4.6: Academic Participation

Criterion Overview

Online learning is subject to federal regulations that require institutions to verify academic engagement, not simply course access or student communication. Academic engagement occurs when students actively participate in an instructional activity related to the course, such as submitting an assignment, completing a quiz, participating in an instructor-led discussion, engaging in an interactive learning activity, or communicating with the instructor about the academic content of the course. Simply logging into Canvas or sending an administrative email does not satisfy this requirement. The federal definition of academic engagement is available in: 34 CFR §600.2 – Definition of Academic Engagement

Students should establish academic engagement during the first week of class and continue participating throughout the course. Federal regulations also require institutions to identify students who have ceased academic engagement. Maricopa guidance advises that 14 consecutive days without academic engagement necessitates withdrawal from the course. Designing regular learning activities—such as weekly quizzes, discussions, assignments, reflections, or other low-stakes activities—is a best practice because it provides consistent opportunities for students to demonstrate participation while making it easier for instructors to monitor engagement and comply with attendance reporting requirements.

It is important to distinguish academic engagement from student communication. Administrative communication—such as emailing the instructor to ask about getting caught up, requesting an extension, reporting an illness, or discussing grades—does not constitute academic engagement because the student has not participated in a course learning activity. Communication qualifies as academic engagement only when it is directly related to the academic content of the course.

Why It Matters

Federal financial aid regulations require institutions to document academically related participation rather than course access alone. In addition, accrediting agencies and state authorization requirements require institutions to verify that students are actively participating in their courses and that instructors maintain regular interaction with students throughout the semester.

Designing consistent opportunities for academic engagement benefits both students and instructors. Weekly learning activities create a predictable rhythm for participation, encourage students to remain engaged with course content, and make it easier to identify students who may need additional support before they stop participating. Regular academic engagement also provides meaningful opportunities for instructors to offer timely, substantive feedback that supports student learning and fulfills the expectations for Regular and Substantive Interaction (RSI).

What This Looks Like

A well-designed course typically includes:

• An attendance policy in the syllabus that clearly explains how attendance is measured through academic engagement.
• One or more academically related activities during the first week of class.
• Weekly quizzes, discussions, assignments, reflections, or other learning activities that verify academic engagement.
• Clearly communicated participation expectations throughout the course.
• Instructor monitoring of participation using Canvas, Dropout Detective, or other institutional tools.
• Timely outreach to students who have stopped participating academically.
• Documentation of participation and instructor outreach in accordance with institutional procedures.
• Timely, substantive feedback on students' academic engagement activities.

Attendance Example

Attendance in this online course is measured through academic engagement rather than course login. Academic engagement includes completing quizzes, assignments, discussions, or other learning activities related to the course. If you are unable to complete coursework by the scheduled due dates, please contact me through the Canvas Inbox. Missed academic engagement activities are considered absences, and students who do not demonstrate academic engagement for 14 consecutive days may be withdrawn from the course in accordance with federal and institutional attendance requirements.

Design Tips

Ask yourself: Have I intentionally designed regular learning activities that allow students to demonstrate academic engagement every week—not just access the course?

✔ Include an attendance policy in your syllabus that clearly explains how academic engagement is measured.

✔ Include one or more academically related activities during the first week of class.

✔ Design weekly quizzes, discussions, assignments, reflections, or other learning activities to provide regular opportunities for students to demonstrate academic engagement.

✔ Remember that academic engagement is different from student communication. Emails requesting extensions, asking how to get caught up, discussing grades, or reporting personal circumstances do not satisfy the federal definition of academic engagement unless they are directly related to the academic content of the course.

✔ Inform students that missing weekly academic engagement activities may affect their attendance status and may result in withdrawal after 14 consecutive days without academic engagement.

✔ Provide timely, substantive feedback on weekly academic engagement activities to support student learning and Regular and Substantive Interaction (RSI).

✔ Monitor participation regularly using Canvas, Dropout Detective, or other institutional tools.

✔ Document participation and instructor outreach in accordance with institutional and federal requirements.