This article focuses on the Quality Assurance Learner Interaction 1.2 with examples on how to meet the standard.

Required

The Quality Assurance Rubric, for the Learner Interaction Section 1.2 states: 

Learning activities foster regular and substantive instructor-student interaction, as well as content-student, and student-student interaction.

 

Expectations

1. Research by the developers of the QM rubric shows that engaging the student in an online course is key to them achieving success in the course; ergo, it is essential that you are engaged with your students, and that your content lends itself similarly to be engaging to the students.

2. Student-student interaction is another important — though not essential — element to engage students in your course.

3. All courses should provide for interaction between the student, instructor, and content.

4. Per guidance from the Department of Education (34 CFR 600.2), in order to satisfy "regular and substantive" interaction, the instructor/course must satisfy at least two of the following criteria:

   • providing direct instruction (e.g., lectures, regular office hours/help sessions, etc.)

   • assessing or providing feedback on a student’s course work in a timely fashion

   • providing information or responding to questions about the content of a course or competency

   • facilitating regular group discussions regarding the content of a course or competency

   • other instructional activities approved by the institution’s or program’s accrediting agency

 

Examples

• instructor-student interaction examples:

  • self-introduction with responses from students

  • discussion postings and responses from instructor and student to each other

  • providing feedback on project assignments

  • evidence of one-to-one email communication

• student-content interaction examples:

  • essays

  • readings

  • videos

  • group projects

  • self-assessment exercises

• student-student interaction examples:

  • self-introduction discussion with responses to others

  • group discussion postings and replies with other students

  • group projects/assignments working together

  • peer review/evaluation

 

References

• QM FIPSE rubric V.2
• 34 CFR 600.2

 

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Example 1: Online Psychology Course

Module Title: Cognitive Development in Children

Instructor-Student Interaction Example:

Weekly Live Q&A Sessions: Every week, the instructor holds a live Q&A session via Zoom to discuss the week's topics, clarify doubts, and answer student questions in real-time. Participation is encouraged, and the sessions are recorded for those who cannot attend live. This fosters direct instruction and timely feedback on students’ questions.

Content-Student Interaction Example:

Interactive Case Studies: Students are assigned interactive case studies where they must apply cognitive development theories to real-life scenarios. These case studies include embedded videos and quizzes to assess understanding. Students submit their analyses through the course platform, which is reviewed by the instructor.

Student-Student Interaction Example:

Peer Review of Case Studies: After submitting their case study analyses, students are required to review and provide feedback on at least two of their peers' submissions. This activity not only encourages student-student interaction but also deepens their understanding of the content through collaborative learning.

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Example 2: Online Business Management Course

Module Title: Strategic Planning and Decision Making

Instructor-Student Interaction Example:

Bi-Weekly Office Hours: The instructor offers bi-weekly virtual office hours where students can drop in to discuss course content, seek advice on assignments, or ask for clarification on complex topics. This ensures regular and substantive interaction by providing direct instruction and responding to student inquiries.

Content-Student Interaction Example:

Simulated Business Strategy Game: Students participate in a simulated business strategy game where they make decisions based on real-world business scenarios. The simulation provides immediate feedback on their decisions, helping them understand the consequences and refine their strategies. Detailed instructions and resources are provided to guide students through the simulation.

Student-Student Interaction Example:

Group Strategy Discussions: Students are divided into small groups to discuss their strategies and decisions within the business simulation. Each group must post a summary of their discussion in the course forum and respond to summaries posted by other groups. This fosters collaboration and critical thinking, encouraging peer-to-peer learning and interaction.

These examples demonstrate how structured activities can support various types of interactions in an online course, enhancing student engagement and aligning with the Quality Assurance Rubric’s requirements for regular and substantive interaction.

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