Regular and Substantive Interaction

The U.S. Department of Education requires that all online courses for which students may use Title IV funds (federal financial aid) include regular and substantive interaction between students and instructors. In short, regular and substantive interaction (RSI) is one of the key elements distinguishing distance education from correspondence education and making it one of the central determinates for students’ ability to use Title IV funds. 

Definitions of Regular and Substantive Interaction  

Substantive interaction is defined as engaging students in teaching, learning, and assessment, consistent with the content under discussion and includes at least two of the following:   

• 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; or Other instructional activities approved by the institution’s or program’s accrediting agency.

Regular interaction requires the opportunity for substantive interactions with the student on a predictable and regular basis commensurate with the length of time and the amount of content in the course or competency. The instructor is responsible for promptly and proactively engaging in substantive interaction with the student.   

What Does Regular and Substantive Look Like? 

Instructor-Initiated Interaction 

• Instructors should proactively start and guide various interactions with students throughout the semester. 

• Instructor lead interactions ensures that interactions are not optional or left to the discretion of individual learners. 

• Note: This does not mean that students should be discouraged from reaching out or asking questions. 

Examples of Instructor Initiated Interactions 

• Let students know how and when communication will happen and in what time frame, they can expect a response. 

• Invite students to office hours or schedule a video call. 

• Personalize feedback on an assessment. 

• Posting discussion questions and actively facilitating the conversation. 

Regular, Scheduled, and Predictable Interactions 

• Interactions should be frequently made and in a consistent pattern throughout the course. 

Examples of Regular, Scheduled, and Predictable Interactions 

• Sending messages that preview upcoming concepts and pose questions for learners to consider as they engage with course materials. 
• Creating a  post-assessment announcement highlighting areas of concern and mastery. 

Substantive Interactions 

• Directly relates to the course subject  

• Aims to provide understanding and progress towards course objectives. 

• Provides detailed and constructive feedback on assignments and assessments.