{"id":810,"date":"2026-02-25T15:30:32","date_gmt":"2026-02-25T15:30:32","guid":{"rendered":"https:\/\/eccser.org\/seamypath\/?p=810"},"modified":"2026-03-06T13:43:38","modified_gmt":"2026-03-06T13:43:38","slug":"rsi-and-accreditation-faq","status":"publish","type":"post","link":"https:\/\/eccser.org\/seamypath\/2026\/02\/25\/rsi-and-accreditation-faq\/","title":{"rendered":"RSI and Accreditation FAQ"},"content":{"rendered":"\n<p class=\"has-text-align-center\"><strong>INTRODCUTION<\/strong><\/p>\n\n\n\n<p>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. <\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Regular &amp; Substantive Interaction (RSI): How to Prepare Your Online Course for ACCJC Review\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/sjf3L9PhVik?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p class=\"has-text-align-center\"><strong>GENERAL FREQUENTLY ASKED QUESTIONS<\/strong><\/p>\n\n\n\n<p><strong>Regular Substantive Interaction (RSI)? Why do we have to bother with this?<\/strong><\/p>\n\n\n\n<p>\u201cGiven the impact of distance education on our students and greater participation, federal financial aid is being matched for those students enrolled online.<em> This makes it high stakes with serious consequences for noncompliance: colleges could lose federal funding or be asked to repay funds. <\/em>Your Financial Aid departments are familiar with audits around federal financial aid\u201d (<a href=\"https:\/\/docs.google.com\/document\/d\/17Ya3RZ02Y4hs5G_bn95rvXxfo-OSWxqecPCiyXX722Q\/edit?usp=sharing\">ACCJC May 2025 Distance Education RSI Webinar transcript<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>When will our online courses be evaluated by ACCJC?<\/strong><\/p>\n\n\n\n<p>\u201cAll sections in the sample should be from the semester, quarter, or term immediately preceding the date of the review. For example: if the review is in fall 2026, the sample courses must be from spring 2026.\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/17Yq4dxOEZKrlmC7J98TzWsYTlObduSdY\/view?usp=sharing\">ACCJC Protocol for Distance Education Review<\/a>).<\/p>\n\n\n\n<p><strong>How many of our courses will be evaluated by ACCJC?<\/strong><\/p>\n\n\n\n<p>\u201c&#8230;5% of the total number of distance education sections offered in the sample semester\u201d (a minimum of 15 sections and a maximum of 50 sections). (<a href=\"https:\/\/drive.google.com\/file\/d\/17Yq4dxOEZKrlmC7J98TzWsYTlObduSdY\/view?usp=sharing\">ACCJC Protocol for Distance Education Review<\/a>)<\/p>\n\n\n\n<p><strong>Which courses will be chosen for review?<\/strong><\/p>\n\n\n\n<p>\u201cThe sample should be randomly selected from all course sections offered at the institution that qualify as Distance Education\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1YAYfPLkVvmEd43u7JGZtIfZuTAFyvctH\/view?usp=sharing\">ACCJC Distance Education Review &#8211; Frequently Asked Questions<\/a>).<\/p>\n\n\n\n<p><strong>Will noncredit (formerly referred to as Adult Education) distance education courses offered through our School of Extended Learning be included in the&nbsp; RSI review as part of the accreditation process?<\/strong><\/p>\n\n\n\n<p>No. \u201cThe peer review team will only be looking at fully online, credit-bearing distance education courses\u201d (<a href=\"https:\/\/accjc.org\/wp-content\/uploads\/DE-Protocol-November-2024.pdf\">https:\/\/accjc.org\/wp-content\/uploads\/DE-Protocol-November-2024<\/a>)<\/p>\n\n\n\n<p><strong>I&#8217;m not really comfortable providing outside evaluators access to my online courses.&nbsp; What about FERPA?<\/strong><\/p>\n\n\n\n<p>\u201cAccording to the Department of Education, an educational institution is permitted to disclose student records to accrediting organizations to carry out their accrediting function\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1YAYfPLkVvmEd43u7JGZtIfZuTAFyvctH\/view?usp=sharing\">ACCJC Distance Education Review &#8211; Frequently Asked Questions (November 2024)<\/a>&nbsp;<\/p>\n\n\n\n<p>\u201cInstitutions should expect peer review team members to maintain confidentiality of student and instructor information&#8230;\u201d&nbsp; (<a href=\"https:\/\/drive.google.com\/file\/d\/17Yq4dxOEZKrlmC7J98TzWsYTlObduSdY\/view?usp=sharing\">ACCJC Protocol for Distance Education Review<\/a>)<\/p>\n\n\n\n<p><strong>How many of the courses in the sample must demonstrate regular and substantive interaction in order for SBCC to pass RSI review?