All posts by Cavan Cheong

Learning Design Basics

Closing The Distance: Understanding Regular and Substantive Interaction (RSI)

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Online learning has become more common as technology advances rapidly, with the global pandemic being the push that ushered in-person classrooms into the digital world. This change brings many advantages to students and instructors, by allowing access to everyone wherever they are. This means the convenience of instructors producing recorded lectures so that students can revisit past content for reference, and much more. Though online learning is beneficial for the future of learning, it also has its disadvantages. From the lack of face-to-face communication to the feeling of isolation, these can be addressed with the implementation of regular and substantive interaction (RSI).  
What is Regular and Substantive Interaction (RSI)? 

Regular and substantive interaction (RSI) is the good practice of maintaining consistent and engaging interaction with students in an online distance learning environment. A course with an implemented RSI is designed from the ground up and integrates strategic points for instructor interaction (The Ohio State University, n.d.). There are key elements that make up RSI (The Ohio State University, n.d.):  

  1. Instructor-initiated interaction: Close interaction from the instructor, where the instructor would provide activities within the course, through guidance and by frequently reaching out to make students feel the instructor’s presence.
  2. Frequent initiation of interaction: Having a consistent amount of interaction with students creates the expectation for the next interaction. A weekly check-in would suffice on average, but two days per week can also work, depending on the course.
  3. Meaningful interaction: This can vary depending on the form.  Interactions can range from announcement posts or emails to initiating online activities via virtual meetings or even live discussion posts.
  4. Accredited academic personnel interaction: The instructor who is initiating these interactions should be qualified and accredited to conduct such interactions, by following the institute’s standards. 
What Qualifies as RSI?  
According to the Higher Education Act (1965), a course is considered to have RSI if it is administered in a distance education modality, and it must “support regular and substantive interaction between the students and the instructor, synchronously or asynchronously” (Online Learning Consortium (OLC), 2019, p.1). The focus of RSI is primarily on distance learning. There are no regulations that state a correspondence learning environment cannot implement RSI, but based on certain characteristics, it is usually not implemented. To be more specific, these are the characteristics and differences between distance learning and correspondence learning (Bergeron, 2016): 
Distance Learning 
  • Supports courses that are online, either taught synchronously or asynchronously.  
  • Delivers instruction to students through the internet, one-way and two-way transmissions through open broadcast, DVDs, etc. 
Correspondence Learning 
  • “Provides instructional materials, by mail or electronic transmission, including. examinations on the materials, to students who are separated from the instructor” (p. 116). 
  • It has limited interaction between instructor and student, with students being the primary initiator. 
  • Only students enrolled in a correspondence learning program (that leads to a degree) are eligible for financial aid, as it will be considered under RSI. 

People on a Video Call

Why Implement RSI? 

Online learning is making teaching more challenging. Should institutions of higher learning and instructors implement RSI into their online learning classes? This is where RSI provides advantages to online learning (Seril, 2024): 

  • It supports diverse learning styles and needs, with instructors providing personalized feedback and support, which aids struggling students who need extra guidance. 
  • It provides a feeling of belonging and fosters community, which occurs through regular interactions with instructors and colleagues.  It can help to lower feelings of isolation and increase student retention rates. 
  • With RSIs between instructors and students, it can do the following: 1) improve the educational quality and learning outcomes for the institute, 2) facilitate a deeper understanding, and 3) promote critical thinking. 
  • It prepares students for the possible future of a mostly remote work environment. 

With higher education transitioning into more online and distance learning, it is beneficial to put RSI into common practice and to properly train any instructors teaching any online courses. A course with RSI creates an environment that mirrors that of a face-to-face classroom but is adapted to the virtual world. Students require consistent interaction from instructors, for them to feel truly engaged in the lessons, which encourages them to ask more questions, solve assignment problems more efficiently, and promotes a deeper understanding of the lessons.  

