DE Guideline 5 (DEG5): Interaction
DE Guideline 5 (DEG5): Interaction
Embedded Files
DEG5 focuses on 'Interaction,' highlighting the importance of communication, engagement, and connection in the learning experience. This guideline emphasizes the value of clear expectations for both instructor and student interaction, timely and meaningful feedback, and the creation of regular and substantive opportunities for engagement. By fostering community, encouraging collaboration, and promoting active learning, DEG5 supports a learning environment where students feel seen, supported, and connected. Here, you’ll find strategies to strengthen interaction, build social presence, and increase the impact of feedback throughout your course.
DEG 5 Sub-Guidelines
DEG 5 Sub-Guidelines
Examples & Insights
Examples & Insights
5.1
All instructor interaction and feedback are explained.
The course provides students with information on instructor response times, which include, but are not limited to:
Discussion postings, feedback on assignments, and grades. This information is easily accessible to students.
📍 Placement Suggestion
This information can be included in the syllabus under a section like "Instructor Communicaiton and Feedback."
5.2
All student interaction expectations are explained.
A clear explanation of the instructor’s expectations and requirements of student interaction is provided to students (e.g. frequency, length, response time, content, etc.).
This includes, but is not limited to: discussion postings, assignments, peer evaluations, self-assessments, group projects, etc.).
📍 Placement Suggestion
Expectations for student interaction, such as how often students should respond to peers, the length or depth of responses, and point values, can be included in the syllabus under a section like “Participation and Interaction Expectations.”
Even if listed in the syllabus, these expectations should also be clearly stated within each individual activity (e.g., “Reply to two classmates by Friday (4/25). Each response should be at least 3–5 sentences and add to the discussion”) as a reminder to students.
5.3
The course has opportunities for regular and substantive interaction (RSI) between the instructor and student.
Chaminade University’s RSI Statement aligns with WSCUC and federal definitions of RSI. Regular interaction engages students in teaching, learning, and assessment, consistent with the content under discussion, on a predictable, regular, and proactive basis appropriate for the length and structure of the course. These expectations are present in the course overview and easy to find.
Substantive interaction includes at least two of the following:
Providing 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
📌 Examples
Providing direct instruction
Post a recorded lecture or instructional video
Host a live virtual lesson session
Share a narrated slideshow or screencast that introduces a new module
Assessing or providing feedback on a student's coursework
Leave written or audio comments on submitted assignments using SpeedGrader in Canvas
Provide targeted feedback on a draft with suggestions for improvement before the final submission
Use a rubric to highlight strengths and areas for growth on a project or essay
Providing information or responding to questions about the content of a course or competency
Answer student questions in a Canvas Q&A discussion forum
Post a clarification announcement about a complex topic covered in a lesson
Create a mini-video to explain a concept that many students struggled with on a quiz or assignment
Facilitating a group discussion regarding the content of a course or competency
Post a thought-provoking discussion prompt and respond to student replies to guide deeper analysis
Host a live virtual discussion session and post follow-up questions during the session
Summarize key takeaways from a discussion thread and connect them to course outcomes
5.4
The course has activities and/or opportunities that build community.
Activities and/or opportunities that foster social presence (i.e., a sense of belonging and feeling comfortable to participate/interact and respect opposing views), promote student engagement and open up avenues for communication.
📌 Examples
Icebreaker or self-introduction activity
"Cyber Cafe" or open discussion forum
Collaborative group projects or team assignments
Weekly check-in or reflection posts
Peer feedback activities
Instructor-hosted community moments (short video announcement with a personal touch)
5.5
The course has opportunities for student-to-student interaction.
Instructor as facilitator, moderating and evaluating the quality and quantity of interaction between students.
Group and peer-review assignments support social, teaching, and cognitive presence in the online space.
Collaborative exercises enabling more advanced students to help other students to maximize their abilities, and help construct new knowledge together.
📌 Examples
Peer review assignments
Small group discussions
Collaborative projects or presentations
Think-Pair-Share or Breakout Room activities
Group Google Doc activities
Student-led Q&A or "Help Forum"
5.6
The course has learning activities that promote interaction and support active learning.
Active learning involves students engaging by "doing" something, such as discovering, processing, or applying concepts and information. Active learning entails guiding students to increasing levels of responsibility for their own learning.
📌 Examples
Case-based learning
Interactive quizzes with feedback
Simulations or role-playing
Scaffolded projects
Reflective journals or blogs
Student-created content
Problem-based learning
Page updated
Report abuse