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 of California Education Code requires distance education courses to have 鈥�regular and substantive interaction between instructor and students (and among students if described in the syllabus or course outline of record or distance education addendum)*.鈥�

*Please Note: Title 5 has been amended multiple times in the past few years to match federal guidelines.  Some changes have included the phrase 鈥�among students鈥� to require student-student interaction in addition to instructor-student interaction and more recently changing it to 鈥榬egular and substantive鈥�.   has more details about the 鈥�among students鈥�  update to Title 5.

 requires distance education courses to have 鈥渞egular and substantive interaction between the students and the instructor.鈥� Read  to learn more about the four elements that guide regular and substantive interaction.  (go to page 103) by the ACCJC is a guide for evaluating distance education. The ACCJC lists three specific ways:

1. Be consistent and predictable.
2. Be faculty-initiated.
3. Be more than just a boilerplate assessment of student work.

ACCJC鈥檚 definition of distance education above mirrors  and the federal . The Department of Education also provided a  clarifying some of the regulations.

 recommends that colleges develop regular and effective contact policies and  providing guidance on professional standards for educational practices in online education. These are from 2018, but are still the most current information from the ASCCC.

• Ideally, a welcome email or video is emailed to students before the class begins to promote early engagement and set the tone for the course.  posts all of their Welcome Letters online, so check them out for examples.
• Some instructors send more than one pre-semester communication to create multiple touchpoints with students before the class begins.

• Examples: a discussion forum with a self-introduction, icebreaker, internet scavenger hunt, etc.
• A first day or week check-in assignment also helps determine non-participation for census roster reporting

• Examples: use for office hours, exam review sessions, lectures, student presentations, group projects, guest speakers, virtual field trips, etc.

•  to post engaging content and important information about your course.
• Canvas has some .
• Here are some examples of .
• Thank you to Teacher Winters for fun  (just make sure to include alt text for accessibility).

• Instructor moderated discussions
  • Equity Tip: Consider creating a system to track which students you respond to in the forum each week to ensure every student gets at least one response from you throughout the term. You can create an Excel spreadsheet to track responses or divide your roster into groups (i.e. alphabetically by last name鈥� group #1 is A-F, group #2 is G-L, etc.) and respond to each group in intervals
• Q&A board where instructors or fellow students answer questions
• Use  to quiz students on content in real time (practice or graded), real-time questions, check for understanding, and check for participation.

• Create written,  announcements
• Can be used to preview, summarize, or clarify course content
• Post announcements with links to relevant articles or videos about course content

• Sign up for a  and forward calls to any phone number
• Sign up for a  for video conferencing
• Consider responding to student emails/messages in Canvas with an  to personalize the response

• Learn how to  in Canvas for small group projects, assignments, or presentations
• Learn how to  and create peer review assignments in Canvas
• Use Zoom or Conferences to facilitate group projects or presentations

•  in SpeedGrader
•  in SpeedGrader