If you want to learn more about how you can increase interactions between you and your students within your online course, reach out to us via email or through Bookings. We can guide you and help you set up the right tools within D2L.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References:

Bergeron, D, A. (2016). No one gets it right every time: What does regular and substantive interaction mean? And who decides? Wiley. https://onlinelibrary.wiley.com/doi/pdf/10.1002/cbe2.1024

The Ohio State University. (n.d.). Regular and substantive interaction in online and distance learning. The Ohio State University Teaching and Learning Resource Center. https://teaching.resources.osu.edu/keep-teaching/regular-substantive-interaction-online

Online Learning Consortium (OLC), WICHE Cooperative for Educational Technologies (WCET), & University Professional and Continuing Education Association (UPCEA). (2019). Regular and substantive interaction: Background, concerns, and guiding principles. Inside Higher Ed. https://www.insidehighered.com/sites/default/files/media/Regular-and-Substantive-Interaction.pdf

Milton, G. (2021). Woman recording audio podcast on equipment [Photograph]. Pexels. https://www.pexels.com/photo/woman-recording-audio-podcast-on-equipment-6953929/

Seril, L. (2024). Regular and Substantive Interaction (RSI) in Online Learning. Engageli. https://www.engageli.com/blog/regular-and-substantive-interaction-in-online-learning

Shvets, A. (2020). People on a Video Call [Photograph]. Pexels. https://www.pexels.com/photo/people-on-a-video-call-4226122/

 

Cavan Cheong is an Instructional Designer Graduate Assistant with the Online and Distance Learning Department at St. Cloud State University. He has a bachelor’s degree in business administration and experience in the hospitality industry. Currently, he is pursuing his master’s in business administration at St. Cloud State University.

Learning Strategies

Gamifying Your Asynchronous Course

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With online learning becoming the new norm in the world of education, we see many learners of different age groups learning through this method. An asynchronous course is one modality of online learning that allows learners to interact with class materials at their discretion, with the addition of guided pre-recorded videos and notes. There are no scheduled lectures to attend, but learning activities and assessments may have completion deadlines.  While convenience is a major advantage of asynchronous courses, they have their disadvantages as well. In an article about asynchronous learning, Pappas (2015) talks about the lack of motivation as there are no interactions with peers and the learning material itself, which demotivates and disengages learners who require stimulation.  One way to change this is through course gamification.

In another article regarding the perspectives of learners in a gamified course, Pandey (2015) noted that “80% of learners claimed learning would be more productive if it were more game-oriented; 67% of learners reported that a gamified course was more motivating than a traditional course” (para. 6). 

What is Gamification? 

“Gamification is the application of game-design elements and game principles in non-game contexts” (Fitz-Walter, n.d., para.1).  Course gamification differs from just adding games together with class material. A gamified course would have the class syllabus and material made with gaming elements.  Each part of the lesson should be used to teach something new, combined with the repetition of previous lessons to promote information retention, and constant engagement to use the information learned.

A well-known example would be Duolingo. Duolingo presents itself as a language learning platform but utilizes gaming elements such as levels, bonus points, and achievement badges to make learning fun. While Duolingo is not approved for use at the university, faculty do have access to various software applications and tools that can be incorporated into gamifying their course.  This includes H5P, MediaSpace hotspots, and Microsoft Sway for interactive content.  There are also Kahoot and MediaSpace quizzes for engaging assessments.  Lastly, there are badges and certificates which can be awarded for student achievement.  Discussion boards could be used for peer-to-peer learning, a repository for materials, and information exchange related to the learners’ progress.  

Ways to Gamify a Course 

Gamification of a course is no easy feat, but the results it yields are worth it.  This process would benefit from the proper planning and course mapping of the course before development begins.  A course can undergo gamification through these steps: 

