1.4 Providing Information or Responding to Questions
Learning Objective: Faculty can name RSI practices that meet federal guidelines and Highline College RSI review criteria.
Introduction
There are four categories of substantive interaction as defined by the federal regulations. On this page, we'll continue looking at each category in detail and sharing examples of how to engage in those practices. We'll also provide links to pages from EdTech's Online Teaching course that describe related pedagogical practices in more detail.
The definition of RSI specifies that each week, interaction with students must include at least two of the following:
- direct instruction / proactively inviting students to connect;
- assessing or providing feedback on a student’s coursework within a reasonable amount of time (as defined in the syllabus);
- providing information or responding to questions about the content of a course; or
- facilitating a group discussion regarding the content of a course."
Providing Information or Responding to Questions
This specifically means questions about the course content, not administrative matters. Although the definition indicates responses to questions are acceptable, inviting students to ask questions - a.k.a. proactive outreach - is required. Sometimes you might want to respond to a student directly, or if there are several students asking the same course content questions, you might want to respond by providing supplemental information to the whole class.
There are a few good options for answering student questions and providing supplemental information on course content:
- record a short video [where you respond to either a direct question or something you notice in the course]
- course announcements [again where you mention a question or misconception you want to address],
- consider allowing students to reply to announcements in Canvas - this increases the interaction opportunities for students
- email correspondence where you address a specific content concern,
- Canvas discussion forum for questions and answers.
- creating weekly review videos
- These should be customized for the work students did that quarter. For instance, a video that goes over a homework assignment and discusses common misunderstandings or challenges is a great teaching technique. These can be recorded in Panopto or another tool.
Interactions regarding the mechanics of the course, such as deadlines, requests for extensions, and grade requests are not considered academically substantive, and therefore don't meet the criteria. But, you could take an announcement that was logistical and make it substantive:
"Remember, we have our first quiz this week and it is due by 11:59pm on Friday." isn't substantive.
Add "The quiz will focus on the difference between miosis and mitosis. I have noticed in homework answers and questions in the discussion that people are confusing the third phase of mitosis with the second phase of miosis. The third phases always occurs ... Review the diagram from last week's lecture notes as you review." and now it is.
You have taken a logistical note and "responded to student questions or provided information about the course content" and your announcement meets RSI standards.
Example
Example
"I have gotten multiple questions about this and saw some misconceptions in the most recent assignment, so I want to clarify for everyone the difference between Logos, Ethos, and Pathos. Logos refers to the appeal to logic, and usually writers use data or numbers to support their claim. Ethos is using credibility and authority to convince the reader. Being a scientist in the field or sharing a personal anecdote related to the topic can help establish Ethos. Pathos is the appeal to emotion and often storytelling and images are used to support their claim."
"One common place of confusion for students is the difference between Gross Domestic Product (GDP) and Gross National Product (GNP) in determining an country's economic strength. I saw many people confusing this on the diagnostic (which makes sense). This week's learning activities will focus on the major differences. Please make sure to complete the Venn diagram activity, which will help you see the similarities and differences in these two terms. My office hours are Thursday from 9am-10am. Please come visit to talk about these terms or other topics from the course."
Non-Example
"Please watch this lecture from 2020 that I made."
This is one place that can feel murky. A video you made in response to the needs of your current class can count as an RSI practice. The Department of Education does not count standard lecture as RSI compliant. So, if you are using videos in response to student questions or misunderstandings, make sure you are adding context to your announcement, email, share of the video that explains this is in response to the patterns you are seeing or the work students in this course have done.
"I have gotten many questions about when the quiz will be. It will be on Tuesday, May 15."
This is not substantive because it is about an administrative issue (when is the test) and not course content.