Before 2020, online learning was growing steadily but was not as ubiquitous as it is today. Then, in the spring semester of 2020, everything changed due to the COVID-19 pandemic, requiring rapid, widespread adoption of remote instruction. Millions of faculty and students, many of whom had never experienced digital learning environments, experienced online education up close and personal. This period undeniably accelerated the integration of technology into how we approach education and, ever since, faculty have been learning what works and what doesn’t when the physical environment is removed.
Many of us for the first time had to take a crash course in learning the distinction between delivering content online and facilitating learning online. This is where Regular and Substantive Interaction (RSI) moves from a compliance check box to an essential pedagogical strategy. RSI has been a requirement in some form or fashion since 1992, when the federal government distinguished between correspondence courses and online learning, noting (of correspondence courses) that “Interaction between the instructor and student is limited, is not regular and substantive, and is primarily initiated by the student.” In 2005 the phrase “regular and substantive interaction” officially entered the lexicon in the Higher Education Reconciliation Act of 2005 and was further clarified and codified in 2021 in response to the COVID-19 pandemic (1). Quality distance learning programs, regardless of the technologies used, must provide a certain amount of interaction and mentoring with faculty.
In asynchronous classes, the absence of the physical environment and in-person connection with peers can lead to feelings of isolation and disengagement if not carefully counteracted, according to Gasell, et al. (2). They report that students in asynchronous classes may report a lack of engagement, feeling impatient, bored, and a lack of instructor involvement. This is important, as instructor-to-student interaction significantly influences student perception, satisfaction, and achievement in online courses. The work of Gasell et al also found that 23% of analyzed online courses had no instructor posts in discussion boards. This method of “set and forget” is clearly not meeting the needs of our students.
Fortunately, regular and substantive interaction doesn’t have to be a daunting task. Here are some steps faculty can take to ensure that students feel engaged in asynchronous online classes:
- For larger online classes that use discussion boards, put students into discussion groups. Instructions on how to do this can be found here. When grading the discussion boards, you can interact with the students by focusing on themes and specific interactions within the group.
- Use Inspire for Faculty. Inspire for Faculty allows instructors to send individual correspondence to groups of students based on certain criteria. For example, Inspire has the functionality to sort students by performance on a certain assessment or assignment (<70%, for example). A neat feature of Inspire is that you can then send an email to the group who meets the specified criteria and it will automatically personalize it by addressing the email to the individual student (so instead of “dear student” it will say “Dear Tyler”). I’ve used this strategy myself and I have received overwhelmingly positive feedback, with some students saying that was the first time a professor had ever emailed them personally before.
- Hold virtual office hours or scheduled one-on-one meetings. Tools like Microsoft Teams can be used to set up regular times when students can drop in to ask questions, discuss course material, or just check in. For larger classes, you could offer sign-up slots for brief 10-15 minute individual meetings. This provides a clear, predictable opportunity for direct, live interaction. The personal connection can be especially valuable for students who might be struggling or feel isolated in a fully asynchronous environment. With online asynchronous classes it’s easy to default to “by appointment” but by holding regular “drop-in hours” at a set time (and actively encouraging students to attend!), students feel more comfortable and welcome knowing that you’re going to be there regardless of whether they have an appointment or not.
Ultimately, the journey since 2020 has challenged us to reframe our understanding of online teaching. The distinction between simply delivering content and facilitating learning has become clearer than ever, with Regular and Substantive Interaction (RSI) standing as the bridge between the two. The strategies outlined here—using small discussion groups, leveraging technology for personalized communication, and offering virtual meetings—demonstrate that meeting the criteria for RSI is not a burden, but an opportunity. It is a chance to intentionally design courses that prioritize student engagement, combat feelings of isolation, and create a supportive educational community, no matter the physical distance. In doing so, we not only meet a regulatory standard but also fulfill our primary mission as educators.
Join the Conversation
How has your approach to online teaching changed since 2020? What strategies have you found most effective in fostering regular and substantive interaction with your students—especially in asynchronous environments? Share your reflections, challenges, and success stories in the comments below. Let’s continue learning from one another as we move from compliance to connection in digital teaching.