  1. Designing a Quest with One Goal: Just as a game has one end goal for the player to achieve, so should your course.  Use course mapping to lay out the learning components of your course.  Your one goal should be the overarching “big idea” of your course.  What is it you would like your students to take with them once they have completed your course?  Use your course learning outcomes and module learning objectives to guide the development of smaller goals you would like to have your students achieve.
  2. Scaffolding the Learning Content: Have lessons with assignments that fall into increasing goal levels (micro-, sub-, end).  Assignments that are micro-goals, allow students to identify the problem first.  Once these assignments have been completed, students are encouraged to use the newly acquired knowledge to move on to the more challenging assignments associated with sub-goals.  These sub-goals will lead to students solving the problem, which is the end goal.
  3. Set Expectations for Achievement: Set expectations through learning objectives and let learners know them from the start. Each goal level should have expectations that students need to work toward to progress on to accomplish the end goal.  By exposing students to these expectations throughout the course, it can allow them to better apply what they have learned as they move forward.
  4. Grades and Scores as Achievements: High scores on individual assignments or the completion of a goal level, can be rewarded with the use of a badge or certificate.   These awards could be used to signify student success in understanding the coursework.  For added incentives, use a culmination of these awards to introduce bonus points, passes for special circumstances, or even skips in levels.

Though a gamified course is an effective way to engage and motivate learners, it all depends on the course, the teacher, the selection of the proper gamification tool, and how well the learners engage. There is not a ‘one size fits all’ format for a gamified course and will require the teacher to find the right fit for the teaching style. Course gamification requires trial and error, but once the teacher understands how to utilize it to its full potential, only then will a masterfully designed gamified course be effective.  

If you are interested in learning how to gamify your asynchronous or synchronous online course, please let us know.  The SCSU Online and Distance Learning team can walk you through course mapping, and how to set up the SCSU-branded Kahoot, MediaSpace, and other tools. Reach out to us via email or through Bookings.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References: 

Fitz-Walter, Z. (n.d.). What is gamification? Gamify.  https://www.gamify.com/what-is-gamification  

Morrow, G. (2017). Photo of a controller on the desk, with other appliances around it [Photograph]. Pexel.  https://www.pexels.com/photo/black-game-console-on-wooden-surface-682933/ 

Oprean, D., Seo, G., Lundolos, P. & Mitchell, B. (2023, February 1). Level up: Gamifying an asynchronous course on designing games for learning through modeling, authenticity, and learner autonomy [Video]. Online Learning Consortium. https://onlinelearningconsortium.org/webinar/level-up-gamifying-an-asynchronous-course-on-designing-games-for-learning-through-modeling-authenticity-and-learner-autonomy/

Pandey, A. (2015). 6 killer examples of gamification in eLearning. eLearning Industry. https://elearningindustry.com/6-killer-examples-gamification-in-elearning   

Pappas, C. (2015). Asynchronous learning advantages and disadvantages in corporate training. eLearning Industry. https://elearningindustry.com/asynchronous-learning-advantages-and-disadvantages-in-corporatetraining#:~:text=Asynchronous%20learning%20doesn’t%20offer,being%20isolated%20and%20%E2%80%9Cdisconnected%E2%80%9D     

Cavan Cheong is an Instructional Designer Graduate Assistant with the Online and Distance Learning Department at St. Cloud State University. He has a bachelor’s degree in business administration and experience in the hospitality industry. Currently, he is pursuing his master’s in business administration at St. Cloud State University. 

Learning Strategies

How to Use Digital Badging for Micro-Credentialing to Make Online Courses Engaging

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Micro-credentialing and digital badging are becoming popular methods to quickly acquire new skills and education, and then display that mastery across multiple platforms.  Micro-credentialing is a workshop, short class, or program offered to acquire new hard or soft skills related to a position, field, or class (University of Denver, n.d.).  Digital badges, at first look, may seem like ordinary images or symbols but are used to visually represent the micro-credential received.  Behind them, they contain the type of certification, and the knowledge and skills required to receive the badge (Digital Promise, 2023).

Before implementing micro-credentialing into a course, the instructor or the organization must decide on the most feasible and economical approach to incorporating a badging system into their curriculum.  While micro-credentialing may not be as desirable within a course setting, providing digital badges is a good way to promote motivation and reward students as they progress through the semester.  Digital badges are also a good way to display a list of hard and soft skills achieved through the coursework.  

Using Digital Badges in a Course 

There are several strategies that instructors can enact within a course for using digital badges.