<\/strong><\/p>\n\n\n\n<p>85% (<a href=\"https:\/\/drive.google.com\/file\/d\/17Yq4dxOEZKrlmC7J98TzWsYTlObduSdY\/view?usp=sharing\">ACCJC Protocol for Distance Education Review<\/a>). See also (<a href=\"https:\/\/drive.google.com\/file\/d\/1Z6S_gPvBBZNzPkZ7v2KrDRCh6bD8oTC_\/view?usp=sharing\">ACCJC Addendum to the Protocol for Distance Education Review<\/a>)<\/p>\n\n\n\n<p><strong>How much of our course will the evaluators have access to?<\/strong><\/p>\n\n\n\n<p>\u201cReviewers should have a level of access to the LMS (typically \u2018instructor\u2019 level) that allows them to observe activities where this interaction takes place, such as on discussion boards, other postings, and communications regarding learning content, feedback on assignments, etc. It is the institution\u2019s responsibility to provide any additional access to relevant documentation to verify regular and substantive interaction&#8230;(<a href=\"https:\/\/drive.google.com\/file\/d\/17Yq4dxOEZKrlmC7J98TzWsYTlObduSdY\/view?usp=sharing\">ACCJC Protocol for Distance Education Review<\/a>)<\/p>\n\n\n\n<p>\u201cColleges need to discuss how they ensure substantive and regular interaction and what documentation should\/could be made readily available for monitoring\/evaluation purposes in the context of their institutional policies\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>The Canvas Inbox, particularly, is a common place for the type of RSI&#8230;.How can we provide evidence to the visiting team to make this form of RSI visible beyond access to the course?<\/strong><\/p>\n\n\n\n<p>\u201cDuring the review process, colleges provide maximum access allowable to demonstrate expectations are being met; this often includes access to Canvas Inbox..Note: in order to see Inbox conversations, the user would have to have \u2018Act as\u2019 permission added to their role in Canvas\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p>\u201c&#8230;usually the Accreditation Liaison Officer (ALO) makes that access available for the peer review team working with the technology department\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>What about third-party tools (such as Perusall, ALEKS, or Labster)? How will ACCJC evaluators be able to evaluate my use of these tools for RSI purposes?<\/strong><\/p>\n\n\n\n<p>\u201cIt is the institution\u2019s responsibility to provide any additional access to relevant documentation to verify regular and substantive interaction. The institution must have methods to ensure that the instructor\u2019s interaction with students is substantive and regular\u201d&nbsp; (<a href=\"https:\/\/drive.google.com\/file\/d\/1YAYfPLkVvmEd43u7JGZtIfZuTAFyvctH\/view?usp=sharing\">ACCJC Distance Education Review \u2013 Frequently Asked Questions<\/a>).<\/p>\n\n\n\n<p>\u201cThe responsibility is on the institution to demonstrate RSI. If communications happen elsewhere, you need to provide that documentation in the review process. It\u2019s a common concern &#8211; if it\u2019s not within the LMS, it\u2019s hard to find &#8211; so institutions decide how to tackle that, but you still must demonstrate it\u201d (<a href=\"https:\/\/docs.google.com\/document\/d\/17Ya3RZ02Y4hs5G_bn95rvXxfo-OSWxqecPCiyXX722Q\/edit?usp=sharing\">ACCJC May 2025 Distance Education RSI Webinar transcript<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>Are hybrid classes included in the RSI review?