Regular and Substantive interaction (RSI)
Instructors have the academic freedom to determine the most effective strategies for implementing RSI in their courses. While specific methods may vary based on course content, level, and discipline, all approaches must align with the stated regulations.
Online education programs and courses must comply with federal Department of Education guidelines, meet Title IV funding requirements, and adhere to both regional and programmatic accreditation standards. Additionally, institutions in Florida must follow the state’s specific regulations for online learning.
In order to qualify as RSI, faculty-student interactions must be both regular and substantive. Interactions must be conducted by individuals who meet the accreditor's criteria for faculty.
Refers to the frequency and consistency of instructor-student interactions throughout a course. These interactions should follow a predictable pattern that supports student learning.
- Frequency expectations — Interactions should occur multiple times per week in standard-length courses
- Scheduling and predictability — Clearly communicated schedule for when interactions will occur
- Documentation — Methods for tracking and documenting regular interactions
Examples of Regular Interaction Patterns:
- Weekly synchronous sessions combined with asynchronous discussions
- Bi-weekly individual feedback combined with weekly group activities
- Regular office hours combined with scheduled assessment feedback
Refers to direct instruction, meaningful feedback, or academic discussion that contributes to student learning outcomes and also includes at least two of the following types:
- Providing direct instruction
- Assessing or providing feedback on a student's coursework
- Providing information or responding to questions about the content of a course or competency
- Facilitating a group discussion regarding the content of a course or competency
- Other instructional activities approved by the institution's or program's accrediting agency
(Distance Education and Innovation, 2020, pg. 54809)
RSI Qualification Spectrum
This visualization helps faculty quickly understand which activities qualify as substantive interaction.
Definitely Qualifies
Needs Context
Does Not Qualify
Synchronous Lectures: Live instruction with real-time Q&A and student engagement.
Pre-recorded Lectures:
Needs accompanying interaction opportunities with instructor follow-up.
Automated Grading:
Without instructor elaboration or personalized feedback.
Active Discussion: Instructor-led discussions with meaningful feedback.
Weekly Announcements: Must include substantive content and opportunities for interaction.
Administrative Updates: Purely logistical communications about due dates or technical issues.
Detailed Feedback: Personalized, content-focused assessment feedback.
Group Work: Needs instructor monitoring and substantive guidance.
Student-Initiated Help: Responding to student requests is not instructor-initiated.
