Regular & Substantive Interaction (RSI) Evidence 

Universities of Wisconsin Online Collaboratives & Flexible Option Programs

This list includes, but is not limited to, evidence that would indicate regular and substantive interactions (RSI) have occurred in distance education. Some programs, disciplines and course design approaches may have different evidence available that satisfies RSI – context matters. No single source of evidence will be sufficient for demonstrating RSI, rather RSI is evidenced by the pattern of instructional engagement and delivery that is intentional, ongoing, and advances learning. 

Reviewer Framing Test (apply throughout):

Is interaction…

• instructor-initiated
• academically substantive
• occurring regularly across the term (not just at grading points)

1. Course Design: Built-In RSI (Intent)

1.1 Instructor-Initiated Interaction is Designed 

☐ Syllabus explicitly states expected instructor interaction cadence (announcements, feedback, outreach) 

☐ Course schedule includes planned instructor touchpoints across weeks (not clustered) 

☐ Assignments require interaction beyond content consumption (e.g., discussions, iterative submissions)

1.2 Substantive Interaction Opportunities Are Embedded

☐ Activities require: 

☐ Direct instruction (live, can be recorded for later access for some students) 

☐ Guided discussion of content 

☐ Feedback on student work 

☐ Academic support tied to course concepts 

☐ Interaction types align with federal RSI definitions (not just administrative contact)

2. Instructional Delivery: Evidence RSI Occurred (Ongoing Execution)

2.1 Regularity Across the Term

☐ Instructor activity is distributed across weeks (not front-loaded or end-loaded) 

☐ Students receive ongoing interaction, not just midterm/final feedback

2.2 Instructor Initiation (Critical Distinction) 

☐ Instructor initiates: 

☐ Discussions (not only responds) 

☐ Outreach to inactive/struggling students 

☐ Clarifications or mini-lectures based on student performance 

3. Substantive Academic Engagement (Advances Learning)

3.1 Interaction is Content-Focused

☐ Instructor responses:

☐ Expand on concepts

☐ Correct misunderstandings

☐ Provide examples or alternative explanations

☐ Feedback references course learning outcomes or disciplinary standards

3.2 Interaction Supports Learning Progression

☐ Evidence of: 

☐ Iterative feedback (draft → revision) 

☐ Scaffolded assignments with instructor input between stages 

☐ Instructor adapts instruction based on observed student performance 

4. Feedback & Assessment Loop (Advances Learning)

4.1 Timely and Ongoing Feedback

☐ Feedback provided at multiple points in the term (not just final grades)

☐ Timely feedback allows students to apply it to future work

4.2 Feedback is Substantive

5. Student–Instructor Interaction Patterns (Ongoing Execution)

5.1 Bidirectional Engagement Exists

☐ Students respond to instructor prompts 

☐ Instructor follows up on student responses (not one-and-done)

5.2 Interaction is Inclusive of All Students

☐ Evidence instructor engages beyond a small subset of active students 

☐ Outreach to: 

☐ Low-performing students 

☐ Non-participating students

6. Modality-Specific Indicators

6.1 Asynchronous Online (High Scrutiny Area)

6.2 Synchronous / Hybrid

6.3 CBE (High Scrutiny – Especially Direct Assessment)

☐ Faculty/coaches provide content-related feedback, not just pacing support 

7. Program-Level Assurance (HLC Lens)

7.1 Consistency Across Sections

☐ RSI expectations are defined at program or institutional level 

☐ RSI expectations are applied across instructors

7.2 Faculty Training & Oversight

☐ Faculty are trained on RSI expectations 

☐ Courses are periodically reviewed for RSI compliance

7.3 Monitoring & Intervention

☐ Institution monitors: 

☐ Instructor presence 

☐ Student engagement metrics 

☐ Semester review for each course prior to assigning course grade 

☐ Interventions occur when RSI is weak 

8. Disallowed Substitutions (Automatic Red Flags)

Reviewer should flag if RSI is being substituted with: 

☐ Publisher courseware alone 

☐ AI tools with no instructor mediation 

☐ Auto-graded assessments only 

☐ Peer interaction without instructor involvement 

9. Final Reviewer Determination Heuristic

A course/program meets RSI if: 

☐ Interaction is initiated by the instructor 

☐ Interaction is academically substantive 

☐ Interaction occurs regularly across the term 

☐ Interaction is documented and auditable 

☐ RSI is consistent across all courses in collaborative programs 

☐ RSI occurs at the live section level and delivery artifact and not only part of the course shell design 

If there’s no pattern of instructor-initiated, predictable and substantive interactions, then RSI may be lacking. 

Acknowledgements

This resource was produced by the Office of Online & Professional Learning Resources as a resource for Universities of Wisconsin Online Collaboratives and Flexible Option Programs. 

Department of Education, Code of Federal Regulations: Title 34 C.F.R.  600.2