<\/strong><\/p>\n\n\n\n<p>\u201cWhen in-person<em> instruction <\/em>takes place in a course, ACCJC does not include that course (what you call hybrid) in the DE review process\u201d (<a href=\"https:\/\/docs.google.com\/document\/d\/17Ya3RZ02Y4hs5G_bn95rvXxfo-OSWxqecPCiyXX722Q\/edit?usp=sharing\">ACCJC May 2025 Distance Education RSI Webinar transcript<\/a>)&nbsp;<\/p>\n\n\n\n<p>\u201cIf there are <em>instructional <\/em>components taking place physically in person, then the course would not be included in the random sample of courses for review since it is not fully online per federal regulations\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>What about totally live, synchronous online courses?&nbsp; Are they included in the RSI review?<\/strong><\/p>\n\n\n\n<p>\u2018\u201cSynchronous courses are considered still as DE per federal regulations and need to have the required substantive and regular interaction methods per the definitions\/rubric&#8230;Yes, synchronous courses are still considered distance education and reviewed for substantive and regular interaction per the definitions and rubric (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>&nbsp;What if all of the instruction is online, but we do our exams in person?<\/strong><\/p>\n\n\n\n<p>\u201cCourses in the sample should be 100% online, that is, ALL of their <em>instructional<\/em> portions can be completed by distance education (i.e., exclude hybrid sections). Non-instructional in-person requirements (e.g., orientation and <em>testing<\/em>) do not exclude a course or program from being classified as exclusively distance education.\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/17Yq4dxOEZKrlmC7J98TzWsYTlObduSdY\/view?usp=sharing\">ACCJC Protocol for Distance Education Review<\/a>)<\/p>\n\n\n\n<p>\u201c&#8230;the only courses that qualify for ACCJC&#8217;s monitoring purposes as Distance Education are when 100% of the course is offered in DE modality (including synchronous). If students and instructors are meeting physically in person for<em> instructional<\/em> components of the course, then the course does not get reviewed for RSI per ACCJC&#8217;s policies\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)<\/p>\n\n\n\n<p>\u201cIf the course is Hybrid with some instruction taking place in-person\/F2F, then the course is not to be included for RSI evaluation by the ACCJC for accreditation review purposes\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)<\/p>\n\n\n\n<p>\u201cACCJC&#8217;s definition for distance education is based on federal regulations and it only reviews 100% fully online courses (synchronous\/asynchronous)&#8230;\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p class=\"has-text-align-center\"><strong>SUBSTANTIVE INTERACTION QUESTIONS<\/strong><\/p>\n\n\n\n<p><strong>Does my course need to meet all four substantive interaction categories to pass an RSI review?<\/strong><\/p>\n\n\n\n<p>No. A course does not need to meet all four substantive interaction categories to pass an RSI review. Only <strong>two of the four <\/strong>substantive categories are required (<a href=\"https:\/\/drive.google.com\/file\/d\/1Z6S_gPvBBZNzPkZ7v2KrDRCh6bD8oTC_\/view?usp=sharing\">ACCJC Addendum to the Protocol for Distance Education Review<\/a>).<\/p>\n\n\n\n<p>\u201cFor substantive interaction, in a course, the instructor needs to include at least <strong>two <\/strong>of the following methods for it to count as substantive interaction. If you look at the levels A\u2013D, those are four mechanisms. You can choose<strong> two of the four<\/strong>\u201d (<a href=\"https:\/\/docs.google.com\/document\/d\/17Ya3RZ02Y4hs5G_bn95rvXxfo-OSWxqecPCiyXX722Q\/edit?usp=sharing\">ACCJC May 2025 Distance Education RSI Webinar transcript<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>Substantive Interaction A: Providing Direct Instruction<\/strong><\/p>\n\n\n\n<p><strong>Does \u201cdirect instruction\u201d really <\/strong><strong><em>only<\/em><\/strong><strong> mean live, synchronous online instruction?<\/strong><\/p>\n\n\n\n<p>\u201cWhen the Department [of Education] uses the term \u2018direct instruction,\u2019 it means live, synchronous instruction where both the instructor and the student are online and in communication at the same time\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>Why doesn\u2019t a pre-recorded video lecture, or a written lecture count as \u201cdirect instruction?