Digital Learning Definitions

May 1, 2024

To advance WCET’s work on digital learning modalities, a survey was conducted in summer 2023 to gather insights on institutional definitions, policies, and their impact on students. We also conducted follow-up interviews with participating institutions to delve deeper into their policies and practices. The survey examined terms such as online learning, hybrid learning, hyflex learning, and blended learning, analyzing agreement with key aspects, policy variations, and students’ perspectives. We aimed to understand the more practical aspects of the use of these terms, including the need for novel terms and institutional decision-making processes. Ultimately, individual institutional and student needs influence the definition of these modalities.

Guidelines for Creating Multidimensional Learning Experiences

September 16, 2023

The mix of technologies used in postsecondary instruction has become increasingly more varied, and information with students about instructional experiences can be confusing. Building upon on a series of WCET works over the past year on digital learning definitions, this paper presents several complex cases, based on real-world examples, where the learning modality is unclear. Discussion includes guidance and recommendations for categorizing and naming learning experiences that do not fit neatly into one category or another.

March 30, 2023

To investigate anticipated trends toward technology use and how technologies are being used, WCET (the WICHE Cooperative for Educational Technologies) funded a survey that asked a series of questions about the role of technology in the current higher education landscape. Dr. Jeff Seaman from Bay View Analytics conducted the survey and worked with Dr. Nicole Johnson to analyze the data. WCET and the researchers worked in partnership with the following organizations: the Canadian Digital Learning Research Association (CDLRA), Online Learning Consortium (OLC), Quality Matters, and the University Professional and Continuing Education Association (UPCEA). The participants for this study consisted of 987 higher education faculty and 1,051 administrators, (for a total of 2,038 participants representing 870 different institutions from all fifty states, Puerto Rico, and the District of Columbia.)

March 7, 2023

There are many (many!) terms used in higher education to describe the wide variety of course delivery options used today. The definitions of said terms have important policy and practice implications for higher education institutions and stakeholders. This new report from WCET and SAN reviews the definitions of “Distance Education” and how it is commonly used in higher education policies. The purpose of the review is to highlight the challenges the varied definitions (of just this one term) can cause for colleges and universities as they attempt to adhere to compliance and other regulatory responsibilities.

September 1, 2022

There has been longstanding contention about how terms related to online and hybrid learning should be defined. In this study, we report survey findings on how administrators and faculty apply the following terms in practice: online learning, hybrid learning, hyflex learning, in-person learning, synchronous learning, and asynchronous learning. Drawing upon the literature, the research team developed survey definitions for each of these terms. The survey then asked participants to rate the extent to which they agreed with the survey definitions. A total of 987 faculty and 1,051 administrators participated in the study. Participants represented the full range of higher education institutions in the United States. The key finding from the study is that there was widespread agreement with the survey definitions, which is contrary to much of the literature that indicates confusion and contention about how online and hybrid learning terms should be defined. In light of the findings, we provide a framework for categorizing common learning modes and the variations that exist within these modes. This study provides a foundation for establishing common language and shared understandings as online and hybrid course offerings (and learning technologies, in general) continue to evolve.

Summary Report

September 21, 2022

To address the ongoing debate about how terms related to online and hybrid learning should be defined, WCET (the WICHE Cooperative for Educational Technologies) funded a survey to explore the meanings of these terms. Dr. Jeff Seaman from Bay View Analytics conducted the survey and worked with Dr. Nicole Johnson to analyze the data. WCET and the researchers worked in partnership with the following organizations: the Canadian Digital Learning Research Association (CDLRA), Online Learning Consortium (OLC), Quality Matters, and the University Professional and Continuing Education Association (UPCEA). The purpose of this report is to provide a brief overview of the findings from this study, which are described in detail in the article published in the Online Learning Journal.

Survey of Higher Education Faculty and Administrators

September 21, 2022

A bar chart is depicted with each digital learning term, the brief definition, and the percentage of survey respondents agreeing with that definition.

September 21, 2022

A bar chart is depicted with each digital learning term, the brief definition, and the percentage of survey respondents agreeing with that definition as broken down by surveys of U.S. respondents vs. Canadian respondents.