  1. Badges as Awards: Depending on the course subject, instructors can think of their courses as a game, with the badges as awards. What would the badge reward the learner for accomplishing? What achievement does it symbolize? Will this badge be appealing enough to motivate learners to work toward one?  By providing these badges during intermittent times throughout the semester, students may feel more encouraged, and motivated, and have a desire to want to succeed in their courses.
  2. Badges for Coursework Completion: Badges can be given to learners for completion of a set amount of coursework, or if they have participated in specific learning activities.  These badges can be designed with the skills identified in the learning objectives for either the module or the activity.
  3. Badges as Passes: These badges could be utilized as virtual passes to be used at the instructor’s discretion.  For example, if there are supplementary quizzes given, learners who have obtained a mastery badge of the same content could use the pass to skip such quizzes.

Once the purpose is decided, and the strategies planned, the instructor can use the integrated awards system in D2L to create and award digital badges. Printable certificates are also offered within this tool.  All the necessary functions to issue digital badges can be accessed through the Award tab in the Navigation bar. Instructors can award badges at the end of each module or after the completion of a set of specified conditions. Depending on the instructor, a notification within D2L, or an email notification can be created for any achievement earned by the learners. In addition to acquiring the badges (and certificates), learners can also share them on their ePortfolios, and even their LinkedIn accounts.  

Using Digital Badges for Future Employment 

Many organizations are starting to adopt the digital badging trend, a blog by David Leaser stated that his company succeeded in implementing a badging program (Pakstis, 2019). He stated that 87% of his employees gave feedback saying they were more engaged due to the badges, while another 72% said they felt their achievements were recognized thanks to the badges (Pakstis, 2019).

The supporting research shows the effectiveness of digital badging from micro-credentialing. It motivates learners and employees to strive further and excel, which benefits them too, as companies globally are gradually accepting digital badges on resumes. In an SNHU article, the author stated: “When you’re searching for a job, these emblems allow potential employers to know that you have demonstrated proficiency in a certain area. While some applicants may simply list their skills, you can set yourself apart by offering real proof of what you can do” (Girolimon, 2023, para. 16)  

Digital badges obtained through micro-credentialing are the future, not only in education but in the employment world too. When designed with the hard and soft skills that learners and future employers find of interest, these small symbols can be shining examples of accomplishments. These badges are virtual, portable, and convenient to display. They can also be easily implemented into a course.  

If you need assistance with finding ways to incorporate badging and certificates in your course or how to set them up in D2L, please let us know.  The SCSU Online and Distance Learning team can provide you with instructions, and suggestions, and walk you through the updated process.  Reach out to us via email or through Bookings.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References: 

Avcı, B. (2023). What is digital badging and how it Is used?. Sertifier Blog. https://sertifier.com/blog/what-is-digital-badging-and-how-it-is-used/  

Galindo, M. (2023, April 13). The relationship between digital badges and micro-credentials. Digital Promise. https://digitalpromise.org/2023/04/13/the-relationship-between-digital-badges-and-micro-credentials/#:~:text=Digital%20badges%20are%20electronic%20representations,sharing%20and%20verification%20of%20skills

Girolimon, M. (2023). What is a digital badge? Southern New Hampshire University. https://www.snhu.edu/about-us/newsroom/career/what-is-a-digital-badge  

Kazal, A. (2022). Photo of a backpack with badge [Photograph]. Pexel.  https://www.pexels.com/photo/souvenirs-on-gray-backpack-10771786/ 

Pakstis, S. (2019). For organizations and learners, the benefits of badging are clear. Harvard Business Publishing.  https://www.harvardbusiness.org/for-organizations-and-learners-the-benefits-of-badging-are-clear/#:~:text=Badging%3A,with%20the%20skills%20they%20need  

University of Denver. (n.d.). Micro-credentials and Badges. Office of the Registrar. Retrieved December 8, 2023 from https://www.du.edu/registrar/academic-programs/micro-credentials-badges#:~:text=A%20micro%2Dcredential%20is%20a,to%20showcase%20the%20earner’s%20achievement 

 

 

Cavan Cheong is an Instructional Designer Graduate Assistant with the Online and Distance Learning Department at St. Cloud State University. He has a bachelor’s degree in business administration and experience in the hospitality industry. Currently, he is pursuing his master’s in business administration at St. Cloud State University.