Regular and Substantive Interaction RSI Tips for Asynchronous Courses

There are as many ways to promote regular and substantive interaction online as there are approaches to teaching face-to-face courses. The following recommendations are general suggestions for incorporating interaction into your course, but you should freely adapt and personalize them to support course objectives, the needs of your students, and your own teaching goals

01. 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.

02. Send announcements or other messages at regular intervals throughout the quarter

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.

03. Provide timely, individualized 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 comments about their progress. 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.

04. 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.

05. 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, or ask students to meet with you to go over ideas for a project or research paper. While it is important not to artificially limit the flexibility of online instruction, it’s perfectly appropriate to require students to participate in some regularly scheduled synchronous (real-time) online sessions provided these are clearly identified as part of the course requirements outlined in the course syllabus.

06. 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 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 gradebook will do this automatically. But it’s good idea to apply extra scrutiny to external platforms, such as those operated by 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 publisher platforms, 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.

The content on this page is licensed under a Creative Commons Attribution-NonCommercial 4.0 License. Adapted from an Everett Community College document.