Messaging (Inbox, Email, Phone)

Regular and Substantive InteractionMessaging

5 min read

Overview

Messaging is a potential RSI method. Instructors should use a combination of methods most appropriate to the discipline and course. Explore this page to understand how to best create messaging that targets student engagement and accreditation/evaluation requirements.

Not All Messaging Is RSI

Not RSI:

Messaging that is purely administrative or logistical, without any academic content or personalization, falls into this category. These messages do not foster academic engagement or provide the substantive interaction required for RSI.

Gray Area:

Messages that contain some level of academic content or encouragement but lack depth or are not personalized fall into this category. While there's an attempt to engage students academically, the interaction doesn't fully meet the criteria for being substantive or doesn't clearly demonstrate regular, meaningful engagement with each student.

RSI:

Personalized, academically focused messages that address individual student needs, questions, or progress demonstrate definite RSI. These messages engage students in meaningful dialogue, provide specific feedback or guidance, and are directly related to course objectives or learning outcomes.

Self Check

Start with the best example, then click on the other answers for additional guidance!

Using the "Message Students Who" feature to send an encouragement message to all students who scored below a certain threshold, without feedback or guidance on how to improve.: Accreditors and evaluators might see this as a minimal effort to meet RSI requirements, emphasizing the need for more targeted engagement.
Sending a bulk email or message reminding students of an upcoming deadline without any reference to course content or individual student progress.: NOT RSI. Such feedback fails to address the student's specific work and lacks academic engagement.
Reaching out individually to students who haven't participated recently in class discussions, offering assistance and asking if they have any questions about the material.: Definitely RSI Example: This type of feedback is aligned with accreditation standards for substantive interaction, demonstrating active and meaningful engagement with each student’s learning process.

Can Accreditors and Evaluators Access Messaging?

Start with your best guess, then click on the other answers for additional guidance!

No: The Canvas inbox and direct interactions that occur outside the LMS (such as phone calls) or within private email exchanges are not accessible to evaluators. While these methods are important and can be used for substantive interaction, their content is not directly accessible for review in the course’s LMS environment.

The only way to make this is a "yes" is if an instructor uses available LMS features to document summaries of substantive interactions or follow-up actions taken as a result of private communications (such as posting a summary of an interaction as an announcement).
Gray Area (Conditional Visibility): While Canvas logs the frequency of messages sent via its inbox or the "Message Students Who" feature, the content of these messages is not visible to evaluators. This creates a conditional visibility scenario where the quantity of interaction may observable (if the evaluator knows how to access student analytics), but the quality, substance, and academic relevance of those interactions remain unclear.

Individual student communications are available to accreditors and evaluators under New Analytics.
Yes: The only way to make this is a "yes" is if an instructor utilizes available LMS features to document summaries of substantive interactions or follow-up actions taken as a result of private communications (such as posting a summary of an interaction as an announcement). The Canvas inbox is not visible to accreditors or evaluators.

Key Takeaways

Personalization: Tailor your messages to address the specific needs, questions, or circumstances of individual students.
Academic Focus: Whether offering feedback, answering questions, or discussing course content, the focus should always tie back to educational outcomes.
Use LMS Tools Strategically: Leverage public discussion forums, announcements, or assignment feedback within the LMS to complement or summarize messages using the inbox or email, or phone calls, ensuring that substantive academic interactions are documented and visible.

Further Examples

Weak Messaging:

"Please check the syllabus for the assignment deadlines."

Why It's Weak: This message is purely administrative and lacks personalization or academic substance. It misses the opportunity to engage the student in a meaningful way or to provide specific guidance related to their academic progress or inquiries.

Strong Messaging:

"Hi Jordan, I noticed you haven't submitted your marketing strategy analysis yet, which was due yesterday. The assignment is a key part of understanding market segmentation, which we’ll be building on in the next module. Can I help clarify the requirements, or do you need more resources? Here’s a link to a helpful article on analyzing consumer demographics, which might give you some added insights. I hope to help you catch up without missing out on the foundational concepts."

Why It's Strong: This message is personalized, addressing the student directly and showing awareness of their progress in the course. It connects the missed deadline to the larger academic goals of the course, making clear the importance of the assignment. By offering help, resources, and a path forward, the instructor provides substantive academic support.

How to Use Messaging

Canvas Guide to the Instructor Inbox Links to an external site.

Canvas Guide to The "Message Students Who" Feature

Video Guide to Inbox (two minutes):