Regular and Substantive interaction (RSI)

RSI Frequently Asked Questions

What is the difference between "regular" and "substantive" interaction?

"Regular" refers to the frequency and predictability of interactions throughout the course. Interactions should occur consistently and follow a schedule that students can anticipate. "Substantive" refers to the quality and educational value of those interactions. Substantive interactions meaningfully contribute to student learning through direct instruction, feedback, content clarification, or facilitated discussion.

How many interactions per week are required to meet RSI standards?

Federal regulations do not specify an exact number of required interactions. The key is that interactions should be "regular" (occurring consistently throughout the course) and "substantive" (contributing meaningfully to student learning). What constitutes appropriate frequency may vary based on course duration, credit hours, and content complexity. A good rule of thumb is that instructor-initiated substantive interactions should occur multiple times per week in a typical semester-length course, with the pattern clearly communicated to students.

Can automated feedback satisfy RSI requirements?

No, automated feedback alone does not satisfy RSI requirements. While automated tools can provide immediate responses and basic feedback, they lack the instructor-initiated, personalized, and content-specific nature required for substantive interaction. However, automated feedback can be a useful supplement when combined with instructor follow-up that expands on the automated responses with personalized, content-specific guidance.

Do student-to-student interactions count toward RSI requirements?

No, student-to-student interactions alone do not count toward RSI requirements. While peer interactions are valuable for learning, RSI specifically requires instructor-initiated engagement with students. However, when an instructor actively facilitates, guides, and contributes substantively to student discussions, this faculty-led group interaction does count toward RSI requirements.

How should RSI be documented for compliance purposes?

Documentation should include records of the various types of substantive interactions, their frequency, and their connection to course content. Most institutions rely on a combination of:

LMS logs and analytics
Saved discussion posts and announcements
Feedback provided on assignments
Records of synchronous sessions
Interaction tracking forms or checklists

The key is to maintain evidence that demonstrates both the regular nature of interactions (consistent timing) and their substantive quality (meaningful academic engagement).

Can pre-recorded lectures satisfy the "direct instruction" component?

Pre-recorded lectures alone do not satisfy RSI requirements, as they lack the interactive element required for substantive interaction. However, pre-recorded content can be part of a substantive interaction strategy when combined with instructor-initiated follow-up activities, such as:

Discussion prompts that require instructor facilitation
Follow-up Q&A sessions related to the lecture content
Applied activities with instructor guidance and feedback
Assessments with substantive instructor feedback

The key is that the instructor actively engages with students about the content, rather than simply providing the recordings.

What happens if a course doesn't meet RSI requirements?

Courses that don't meet RSI requirements may be classified as correspondence courses rather than distance education. This distinction has significant implications:

Reduced eligibility for federal financial aid for students
Institutional limits on the percentage of students who can be enrolled in correspondence courses while maintaining Title IV eligibility
Potential accreditation issues
Negative impact on student retention and success

Beyond compliance concerns, courses without regular and substantive interaction typically show lower student engagement, satisfaction, and learning outcomes.