&#8221;<\/strong><\/p>\n\n\n\n<p>\u201cWhen the Department uses the term \u201cdirect instruction,\u201d it means live, synchronous instruction where both the instructor and the student are online and in communication at the same time.\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>Do voiceover PowerPoint presentations count as direct instruction?<\/strong><\/p>\n\n\n\n<p>No, direct instruction is only a method considered by the Department of Education in live synchronous course sections (<a href=\"https:\/\/drive.google.com\/file\/d\/1YAYfPLkVvmEd43u7JGZtIfZuTAFyvctH\/view?usp=sharing\">ACCJC Distance Education Review \u2013 Frequently Asked Questions<\/a>)<\/p>\n\n\n\n<p><strong>Will I need to provide Zoom meeting recordings to verify that&nbsp; I conduct direct instruction?<\/strong><\/p>\n\n\n\n<p>\u201cNo, ACCJC does not require observation of recorded Zoom meetings; peer reviewers will review the syllabus to verify that the course section was synchronous, and the content covered by the instructor, in order to validate direct instruction\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1YAYfPLkVvmEd43u7JGZtIfZuTAFyvctH\/view?usp=sharing\">ACCJC Distance Education Review \u2013 Frequently Asked Questions<\/a>).<\/p>\n\n\n\n<p>\u201cACCJC does not require observation of recorded Zoom meetings of synchronous courses; peer reviewers will review the syllabus to verify that the course section was synchronous and the content covered by the instructor in order to validate direct instruction\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>Can office hours count toward Substantive Interaction Category A (live, synchronous direct instruction)?<\/strong><\/p>\n\n\n\n<p>[Office hours listed] \u201c\u2018As needed\u2019 in a syllabus doesn\u2019t count&#8230;By themselves, they aren\u2019t substantive interaction; however, if during office hours you provide information or respond to students in ways that meet substantive criteria, that can suffice as substantive interaction\u201d (<a href=\"https:\/\/docs.google.com\/document\/d\/17Ya3RZ02Y4hs5G_bn95rvXxfo-OSWxqecPCiyXX722Q\/edit?usp=sharing\">ACCJC May 2025 Distance Education RSI Webinar transcript<\/a>)&nbsp;<\/p>\n\n\n\n<p>\u201cGenerally, it is better to think of office hours as one of the mechanisms for Regular Interaction per FAQ#6 and to identify the other methods (at least two) for Substantive Interaction&#8230;\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><a href=\"https:\/\/accjc.org\/wp-content\/uploads\/Policy-on-Distance-and-on-Correspondence-Education.pdf\">ACCJC \u201cPolicy on Distance Education and on Correspondence Education\u201d (June 2025)<\/a> includes the following language in Section 5: <em>\u201cAn institution ensures regular interaction between a student and an instructor or instructors by, prior to the student&#8217;s completion of a course or competency\u2014 (a) providing the <\/em><strong><em>opportunity <\/em><\/strong><em>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\u2026\u201d<\/em><\/p>\n\n\n\n<p>So&#8230;the keyword here is <strong>\u201copportunity.\u201d<\/strong> The policy does <strong>not <\/strong>state that substantive interaction <em>must be required.<\/em> If an instructor is providing students with the opportunity to attend synchronous live meetings, then the instructor <em>may<\/em> be fulfilling RSI Category 1 (Direct Instruction).<\/p>\n\n\n\n<p><strong><em>&nbsp;Substantive Interaction B: Assessing or Providing Feedback<\/em><\/strong><\/p>\n\n\n\n<p><strong>The computer automatically grades my students\u2019 quizzes and tests.&nbsp; Will this count for RSI?<\/strong><\/p>\n\n\n\n<p>\u201cNo, per the Department of Education, \u2018a grade on an assignment alone does not qualify as substantive interaction\u2019 unless the instructor evaluates the student\u2019s work and provides specific feedback to the student about that work.