Center for Teaching and Learning - Clovis Community College: Online Attendance and RSI Requirements

What is RSI

Education that uses one or more of the technologies listed in paragraphs (1)(i) through (1)(iv) of this definition to deliver instruction to students who are separated from the instructor or instructors, and to support regular and substantive interaction between the students and the instructor or instructors, either synchronously or asynchronously.

1. The technologies that may be used to offer distance education include —
   1. The internet;
   2. One-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices;
   3. Audio conferencing; or
   4. Other media used in a course in conjunction with any of the technologies listed in paragraphs (1)(i) through (1)(iii) of this definition.
2. For purposes of this definition, an instructor is an individual responsible for delivering course content and who meets the qualifications for instruction established by the institution’s accrediting agency.
3. For purposes of this definition, substantive interaction is 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; or,
   • Other instructional activities approved by the institution’s or program’s accrediting agency.
4. 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—
   1. 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
   2. 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.

Creating A Communication Plan

A communication plan can help you clarify your expectations for interaction and participation. There are 2 parts to make your communication policy great: how your students can contact you and how you will contact your students.

Here is a template you can use in your course:

How You Can Contact Me

Share with your students how they can contact you. Make sure to include (at least):

1. Preferred contact method (some instructors prefer email over Canvas message, others prefer Canvas message. You can also include a phone number or other messaging app if you'll be using those with your students). 
2. Response time. Be clear about when you're available and when they should expect a response. 48 hours is popular, but some faculty prefer to say a more specific timeframe, like M-F evenings only.
3. Other opportunities to contact you, like during office hours (if you have them). 

How I Will Contact You

Share with your students how you will contact them, and which tool(s) you'll be using. 

Some options may include:

• posting weekly Announcements in Canvas. 
• posting regularly in the Canvas Discussion Board.
• adding Submission Comments to their assignments. 
• using the Message Students Who feature to send reminders or kudos. 
• using Starfish to send nudges or kudos.

Only add the one(s) you'll be using in class. 

Attendance / Drops

In an online course, attendance is measured by student participations - not logins. ACCJC, the California Community College accrediting agency, uses the term academic engagement. This boils down to attendance being participating in curriculum-related course activities (submitting an assignment, taking a test, contributing to an online discussion, etc.). 

No-Show Drops:

In a face-to-face class, students who are not in the classroom on the first day are dropped as "no-show" drops. This doesn't have a direct translation to online, since attendance is measured by academic engagement, as explained above. 

For online no-show drops, ask students to complete a task or a set of tasks by a particular date in order to avoid being dropped (usually by the Friday of the first week).

These should be something that students can complete without having to have additional materials for the class (think about making it something that doesn't require purchasing the textbook, since some students won't have it by the first week). And remember, it needs to be a curriculum-related activity. Some popular ones include taking a syllabus quiz, submitting a course survey, or introducing themselves on the introduction discussion board.

Late Drops:

SCCCD describes "Late Drops" in this way: Instructors are required to take attendance at each class session and to report any student who is absent for two successive weeks of instruction. Unless there are significant extenuating circumstances, that student will be immediately dropped from class by the instructor if the absences are occurring before 50 percent of the class is expired. Lack of regular attendance after the 50 percent drop deadline may result in an unsatisfactory grade.

In this period, instructors can drop students who have absences that equal two weeks of class time. 

Regular participation is expected of all students, and you can drop students who are not actively participating in a course. As the instructor, you can establish what "regular active participation" looks like. You'll want to determine something that counts as "attendance" from the list above, but that ideally a thing that students complete once or more a week (something like a weekly homework assignment, reading quiz, discussion board, etc). 

When students miss two weeks work of that assignment(s), they may be dropped from the course - It is ultimately the students’ responsibility to drop any classes they no longer wish to continue, but it is nice to have the option to drop students. 

Regardless of the process you establish, clearly communicating your drop policy is absolutely essential to ensure students are aware of your expectations of them and you don't end up with students dropped from a class who had intentions of coming back and catching up. 

Here's a sample policy, from DeAnza-Foothill: 

Attendance in an online course is determined by participation in academically related activities. You will be considered present if there is evidence of your participation in course activities including, but not limited to, submitting an assignment, taking a test, participating in an online discussion, and working in a group. You will be considered absent if there is no evidence of your participation in the academic activities of this course. Students who do not complete the first week’s assignment or are absent for two weeks or more of the course may be dropped.