13 Activities and Engagement Strategies

Designing of learning activities

The design of learning activities is the key differentiating factor between seasoned and novice instructors.  Learning activities need to be aligned with the learning objectives. Activities also need to be meaningful to the teaching philosophy of the instructor and to the background and motivation of the student.

Scoping and scaffolding assessments – deciding on the right amount of required work, the opportunity for student agency and choice, the order of assignments to help students meet a goal, and determining the necessary support they’ll need to get there—are complex process.

As we design your HyFlex course activities with the core principles of HyFlex design: flexibility, equivalence, reusability, accessibility, & equity, you may consider incorporating the following frameworks:

Equity-minded Course Design:​

Collaborative Learning and Inquiry​:

Learner Wellness: ​

Regular and Substantive Interaction (RSI) in Distance Learning[1]

The Minnesota college and universities system considers Flexible or HyFlex modes of education as part of distance education. The U.S. Department of Education requires that all online courses to “ensure that there is regular and substantive interaction between students and instructors.”

The core concepts for regular-substantive-interaction (RSI) requirements

Regular Substantive Interaction (RSI) is a concept that has gained prominence primarily in the context of online education and distance learning. It refers to the structured, consistent, and meaningful engagement between instructors and students within the course of study. This interaction is crucial for creating an effective learning environment that fosters student success and satisfaction. The core concepts of RSI revolve around regularity, substance, and interaction, each of which plays a vital role in the educational process.

1. Regularity

  • Scheduled and Predictable: Interactions should be planned and occur at consistent intervals throughout the course. This helps in setting clear expectations for students regarding when and how often they will engage with instructors and peers.
  • Proactive Engagement: Instructors should initiate contact with students to encourage participation and keep them on track. Regular check-ins can help identify and address issues before they hinder student progress.

2. Substance

  • Depth of Engagement: Interactions must go beyond superficial comments or administrative communications. They should involve deep, meaningful exchanges that contribute to the learning objectives of the course.
  • Feedback and Guidance: Substantive feedback on assignments, discussions, and other course activities is essential. This feedback should be constructive, specific, and actionable, helping students understand their strengths and areas for improvement.
  • Expertise Sharing: Instructors should actively share their knowledge and expertise, providing insights that students might not easily find on their own. This includes clarifying complex concepts, offering real-world examples, and facilitating critical thinking.

3. Interaction

  • Two-way Communication: RSI should allow for bidirectional engagement, where students feel comfortable asking questions, expressing opinions, and contributing to the learning community.
  • Collaborative Learning: Opportunities for students to interact with each other, such as through group projects or discussion forums, are vital. Peer-to-peer learning can enhance understanding and retention of course material.
  • Adaptability: Instructors should be responsive to the needs and feedback of students, adapting interactions to address different learning styles and preferences.

Implementation

  • To effectively implement RSI, educational institutions and instructors may use various tools and strategies, such as:
  • Learning Management Systems (LMS)**: Platforms that facilitate the organization and delivery of course content, as well as communication between students and instructors
  • Synchronous and Asynchronous Tools**: Technologies like video conferencing for live sessions (synchronous) and discussion boards or recorded lectures (asynchronous) to support flexible learning environments.
  • Regular Assessments**: Frequent quizzes, assignments, and other forms of assessment to gauge student understanding and provide timely feedback.

Conclusion

Regular Substantive Interaction is foundational to the success of online and distance learning programs. By focusing on regularity, substance, and interaction, educators can create dynamic, engaging, and effective educational experiences that support student learning and achievement.

The application of regular and substantive interaction (RSI) requirements to HyFlex course design

The application of regular and substantive interaction (RSI) requirements to HyFlex course design is crucial for ensuring educational quality and compliance with accreditation standards. HyFlex courses, which offer students the flexibility to choose between in-person, online synchronous, and online asynchronous participation, must be carefully structured to incorporate consistent and meaningful interactions between instructors and students, regardless of the chosen modality. This involves integrating strategies such as scheduled live discussions, timely and constructive feedback, and active learning activities that promote engagement across all formats. Applying RSI principles to HyFlex design not only enhances the learning experience by ensuring that students receive the necessary support and engagement to succeed but also aligns with regulatory expectations for distance education, safeguarding the institution’s accreditation and funding.

  1. https://www.utrgv.edu/online/teaching-online/process/regular-substantive-interaction/index.htm ↵

License

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Flexible (HyFlex) Design Copyright © by Genzeb Jan Terchino is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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