\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1YAYfPLkVvmEd43u7JGZtIfZuTAFyvctH\/view?usp=sharing\">ACCJC Distance Education Review &#8211; Frequently Asked Questions<\/a>)<\/p>\n\n\n\n<p>\u201cThe Department of Education is explicit that a grade alone doesn\u2019t qualify unless the instructor evaluates the work and provides specific feedback. Automatic grading with automated feedback doesn\u2019t count &#8211; it\u2019s interaction with a computer, not an instructor\u201d (<a href=\"https:\/\/docs.google.com\/document\/d\/17Ya3RZ02Y4hs5G_bn95rvXxfo-OSWxqecPCiyXX722Q\/edit?usp=sharing\">ACCJC May 2025 Distance Education RSI Webinar transcript<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>What about rubrics? Can a detailed rubric count as substantive interaction, or does a rubric always need to be accompanied by a separate, individualized comment?<\/strong><\/p>\n\n\n\n<p>\u201cThe Department of Education does not consider a grade on an assignment to be \u2018substantive interaction\u2019 unless the instructor evaluates the student\u2019s work and provides specific feedback to the student about that work\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>If I use a pre-written library of feedback comments, can that count as substantive interaction for RSI purposes, or does interaction need to be individualized in real time?<\/strong><\/p>\n\n\n\n<p>\u201cThe [RSI] rubric provides flexibility for the kinds and amount of feedback to students within a course overall. Using the rubric, focus on providing meaningful and personalized feedback to help the student attain the learning outcomes\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>&nbsp;What about using AI to generate feedback for students?<\/strong><\/p>\n\n\n\n<p>\u201cThe Department [of Education] specifically notes, \u201can automated grading system that provides feedback based on a programmed response to input does not count as \u2018substantive\u2019 because it is interaction with a computer, not an instructor\u201d&nbsp; (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>OK&#8230;what about, for example: we have an instructor with a course that utilizes Canvas quizzes, which provides automated feedback, but within the course, there is also a research paper where the instructor provides annotated feedback&#8230;would this count for RSI?<\/strong><\/p>\n\n\n\n<p>\u201cThe rubric provides flexibility for the kinds and amount of feedback to students within a course overall\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong><em>&nbsp;Substantive Interaction C: Providing Information&nbsp;<\/em><\/strong><\/p>\n\n\n\n<p><strong>I\u2019m having trouble understanding Category C. I understand live instruction (A), feedback to students (B), and discussion facilitation (D), but what is Category C supposed to capture that isn\u2019t already covered by those?<\/strong><\/p>\n\n\n\n<p>Category C is about noticing patterns of confusion or common questions across the class and stepping in to teach the class as a whole &#8211; through an announcement, short video, clarification post, or written explanation. Please note: this must be a direct response to student work or activity in the current course, not pre-created content prepared before the semester begins.<\/p>\n\n\n\n<p><strong><em>&nbsp;Substantive Interaction D: Facilitating Group Discussion<\/em><\/strong><\/p>\n\n\n\n<p><strong>Is there an expected amount of discussion interaction? In other words, how much discussion is \u2018enough\u2019 to satisfy RSI?<\/strong><\/p>\n\n\n\n<p>\u201cThis is&#8230;best answered by local faculty at the local institution\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>I don\u2019t see anything in the RSI rubric about student-to-student interaction. Isn\u2019t that required by Title 5?