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Regular and Substantive Interaction (RSI) in Online Asynchronous Courses

Regular and Substantive Interaction (RSI) refers to frequent, consistent, and meaningful academic interaction between instructors and students. RSI distinguishes Distance Education from Correspondence Education and supports student success through active instructor presence, guidance, and feedback.

RSI at a Glance

Effective RSI is typically demonstrated through a combination of:

  • Instructional communication that guides students through course content and learning activities
  • Meaningful feedback on student learning
  • Facilitation of student interaction and engagement

Key Reminder: No single activity alone fulfills RSI expectations. Effective RSI is demonstrated through multiple forms of instructor-initiated academic interaction throughout the course.

About Instructional Announcements

Announcements can support RSI when they guide learning, clarify course concepts, address common challenges, or reconnect students to course content. Reminder-only announcements do not count as substantive interaction by themselves.

Effective instructional announcements should:

  • Guide students back into the learning
  • Reconnect students to key ideas or upcoming work
  • Highlight patterns, insights, or common challenges
  • Help students engage more deeply with course concepts

The goal of an instructional announcement is to re-engage students with the learning process, not simply deliver logistical information such as due-date reminders.

RSI Expectations for Fully Online Asynchronous Courses

Instructor-Initiated Interaction

Instructors should proactively initiate interaction to ensure students:

  • Access course materials
  • Understand course concepts
  • Participate regularly in learning activities

Courses should also include opportunities for community building and may use appropriate Canvas and third-party tools to support instructor–student and student–student interaction.

Examples of instructor-initiated interaction may include:

  • Weekly instructional announcements that guide students back to course concepts or upcoming learning activities
  • Personalized feedback on assignments
  • Discussion facilitation or guided reflections
  • Short summary messages reviewing progress or key concepts

Frequency of Contact

Instructor engagement should be predictable and consistent throughout the term and aligned with the course length and content.

Instructors should clearly inform students:

  • How often they can expect to hear from the instructor
  • Which communication methods will be used

Examples of communication methods include:

  • Individual feedback on assignments
  • Discussion replies
  • Instructional announcements
  • Group messages

The expected frequency and method of contact should be stated in the syllabus and reinforced in the course orientation or welcome message.

Recommended Weekly Rhythm

  • At least one course-wide instructional communication, such as an announcement addressing course concepts, commonly missed concepts, upcoming learning activities, or a weekly summary
  • At least one type of meaningful feedback, individual or group
  • Regular facilitation of student engagement

Interrupted Contact

When unavoidable interruptions occur, such as illness, notify students through an announcement and/or email and provide the expected duration.

If the interruption lasts four or more working days, the supervising administrator should be notified.

Types of Contact

Instructors should use a variety of communication channels to establish and maintain regular and substantive interaction. These may include, but are not limited to:

Instructor-Initiated Communication

  • Instructional announcements
  • Orientation or review sessions
  • Weekly wrap-up or summary messages

Feedback and Assessment

  • Timely feedback on assignments
  • Personalized comments or brief audio/video responses
  • Group or individual meetings

Facilitation and Student Engagement

  • Discussion forums and peer interaction
  • Office hours, virtual or in-person
  • Video conferencing such as Zoom, Microsoft Teams, or Pronto
  • Course messaging and email

References & Resources

  1. ACCJC (Accrediting Commission for Community and Junior Colleges) Pilot Quality Continuum Rubric for Distance Education 
  2. Federal Title IV Compliance in Online Courses 
  3. 34 CFR § 600.2 (Definitions of Distance Education & Correspondence Education from the Department of Education, Office of Secondary Education)
  4. CVC-OEI Course Design Rubric (California Virtual Campus Online Educators Initiative)
  5. Page developed by the Distance Education & Technology Committee (DETC) during Spring and Fall 2025 (see 10/21/25 DETC agenda and minutes ).

