Regular and Substantive Interaction (RSI)
ACCJC Standard

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What is RSI?

In sum, RSI describes predictable, prompt, and proactive communication in online courses with discussion facilitation, outreach, and timely grading with instructor feedback. Title 5, the Accrediting Commission for Community and Junior Colleges (ACCJC) and Long Beach City College AP 4105 Distance Education define RSI in categories of Substantive Interaction and Regular Interaction.

Substantive Interaction  

Engaging students in teaching, learning, and assessment, consistent with the content under discussion, and also 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

  • Other instructional activities approved by the institution’s or program’s accrediting agency (ACCJC has currently not approved any additional activities for substantive interaction) 

Regular Interaction  

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 regular 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. 

RSI at Long Beach City College 

LBCC’s Commitment 
Long Beach City College’s commitment to quality online education is grounded in the belief that meaningful student-instructor interaction is essential to student engagement, learning, and success. Regular and Substantive Interaction (RSI) ensures that online learning is not passive but is instead a dynamic, faculty-guided experience where students are actively supported in mastering course concepts and competencies. Faculty at Long Beach City College engage intentionally with students through timely feedback, guided discussions, and personalized instruction, creating opportunities for inquiry, reflection, and collaboration. The college’s dedication to RSI fosters equitable learning environments where all students have consistent access to faculty expertise, support, and mentorship. Through thoughtful application of RSI principles, LBCC advances student achievement, promotes academic integrity, and ensures high-quality online education across programs and pathways.

Teaching Certification
RSI is a central component of the Long Beach City College Online Teaching Certification and Recertification Trainings for faculty. The Online Education Committee, The Online Learning and Educational Technology Team, and the Office of Institutional Effectiveness work in concert to ensure online instructors have the tools, techniques, and tracking to practice RSI effectively in all online courses. These groups collaborate so that RSI is framed as an essential component for online student success and belonging. 

LBCC RSI Workshop Recordings 

RSI Standards in Online Courses 

RSI Standards Self-Check for Online Instructors   ​

Source: ACCJC Quality Continuum Rubric for DE 

Substantive Interaction 
Engaging students in teaching, learning, and assessment, plus at least two of the following four methods:

1. Providing Direct Instruction (synchronous courses only) 

  • Conduct live sessions or synchronous lectures on course content via TechConnect Zoom. 
  • Incorporate multiple synchronous teaching methodologies (e.g., critical thinking, dialogue, flipped classroom). 
  • Use diverse media/technologies and inclusive strategies to support equitable learning. 

2. Providing Content Information / Responding to Questions 

  • Share instructor-created and/or mediated videos, audio, or readings. 
  • Regularly respond to student content questions in discussions or email. 
  • Post Announcements that reinforce key concepts or address trends in performance and respond to student replies to Announcements in a timely manner. 

3. Assessing / Providing Feedback on Student Work 

  • Offer meaningful, constructive feedback on most assignments (not just grades). 
  • Use rubrics, written comments, and/or video/audio notes to guide student improvement. 
  • Provide examples to help students grasp expectations and mastery. 

4. Facilitating Discussions on Course Content 

  • Actively guide discussion boards with prompts, follow-ups, and clarifying questions. 
  • Encourage diverse viewpoints and relate posts back to Student Learning Outcomes. 

Regular Interaction 

  • Clearly state interaction frequency and expectations in the syllabus and/or course orientation module. 
  • Communicate instructor response times (e.g., 24-48 hours) and office hours or availability. 
  • Provide opportunities for students to interact with you on a predictable and scheduled basis (e.g., weekly announcements, discussion posts, feedback). 
  • Monitor student engagement (e.g., via Canvas Gradebook, Canvas Analytics, and student participation in discussions). 
  • Proactively reach out to students who appear disengaged or are struggling academically. 

Best Practices for Exceeding Minimum RSI Requirements

  • Use multimedia for personalized feedback (e.g. SpeedGrader recordings). 
  • Integrate culturally responsive content and engagement strategies. 
  • Ensure interaction methods support equitable student success. 
  • Maintain consistency throughout the course in interaction and feedback. 

RSI Resources