<\/strong><\/p>\n\n\n\n<p>\u201cACCJC is required to monitor quality in distance education per the federal regulations on this matter and does not ensure compliance with other State laws or regulations (such as ADA compliance) not within its jurisdiction\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1YAYfPLkVvmEd43u7JGZtIfZuTAFyvctH\/view?usp=sharing\">ACCJC Distance Education Review &#8211; Frequently Asked Questions<\/a>)&nbsp;<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p class=\"has-text-align-center\"><strong>REGULAR INTERACTION QUESTIONS<\/strong><\/p>\n\n\n\n<p><strong>Does my course need to include evidence of both regular interaction categories on the RSI rubric in order to pass the RSI review?<\/strong><\/p>\n\n\n\n<p>\u201cEach course section reviewed must include evidence of both activities [categories] to qualify as meeting the expectations for regular interaction\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1Z6S_gPvBBZNzPkZ7v2KrDRCh6bD8oTC_\/view?usp=sharing\">ACCJC Addendum to the Protocol for Distance Education Review<\/a>).<\/p>\n\n\n\n<p>\u201cFor regular interaction, unlike substantive, where you need two of the criteria, here you need to meet both criteria\u201d (<a href=\"https:\/\/docs.google.com\/document\/d\/17Ya3RZ02Y4hs5G_bn95rvXxfo-OSWxqecPCiyXX722Q\/edit?usp=sharing\">ACCJC May 2025 Distance Education RSI Webinar transcript<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>What does \u201cregular\u201d mean, exactly? How frequently does an instructor need to interact with students to qualify for regular interaction?<\/strong><\/p>\n\n\n\n<p>\u201cACCJC relies on institutions to set their own policies and procedures in the context of their mission and expectations for particular programs or courses, as well as curriculum development processes that would identify what is appropriate given varying lengths of time and amount of content in any given course or competency.\u201d In other words, ACCJC leaves the burden on institutions to explain and defend their choices rather than issuing concrete requirements (<a href=\"https:\/\/drive.google.com\/file\/d\/1YAYfPLkVvmEd43u7JGZtIfZuTAFyvctH\/view?usp=sharing\">ACCJC Distance Education Review &#8211; Frequently Asked Questions<\/a>)<\/p>\n\n\n\n<p>\u201c&#8230;at the baseline, you have policies and procedures clarifying how often and when the instructor will interact; you communicate this in course materials (response times, office hours). Office hours must be regular and predictable&#8230;I\u2019m not going to give an exact number because it depends (a 4-week vs. 16-week course, English vs. Biology vs. Auto). (<a href=\"https:\/\/docs.google.com\/document\/d\/17Ya3RZ02Y4hs5G_bn95rvXxfo-OSWxqecPCiyXX722Q\/edit?usp=sharing\">ACCJC May 2025 Distance Education RSI Webinar transcript<\/a>)&nbsp;<\/p>\n\n\n\n<p><strong>Can you quantify what &#8220;some&#8221; assignments mean? Could you clarify the nuance\/differences between \u201cconsistently\u201d and \u201cfrequently?\u201d<\/strong><\/p>\n\n\n\n<p>\u201cThe qualitative terms in the rubric are intended to provide a description of progression among the levels. This provides flexibility and support for institutions in the continuous improvement process. Consistently means there is some regularity; frequently means it happens a lot\u201d (<a href=\"https:\/\/drive.google.com\/file\/d\/1ZieKBgsXUDNgEzCgcES-y51CF-sUke3O\/view?usp=sharing\">Responses to Questions asked at the May 2025 Distance&nbsp; Education RSI Webinar<\/a>)<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[19],"tags":[],"class_list":["post-810","post","type-post","status-publish","format-standard","hentry","category-rsi"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/posts\/810","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/comments?post=810"}],"version-history":[{"count":1,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/posts\/810\/revisions"}],"predecessor-version":[{"id":811,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/posts\/810\/revisions\/811"}],"wp:attachment":[{"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/media?parent=810"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/categories?post=810"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eccser.org\/seamypath\/wp-json\/wp\/v2\/tags?post=810"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}