Regular & Substantive Interaction (RSI) Instructor Checklist & Best Practices

Universities of Wisconsin Online Collaboratives & Flexible Option Programs

RSI is federally required, instructor-initiated interaction that is regular and substantive. RSI is the primary mechanism proving academic engagement and is essential for federal financial aid eligibility in all online courses.

Instructor Checklist

Provide scheduled opportunities for interaction (e.g., published weekly office hours)
Instructor presence is consistent and sustained across the course
Students know when and how to expect interaction from me (e.g., grading within 3-5 business days, responding to questions within 48 hours)

Provide direct instruction (synchronous instructional activities)
UW Flexible Option and Online Collaboratives are not direct instruction
Provide timely, specific, and improvement-focused feedback on student work
Respond to content-related questions by clarifying and expanding understanding
Facilitate academic discussions with prompts and guided dialogue
Other approved instructional activities (aligned with program/accreditor expectations)

Substantive interaction can be fulfilled through posted feedback, recorded video, discussion facilitation, announcements, and written responses.

Student engagement and progress are monitored
Proactive outreach occurs for students who are struggling or disengaged
Responses to student requests are prompt
Engagement is adjusted based on student needs

Timestamped instructor posts
Differentiated feedback in graded assignments (feedback unique to the student’s activity)
Discussion facilitation beyond “good job” comments
Instructor presence across multiple weeks
Syllabus explicitly described engagement expectations

Posting grades without feedback
Automated messages only
One-way content delivery without interaction
Only responding when students initiate contact

Institutional policy defines RSI
Faculty training includes RSI requirements
Periodic internal audits of online courses
Documentation retained for at least one audit cycle

General RSI Reminders

Regular & Substantive Interaction compliance is directly related to federal financial aid eligibility: without RSI, online/distance education courses may be reclassified as correspondence courses which are not eligible for financial aid.
Documentation of RSI is critical.
Self-paced and competency-based education programs have greater scrutiny.
RSI provides a better learning environment and improves student outcomes.

Best Practices

Interaction Type	Frequency	Best Practice Standards	Specific Examples
Assignment Grading & Feedback	Within 5 business days	Reference specific student work using direct quotes or examples Map comments to rubric criteria Include on forward-looking improvement focus per submission	“Your analysis of [concept] in paragraph 3 is strong because…” Annotated rubric with category-specific narrative Screenshare video walkthrough for complex work (Kaltura)
LMS Messages & Email	Reply within 48 business hours	Address content questions substantively Never leave student messages unanswered Distinguish instructional questions (respond fully) from procedural ones (redirect)	Flag all unread LMS messages at start of each login Use message templates as a starting point Send proactive outreach if student misses 2+ activities
Content Delivery	Every module	Post a 2-3 min. instructor-narrated module intro Connect to prior learning and real-world application Do not rely solely on static content or publisher materials	Module overview video: objectives + what to look for Weekly ‘Expert Perspective’ post connecting readings to current events Instructor-created work example or case study
Weekly Announcements*	1-2 per week (instructor-initiated)	Preview week’s content and purpose Acknowledge class trends or common questions from prior week Personalize tone Avoid generic auto-reminders alone	“This week we move from theory to application – here’s why…” “I noticed many of you asked about X – here’s a resource…” Short 90-second welcome video posted in LMS
Discussion Facilitation*	1-2 posts/week	Pose Socratic follow-ups Synthesize student ideas Connect threads to module learning outcomes Appear across multiple login sessions, not all in one day	Replay asking, “how does this connect to X?” Mid-week synthesis: “I’m seeing two themes emerge…” Close thread with a concept bridge to next module

* Not compatible with the UW Flexible Option model.

Feedback Templates

Assessment Feedback: strengths + targeted growth

“[Name], your work on [topic] shows clear command of [skill/concept], especially [specific example]. To level up, sharpen your argument in [section] by connecting explicitly to [rubric criterion]. See my rubric note for a concrete suggestion.”

Assessment Feedback Via Video

“Hi [Name], I recorded a brief walkthrough of your submission- easier to show than write. The main themes are [strength] and [area to develop]. Link: . Feel free to reply in Canvas or meet with me during office hours if you have questions after watching.”

Check-in Request: Proactive Outreach

“Hi [Name], I’ve noticed [observation: missed posts/strong performance/question pattern] and wanted to connect individually. Are you able to join me during my office hours next week? If not, please let me know if there’s another time we can connect. This is optional but I think it would be valuable.”

Assessment Feedback: Forward-look

“Solid progress this module, [Name]. As we move into [next module/topic], consider how this connects to [upcoming concept]. If you’d like to talk through your approach before the next assessment, please join me at my office hours or book a time via [scheduling link].”

Non-responsive Student Outreach: Proactive Outreach

“Hi [Name], I noticed you [haven’t logged into the course since __/haven’t participated in discussion X this week/haven’t submitted an assessment since __] and wanted to check in. If anything is preventing you from participating, please reach out. Here’s a suggestion for getting back on track: [specific step]. Your Success Coach and I are here to help.”

Q&A Thread: Substantive Content Response

“Great question, [Name], and I suspect others have wondered the same thing. [Direct answer.] The key concept here is [explanation tied to learning objective.] For a deeper dive, see [resource]. If this opens more questions, post below- this is how understanding deepens.”

Discussion Facilitation: Socratic Follow-up*

“[Name], you’ve identified [concept] well. To go deeper: how does your argument hold up when we apply [Module X principle]? I’d push you to consider whether [peer’s point] supports or complicates your claim. This is exactly the analysis we’re building toward.”

Weekly Announcement: Instructor-initiated*

“Hello [Class], great engagement this week, particularly around [topic]. Heading into [Week X], we’re shifting to [focus]. A pattern I’ve noticed: [common question or gap]. I’ve posted a resource in [location] to address this. Post questions in the Q&A forum.”

*Not compatible with the UW Flexible Option model.

Practices to Avoid

Reactive-only Engagement

Responding only when students message you does not satisfy RSI. Instructor-initiated contact is required.

AI Replies in Discussion

Posting AI-generated responses in discussion boards fails the instructor-presence standard. Your voice must be authentic.

Auto-grading Without Personalization

AI/LMS auto-feedback on written work, without instructor commentary, fail the substantive threshold. Every student deserves individual feedback.

Generic or Vague Feedback

“Good work” or AI boilerplate language is non-compliant. Feedback must reference the students’ specific ideas and work.

Posting all content on one day doesn’t demonstrate regularity. Spread interactions across 3+ login sessions weekly.

No Documentation

Undocumented RSI cannot be verified in audits. Log all substantive interactions in your course record.

Undisclosed AI in Grading

Any AI-assisted evaluation process must be disclosed to students and comply with your university’s AI use policy.

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