Best Practices

Best Practices for RSI in Fully Online Asynchronous Courses


Include a Clear Communication Policy


Include a clear communication policy and feedback expectations in your syllabus. Specify the communication channels students should use and the expected response time.

You may also consider adding a dedicated section in your syllabus or a separate page in Canvas (for example: RSI Expectations, Communication and Feedback, or Learner Support) that explains how interaction and feedback occur in the course. This can also help clearly document instructor-student interaction during course review or accreditation-related audits.

Example 1 - Response Time policy: 

“I will respond to course messages and emails within 24-48 hours Monday through Friday. Messages sent on weekends or holidays may receive a response on the next business day.”

Example 2 - Communication Channels:

"For course-related questions, please use the Canvas Inbox or the course Q&A discussion forum. This helps ensure your questions are answered quickly and allows other students to benefit from the responses."

Example 3 - Instructor's Presence:

"As your instructor, I will maintain regular communication throughout the course. You can expect weekly announcements, participation in discussion forums when appropriate, and timely feedback on assignments to support your progress."

Example 4 - Weekly Communication:

"You can expect at least one weekly announcement or summary message that highlights key concepts, clarifies common questions, and provides guidance for upcoming work."

Example 5 - Feedback Expectation: 

"Assignments will typically be graded within 5–7 days of submission. Feedback will include comments highlighting strengths and suggestions for improvement."

Example 6 - Discussion Engagement: 

"I will monitor discussion forums regularly and may contribute to conversations to clarify course concepts, connect ideas, or guide the discussion when needed."

Example 7 - Office Hours: 

"I hold virtual office hours each week via Zoom (or on campus). Students are encouraged to attend if they have questions about course concepts, assignments, or exam preparation."

Example 8 - Course Q&A Discussion Forum: 

"Please post general course questions in the Course Q&A discussion forum. I will review this forum regularly and respond within 24–48 hours."

Plan a predictable weekly structure built on three instructional elements:

  • Instructional Announcements – guide students and reconnect them to course concepts

  • Feedback – provide individual or group feedback on student work

  • Facilitation – support student interaction through discussions or collaborative activities

Support Student Engagement

Provide spaces for student questions and support:

  • Maintain a general Q&A discussion forum

  • Consider offering optional synchronous Q&A sessions or virtual office hours

Use feedback to improve the course:

  • Collect student feedback at midterm and at the end of the course

  • Use that feedback to refine course communication and interaction strategies

Use tools that support engagement and accessibility:

  • Canvas-integrated tools

  • Video conferencing platforms

  • Other tools that support student participation and communication

Stay connected with the online teaching community

Instructors are encouraged to:

Strong RSI practices help maintain instructor presence, support student success, and align online courses with ACCJC and federal distance education expectations.

A simple weekly structure for Regular & Substantive Interaction (RSI) in asynchronous courses:

 

Announcements 

  • Provide weekly communication to guide and support students. 

  • Include updates, reminders, encouragement, or overviews of upcoming topics. 

  • Keep contact predictable and proactive. 

 

Individual Feedback 

  • Respond to individual student work regularly. 

  • Offer personalized feedback via assignment comments, messages, or short videos. 

  • Address progress, strengths, and areas for improvement. 

    

Group Feedback 

  • Summarize class performance and common learning trends. 

  • Share weekly wrap-up messages with key concepts and clarifications. 

  • Reinforce major takeaways and provide collective encouragement. 

 

Facilitation 

  • Foster academic interaction among students. 

  • Moderate discussions, guide group projects, and connect student ideas. 

  • Encourage meaningful peer participation. 

 

Weekly RSI Practice 

  • Each week, include at least one course-wide communication (announcement/summary). 

  • Include at least one form of feedback (individual or group). 

  • Together, these demonstrate consistent instructor presence and meet RSI requirements. 

 

Key Takeaway 

  • Keep it simple. Be present. Teach intentionally. 

 

Developed by the AVC Distance Education & Technology Committee (DETC)

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