Regular & Substantive Interaction (RSI)
The IDR is a three phase process that is flexible enough to produce the course you want while meeting your needs and availability. The IDR is customized to each individual project and its learning objectives. You, along with your instructional designer, create a plan that meets your specific needs.
The IDR consists of three phases: Phase 1 - Analysis and Design, Phase 2 - Development and Implementation, and Phase 3 - Evaluation. Each phase is based on research and best practices.
Although the US Department of Education (US DOE) recently provided updated clarity to the definition of “Distance Education,” there is still confusion around how distance education is evaluated depending on the regulatory purpose or institution. However, it seems clear that the use of regular and substantive interaction (RSI) will provide the appropriate foundation for distance education regardless of the regulatory review. CGCC’s online courses fall under the definition of “Distance Education” and without regular and substantive interaction (RSI) would be classified as Correspondence Courses which are not an accredited format at CGCC, nor are eligible for financial aid.
Distance education means education that uses one or more of the technologies listed in paragraphs (1) through (4) of this definition to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously.
The technologies may include —
- The Internet;
- One-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber options, satellite, or wireless communications devices;
- Audio conferencing; or
- Video cassettes, DVDs, and CD-ROMS, if the cassettes, DVDs, or CD-ROMS are used in a course in conjunction with any of the technologies listed in paragraphs (1) through (3) of this definition.
Note: At CGCC we use the internet as our method to deliver “Distance Education”
Until now, the US DOE provided no clarification for the “regular and substantive interaction…” portion of the definition. The following clarifications from the US DOE went into effect on Jul 2, 2021:
Substantive interaction is engaging students in teaching, learning, and assessment, consistent with the content under discussion, and includes at least two of the following:
- Providing direct instruction; NOTE: instructor-recorded videos in an asynchronous course do NOT meet the definition of 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.
NOTE: The institution’s accrediting agency has not issued any additional approved activities.
An institution ensures regular interaction between a student and an instructor or instructors by, prior to the student’s completion of a course or competency:
- Providing the opportunity for substantive interactions with the student on a predictable and scheduled basis commensurate with the length of time and the amount of content in the course or competency; and
- Monitoring the student’s academic engagement and success and ensuring that an instructor is responsible for promptly and proactively engaging in substantive interaction with the student when needed on the basis of such monitoring, or upon request by the student.
NOTE: CGCC is addressing this portion of the definition through the use of Dropout Detective.
