Regular & Substantive Interaction
Introduction
The U.S. Department of Education requires that all online courses for which students may use Title IV funds (federal financial aid) “ensure that there is regular and substantive interaction between students and instructors.” The Department of Education has the authority to review distance learning offerings at colleges and universities that receive federal funds.
In September 2020, the U.S. Department of Education issued these definitions:
Substantive interaction is engaging students in teaching, learning, and assessment, consistent with the content under discussion, and include 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; or
Other instructional activities approved by the institution’s or program’s accrediting agency.
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.
Importance of Regular and Substantive Interaction
Understanding what constitutes regular and substantive student-instructor interaction is important for several reasons, including:
NICC is not accredited to offer correspondence courses. The core feature that distinguishes a distance course from a correspondence course is the presence of regular and substantive student-instructor interaction. If the college is found to have offered correspondence courses sanctions may be imposed including substantial fines and a requirement to repay millions in federal financial aid dollars.
Interaction with faculty and instructional staff is a key component of the high-quality education NICC offers. It is key to providing every student with the NICC experience.
Characteristics of Regular and Substantive Interaction
1. Initiated by Instructor
To count as ‘regular and substantive,’ interactions need to be started by you. This doesn’t mean students should be discouraged from contacting you or asking questions – far from it. But you should expect to take an active part in initiating and guiding a range of interactions with your students throughout each course. This ensures that interactions are not optional and left up to each student’s individual discretion; rather, they are an integral part of your instructional plan for the course.
Interaction must be initiated by academic personnel who meet accrediting body standards: Essentially, interaction should be initiated by someone who is qualified to do so as it relates to the subject matter. At NICC, this would fall to qualified faculty or those who meet similar requirements of faculty, lecturers, instructors, etc. For competency-based programs, this has been defined by the HLC as "appropriate academic credentials and experience in the applicable knowledge domain."
Examples of instructor interaction that IS regular and substantive...
You post a discussion question and facilitate the ensuing conversation.
You create a specific forum for questions regarding course assignments. (e.g. “Got a Question?”)
You ask a student to visit you during office hours, schedule a phone call, or set up a videoconference with you.
You provide constructive feedback on student assessments which identifies what has been done correctly, what needs improvement, and/or guides students to the next phase of their learning.
You use the Chat tool in Brightspace and dialogue in real-time with students on a scheduled basis.
Examples of instructor interaction that IS NOT regular and substantive...
A student drops in during your regularly scheduled open office hours.
You add numeric grades to the course grade book.
A student submits a quiz that is automatically graded by Brightspace.
2. Frequent & Consistent
Interactions with students should be reasonably frequent and consistently repeated throughout the course. This means that once a course begins, long intervals of time shouldn’t pass between the interactions you initiate with students. The mode of interaction may vary throughout the course, depending on your aims and the needs of your students, but the regular cadence of interactions you establish should remain as consistent as possible. Daily communication isn’t required, but at a minimum, you should seek to interact with every student at least once each week and you should communicate with your class group every few days.
Examples of frequent and consistent interaction that IS regular and substantive...
You routinely post announcements or send all-class emails that you have written specifically for the course. (Academic, timely, responsive.)
You actively facilitate a required online discussion for every course week or unit.
You hold a required one-hour synchronous study group session every other week during the course term.
Examples of frequent and consistent interaction that IS NOT regular and substantive...
You send a welcome email during the first week of class and a post a midterm announcement at the midpoint in the course.
You encourage students to participate in an optional, one-time online review session before the final exam.
3. Focused on Course Subject
Interactions should be connected to the subject of the course and contribute to the students’ progress toward course, program, and college learning objectives. Routine procedural interactions, such as reminders of upcoming deadlines, aren’t ‘substantive’ on their own; neither are activities like assigning grades, unless they are accompanied by personalized feedback or suggestions for improvement. This doesn’t mean that interactions designed to welcome students or build classroom-community aren’t important, merely that they aren’t sufficient by themselves. General email correspondence that is not academic in nature does not fulfill the once-weekly substantive interaction requirement.
