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Regular and Substantive Interaction (RSI)

Federal Requirement

The U.S. Department of Education requires that all distance education courses eligible for Title IV federal financial aid demonstrate Regular and Substantive Interaction (RSI) between instructors and students [34 CFR § 600.2 (2020)].

RSI is a foundational component of quality online education and serves as a key distinction between distance education and correspondence education. To meet RSI requirements, distance education courses must be intentionally designed to provide ongoing opportunities for meaningful interaction between instructors and students throughout the term.

Failure to demonstrate RSI can have significant implications for institutions and students, including compliance concerns related to federal financial aid eligibility. As a result, institutions offering distance education courses must ensure that instructional practices align with federal requirements and support active faculty engagement in the learning process.

Institutional Expectations

At the University of Kentucky, RSI is required across all course modalities and is enforced through:

Faculty are expected to design and deliver courses that incorporate RSI principles in alignment with both federal regulations and institutional standards.

Why RSI Matters

Regular and Substantive Interaction is more than a regulatory requirement—it reflects evidence-based teaching practices that contribute to student success in the learning environment. Meaningful instructor engagement can help:

  • Foster student learning and academic achievement
  • Increase student engagement and participation
  • Provide timely feedback and guidance
  • Build a sense of instructor presence and community
  • Support student retention and persistence
  • Create opportunities for clarification, coaching, and academic support

RSI recognizes that effective learning requires active instructional involvement rather than content delivery alone.

Key Components of RSI

Regular Interaction

Interaction must be:

  • Predictable and scheduled
  • Ongoing throughout the academic term
  • Initiated by the instructor

Substantive Interaction

Interaction must engage students in teaching, learning, and assessment and include at least two of the following instructional methods:

  1. Direct Instruction, such as synchronous discussions, live lectures, etc.
  2. Assessment and Feedback​ ​on coursework, such as exams, projects, assignments, etc.
  3. Providing information or responding to questions ​through email, phone, announcements, virtual or in-person office hours, etc.
  4. Facilitating Group Discussions​​, virtually or in-person
  5. ​Other instructional methods approved by your accreditor ​

Instructors ensure regular and substantive interaction by providing opportunities for substantive interactions on a predictable and scheduled basis, by monitoring the student’s academic engagement and success, and by promptly and proactively engaging in substantive interaction with the student when needed based on that monitoring or upon request by the student.

What “Counts” as RSI?

RSI requirements may be met in different ways depending on the academic discipline, course size, course level, and modality, but the general principle is to have a well-articulated plan for frequent and predictable interactions, initiated by the instructor, that are substantive and focused on academic engagement with the course content. Some examples of RSI are provided below.

✅ Synchronous (in-person/virtual) lectures, tutorials, or other instructional sessions

✅ Frequent, regular announcements or summaries about course content

✅ Office hours or review sessions with student attendance

✅ Clear expectations for interactions and instructor response times

✅ Consistent, predictable assignment deadlines

✅ Instructor-created video lectures paired with assigned activities or discussions 

✅ Instructor-led discussions or moderation

✅ Prompt, personalized or course-specific feedback on assignments

✅ Outreach to students who are struggling or disengaged

❌ Auto-graded quizzes

❌ Posting readings without engagement

❌ Recorded lectures without instructor-initiated interactions

❌ Office hours with no student attendance

❌ Generic announcements about course logistics or deadlines

❌ Responding only when students initiate contact

How Can I Improve RSI in My Course?

Download and use this Regular and Substantive Interaction Course Checklist to assess whether courses include instructor-initiated, substantive engagement with students throughout the term.
 

Document RSI activities in the syllabus, course shell, email, etc. to ensure student awareness of opportunities and expectations for interaction and to demonstrate compliance in the event of an audit. Examples of documentation may include, but are not limited to:

• Announcements

• Discussion participation

• Participation expectations

• Feedback records

• Emails or Canvas/Teams messages

• Regularly scheduled office hours

• Posted response times for questions and feedback

• Gradebook comments

Select user-friendly tools, such as DesignPlus or Teams, that engage learners, facilitate communication, and document interactions for future reference.

Gather mid-semester feedback from students about their experience with the course and consider adjusting based on their feedback.

Invite colleagues to observe your course and provide constructive feedback to improve interactions.

Schedule a consultation to explore RSI approaches for your course.

• Distance Learning Course Instructors contact UK Online

• In-Person Course Instructors contact CELT

FAQ

Yes. Federal regulations require Regular and Substantive Interaction (RSI) in all distance education courses, including fully asynchronous courses. RSI does not require instructors and students to meet at the same time, but it does require meaningful, instructor-initiated interaction throughout the course.

No. Discussion boards are one way to facilitate RSI, but they are not required. Instructors may demonstrate RSI through a variety of methods, including feedback on assignments, announcements tied to course content, outreach to students, virtual office hours, instructor-created video lectures with paired with an assignment or discussion, and other forms of meaningful instructor-student engagement.

Not by itself. Simply assigning a grade does not constitute substantive interaction. However, personalized feedback that helps students understand course concepts, improve their performance, or advance their learning may qualify as substantive interaction.

Sometimes. Announcements may contribute to RSI when they are instructor-initiated and support teaching and learning by clarifying concepts, providing guidance, connecting course content to current events, or preparing students for upcoming activities.

General administrative reminders alone (e.g., "Assignment 3 is due Friday") are typically not sufficient to demonstrate substantive interaction.

There is no specific number of interactions required by federal regulations. Instead, RSI should be:

• Regular and predictable throughout the term

• Instructor-initiated

• Focused on teaching, learning, and assessment

• Appropriate to the course format, content, and student needs

A well-designed course should incorporate at least two approved instructional methods throughout the semester rather than relying on a single type of interaction.

No. While student questions and participation are valuable, RSI requires instructors to take an active role in initiating and maintaining meaningful interaction throughout the course. Faculty should not rely solely on students to start conversations or seek assistance.

Additional Resources

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