still have as much freedom to run your course online as you do face-to-face. <\/span>To help you out, here are some general ideas to think about as you plan how <\/span>you\u2019ll<\/span> incorporate RSI into your online courses:\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n The syllabus is a good place to tell your students how you\u2019ll communicate with them as well as how you expect them to communicate with you.<\/span> Let students know how <\/span>frequently<\/span> they can expect to hear from you, when you will or will not be available to respond to messages, and how quickly they can expect a response to questions and to work they <\/span>submit<\/span>. If you have participation expectations for your students, be sure to include those as well\u2014especially if they affect students\u2019 grades.<\/span><\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Research shows faculty feedback is most beneficial when it comes soon after students <\/span>submit<\/span> work, so avoid lengthy delays in providing students with comments about their progress. Feedback can take many forms: written comments, audio or video notes, individual conferences conducted in person or via online meeting tools, and so on. <\/span><\/span><\/p>\n In all cases, though, feedback should go beyond simply assigning a grade or automatically displaying pre-written comments or general statements (\u2018good work<\/span>\u2019,<\/span> \u2018needs improvement<\/span>\u2019,<\/span> etc.). Effective feedback communicates to students both what they have <\/span>accomplished<\/span> and areas where they may need to improve. It also often offers examples and concrete suggestions for actions students can take in the future to make further progress in their learning.<\/span><\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.25.1″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Announcements can sometimes be housekeeping, like reminders of course deadlines, but they can also be used to support instruction. Your announcements can be used to highlight key concepts, provide additional context for the week\u2019s material, or synthesize and respond to comments and questions from the previous week.<\/span>\u00a0<\/span><\/p>\n Keep in mind the \u201cregular\u201d in RSI \u2013 establish consistency with your announcements. Consider sending a weekly announcement as the baseline.<\/span>\u00a0<\/span><\/p>\n \n [\/et_pb_text][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Holding regular office hours<\/span> for online courses provides an opportunity for extra interaction with your students. They can use this time to ask questions, get more feedback, or receive supplemental instruction.<\/span>\u00a0<\/span><\/p>\n You can also set up individual appointments with students to do regular check-ins throughout the semester. Make sure if you do this that you don\u2019t end up limiting the flexibility of online courses \u2013 establish in the syllabus and early on if students will need to schedule times to meet with you.<\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.25.1″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n RSI doesn\u2019t have to be driven completely by you \u2013 gathering feedback from your students a couple times a semester can help you adjust or refine your approach. You can collect ongoing feedback through discussion boards, or you can send out surveys at set points during the term.<\/span>\u00a0<\/span><\/p>\n Ask your students if they think they are hearing from you enough, what types of interactions they find valuable, and if they have ideas for other methods of interaction or changes they would make to the course.<\/span>\u00a0<\/span><\/p>\n Doing this can promote engagement with the class, and possibly give you some new ideas for running your courses!<\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.25.1″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n \n Discussion boards <\/span>shouldn\u2019t<\/span> be <\/span>one way<\/span> communications from student to instructor. Spending time posting and responding can guide discussions and prompt further engagement. You can draw together ideas, highlight themes in th<\/span>e discussion, or propose alternative ideas and points of view.<\/span><\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.25.1″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n There are a lot of educational tools out there you might want to use in your courses, and it\u2019s always good to be open to innovation. But make sure when you use an online tool that you know how it will affect interactions with you students.<\/span>\u00a0<\/span><\/p>\n Before you decide to use a tool, ask yourself if you understand how it works from the student perspective, how will it impact communications with students, is it accessible, and is it duplicating a tool you already have access to in Blackboard?<\/span>\u00a0<\/span><\/p>\n You also want to make sure any tool you use allows you to keep records of your interactions with students. You don\u2019t want all their work, and all your feedback, to disappear or become inaccessible at the end of the semester. This will help ensure you\u2019re prepared in case you are asked to provide evidence of regular and substantive interaction in the future.<\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.25.1″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n An extra set of eyes is a great way to help figure out if you\u2019re meeting RSI standards. The Instructional Design team in Learning Technologies is here to help \u2013 contact us if you\u2019d like us to look at your courses and provide you with feedback on ways to implement RSI.<\/span>\u00a0<\/span><\/p>\n It can also be helpful to work with your peers. Ask another instructor to look over your course, or ask if they\u2019d be willing to share their methods for implementing RSI in their own courses.<\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_divider divider_weight=”2px” _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column_inner][\/et_pb_row_inner][et_pb_row_inner _builder_version=”4.24.0″ _module_preset=”default” custom_padding=”5px|||||” global_colors_info=”{}”][et_pb_column_inner saved_specialty_column_type=”3_4″ _builder_version=”4.24.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.25.1″ _module_preset=”default” background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n Below are some helpful resources that go into more detail about RSI:<\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_sidebar orientation=”right” disabled_on=”on|on|off” _builder_version=”4.25.0″ body_font_size=”13px” background_color=”#FFFFFF” global_colors_info=”{}”][\/et_pb_sidebar][\/et_pb_column][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Regular and Substantive Interaction (RSI) U.S. Department of Education regulations require that all online courses for which students may use federal financial aid \u201censure that there is regular and substantive interaction between students and instructors.\u201d\u00a0\u00a0 RSI isn\u2019t just about regulations, it\u2019s also beneficial to your students. Providing predictable and robust interactions in online courses is […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","iawp_total_views":55,"footnotes":""},"class_list":["post-116","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.codlearningtech.org\/wp-json\/wp\/v2\/pages\/116","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.codlearningtech.org\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.codlearningtech.org\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.codlearningtech.org\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.codlearningtech.org\/wp-json\/wp\/v2\/comments?post=116"}],"version-history":[{"count":9,"href":"https:\/\/www.codlearningtech.org\/wp-json\/wp\/v2\/pages\/116\/revisions"}],"predecessor-version":[{"id":30817,"href":"https:\/\/www.codlearningtech.org\/wp-json\/wp\/v2\/pages\/116\/revisions\/30817"}],"wp:attachment":[{"href":"https:\/\/www.codlearningtech.org\/wp-json\/wp\/v2\/media?parent=116"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}What Is RSI?<\/h2>\n
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Why Does RSI Matter?\u00a0<\/h2>\n
How to Include RSI in Your Online Courses<\/span><\/span>\u00a0<\/span><\/h2>\n
Set clear expectations for interaction in the syllabus.<\/h3>\n
Provide timely, individualized, and in-depth feedback on student work.<\/h3>\n
Send course announcements or other messages at regular intervals.<\/h3>\n
Conduct regularly scheduled online review sessions, tutorials, office hours, or individual appointments.<\/h3>\n
Collect<\/span> regular<\/span> feedback from students.\u00a0<\/span><\/span><\/h3>\n
Actively facilitate online discussions.<\/h3>\n
Choose online tools and learning environments that make interactions easy \u2013 and easy to document.<\/h3>\n
Ask for feedback from <\/span>Learning Technologies or your peers<\/span><\/span>.<\/h3>\n
Want to Learn More?<\/span><\/b>\u00a0<\/span><\/h2>\n
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