Examples of focused interaction that IS regular and substantive...
You send a message previewing concepts introduced in the next unit and listing questions for students to have in mind when reading the textbook chapters.
You post a link to an academic article that relates to the subject matter in the Activity Feed and ask students to comment on it.
You host synchronous online meetings or chats that further explore course material and provide time for answering student questions.
Examples of focused interaction that IS NOT regular and substantive...
You remind students of the course attendance policy.
You post an announcement about an upcoming assignment deadline.
Your course has students review materials, lectures, and presentations that require no direct instructor interaction on the part of the learner.
Tips for Promoting Regular and Substantive Interaction
Set clear expectations for interaction in the syllabus
The syllabus is a good place to tell your students how you’ll communicate with them as well as how you expect them to communicate with you. Let students know how frequently they can expect to hear from you, when you will or will not be available to respond to messages, and how quickly they can expect a response to questions and to work they submit. If you have participation expectations for your students, be sure to include those as well—especially if they affect students’ grades.
Schedule and send course announcements or other messages at regular intervals throughout the semester
Announcements often focus on procedural information, like reminders of course deadlines, but they can also be used to support instruction. For instance, a weekly announcement can: synthesize and then comment on questions from the previous week; note trends observed in assignments; or highlight, contextualize, or illustrate key concepts students will encounter. Try to establish a general rhythm for course communications, using a pattern that is consistent with the structure or thematic organization of the course. Regardless of their frequency, announcements can be treated as genuine invitations into the subject matter of the course rather than mere reminders.
Provide timely, individualized, and in-depth feedback on student work
Research shows instructor feedback is most beneficial when it comes soon after students submit work, so avoid lengthy delays in providing students with feedback on their assessments. Feedback can take many forms: written comments, audio or video notes, individual conferences conducted in person or via online meeting tools, and so on. In all cases, though, feedback should go beyond simply assigning a grade or automatically displaying pre-written comments or general statements (‘good work’, ‘needs improvement’, etc.). Effective feedback communicates to students both what they have accomplished and areas where they may need to improve. It also often offers examples and concrete suggestions for actions students can take in the future to make further progress in their learning.
Actively facilitate online discussions and chats
A common misconception about online discussions is that instructors shouldn’t play an active role in facilitating them. While it’s true that a hands-off approach can be appropriate in some contexts, there are many benefits to facilitated discussions. Consider posting regularly to course discussion forums in order to: pose guiding questions related to the academic subject; propose counterpoints or alternative points of view that students may not be considering; establish connections among students’ ideas; engage in Socratic dialogue; and provide encouragement for students who may be struggling with the complexities of the subject. If the only voices regularly present in discussions are those of students, your course is missing a valuable mode of online instruction.
Conduct regularly-scheduled online review sessions, tutorials, office hours, or individual appointments
Online office hours provide a forum for students to ask their own questions, but they can also be used to supplement instruction in more intentional ways. For instance, you might incorporate brief structured lessons at the beginning of an open-ended study session. While it is important not to artificially limit the flexibility of online instruction, it’s perfectly appropriate to ask students to participate in regularly scheduled synchronous (real-time) online sessions, provided these are clearly identified as part of the course requirements outlined in the course syllabus, and are scheduled at times that work with your student's schedules.
Choose online tools and learning environments that make interactions easy – and easy to document
When selecting online tools or platforms, consider carefully how they are likely to affect the ease of communication for you and your students. When possible, select ones that help you document your communications. Email, discussions, chats, or the learning management system grade book will do this automatically. It’s a good idea to apply extra scrutiny to external platforms, such as those operated by textbook publishers. These can sometimes be difficult to access after a course has concluded, making it hard to go back later to retrieve messages or feedback you gave students. If you do use a 3rd party publisher platform, be sure to have a plan for documenting interactions in the course; this will help ensure you’re prepared in case you are asked to provide evidence of regular and substantive interaction in the future.
Style & Technical Considerations
Review these parts of the Style Guide for further assistance with regular and substantive interaction.
Review these parts of the Style Guide for further assistance with regular and substantive interaction.
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