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RSI Across Regulatory Frameworks
Domain Role of RSI Key Requirements Compliance Implications Federal Compliance (34 C.F.R. § 600.2) Establishes the legal definition of distance education vs. correspondence education RSI must be regular (scheduled, predictable) and substantive (academically meaningful); includes activities like direct instruction, feedback, Q&A, or guided discussion Forms the baseline regulatory requirement; failure leads to misclassification of courses
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RSI Framework for Online Courses
Interaction Type Category Primary Function What It Looks Like in a Course Regular Interaction A – Course Structure & Presence Establishes predictable instructor communication and course organization Weekly announcements, pacing reminders, course updates, module introductions, instructor availability statements Regular Interaction B – Engagement Monitoring & Support Responds to patterns in student engagement or participation Outreach
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Regular vs. Substantive Interaction in Online Courses
Dimension Regular Interaction Substantive Interaction Primary Purpose Maintain instructor presence, communication, and course structure Advance student learning through teaching, guidance, and feedback Instructional Focus Course organization, pacing, expectations, and student support Content understanding, skill development, and disciplinary thinking Interaction Scope Often course-wide or engagement-based May be individualized, activity-based, or content-focused Trigger for Interaction Instructor presence,
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Tools and Technologies that Support RSI
Canvas Integrated Tools RSI Category Instructional Purpose Canvas / Technology Tool Example Faculty Use Regular Interaction – Category A (Course Structure & Presence) Establish predictable communication and instructor presence Canvas Announcements Post weekly announcements summarizing the week’s tasks and highlighting upcoming deadlines Regular Interaction – Category A Provide course orientation and weekly guidance Canvas Pages
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How RSI Supports Equity Through Culturally Responsive Teaching
The Impact of RSI onCulturally Responsive Teaching Culturally Responsive Teaching Challenge Historically Marginalized Students Most Affected How RSI Responds Equity Impact Limited opportunities for relationship-building in online courses Students from historically marginalized racial, cultural, or socioeconomic backgrounds Regular Interaction: consistent instructor presence, welcoming announcements, relational communication Builds trust and connection that support engagement and persistence
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How RSI Supports Equity by Interrupting Failure Cascades
The Impact of RSI on Failure Cascades Failure Cascade Trigger Historically Marginalized Students Most Affected How RSI Responds Equity Impact Missed early assignments or deadlines Working students, caregivers, and students balancing multiple responsibilities Regular Interaction: proactive outreach, reminders, and early-alert messages Signals that missed work is noticed and that recovery is possible Misunderstanding assignment expectations
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How RSI Supports Equity by Countering the Hidden Curriculum
The Impact of RSI on the Hidden Curriculum Hidden Curriculum Barrier Historically Marginalized Students Most Affected How RSI Responds Equity Impact Unclear assignment expectations Students with less exposure to academic writing and disciplinary conventions Substantive Interaction: explanation of expectations, examples of strong work, clarification of prompts Makes academic expectations visible and understandable rather than assumed
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How RSI Supports Equity by Scaffolding Self-Regulated Learning
The Impact of RSI on Scaffolding Self-Regulated Learning Self-Regulated Learning Challenge Historically Marginalized Students Most Affected How RSI Responds Equity Impact Difficulty with time management in self-paced environments Students from under-resourced K–12 systems who had fewer opportunities to develop planning strategies Regular Interaction: weekly announcements, pacing reminders, structured module guidance Provides external structure that helps
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How RSI Addresses Inequities in Access to Academic and Social Capital
The Impact of RSI on Access to Academic and Social Capital Academic or Social Capital Barrier Historically Marginalized Students Most Affected How RSI Responds Equity Impact Uncertainty about how to contact instructors or ask for help First-generation students and students unfamiliar with higher education norms Regular Interaction: proactive outreach, invitations for questions, clear communication policies
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How RSI Addresses Structural Isolation for Historically Marginalized Students
The Impact of RSI on Structural Isolation Structural Isolation in Online Courses Historically Marginalized Students Most Affected How RSI Responds Equity Impact Minimal instructor presence in asynchronous courses First-generation students, working adults, students new to higher education systems Regular Interaction: consistent announcements, visible instructor communication, predictable engagement routines Students experience consistent instructor presence and clearer
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Relationship Between RSI and Student Equity
RSI Category Interaction Purpose Equity Challenge Addressed How the Interaction Supports Equity Regular Interaction A (Course Structure & Instructor Presence) Establish predictable communication, course organization, and instructor visibility Structural isolation, confusion about expectations, hidden curriculum Provides clear communication routines, pacing guidance, and instructor presence so students understand expectations and remain connected to the course Regular
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ACCJC Definition of Correspondence Education
Correspondence Education (34 C.F.R. § 602.3.) Correspondence education means: (1) education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. (2) interaction between the instructor(s) and the student is limited,
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ACCJC Definition of Distance Education
Definition of Distance Education (34 C.F.R. § 600.2.) Distance Education means: (1) Education that uses one or more of the technologies listed in paragraphs 2(a) through (d)to deliver instruction to students who are separated from the instructor(s) and to supportregular and substantive interaction between the students and the instructor(s), eithersynchronously or asynchronously. (2) The technologies
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RSI and Accreditation FAQ
INTRODCUTION The following FAQ was generated at SBCC by Matthew Mooney, the Faculty Distance Education Coordinator. It was compiled by Professor Mooney to help faculty prepare their online courses for ACCJC accreditation. Be sure to watch the video he has prepared below. GENERAL FREQUENTLY ASKED QUESTIONS Regular Substantive Interaction (RSI)? Why do we have to
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