Defining Key Terms Related to Digital Learning: Survey of Higher Education Faculty & Administrators. Summary Report
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| Title: | Defining Key Terms Related to Digital Learning: Survey of Higher Education Faculty & Administrators. Summary Report |
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| Language: | English |
| Authors: | Johnson, Nicole, Seaman, Jeff, Poulin, Russ, WCET (WICHE Cooperative for Educational Technologies), Bay View Analytics, Online Learning Consortium (OLC), University Professional and Continuing Education Association (UPCEA) |
| Source: | WICHE Cooperative for Educational Technologies (WCET). 2022. |
| Availability: | WICHE Cooperative for Educational Technologies (WCET). 3035 Center Green Drive Suite 200, Boulder, CO 80301. Tel: 303-541-0231; Fax: 303-541-0291; e-mail: wcetinfo@wiche.edu; Web site: http://wcet.wiche.edu |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2022 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Higher Education, College Faculty, Teacher Attitudes, Administrators, Administrator Attitudes, Definitions, Educational Technology, Blended Learning, Asynchronous Communication, Synchronous Communication, Teaching Methods |
| Abstract: | For years, there has been a sense of confusion and contention about the meanings of key terms such as online learning and hybrid learning. Additionally, there has been a lack of consensus on how to name different variations of online and hybrid learning (e.g., hyflex learning, synchronous online and hybrid elements, and asynchronous online and hybrid elements). To address the ongoing debate about how terms related to online and hybrid learning should be defined, a survey was conducted asking participants to indicate the extent to which they agreed with the following terms and their definitions: (1) Online learning: All instruction and interaction is fully online (synchronous or asynchronous); (2) Hybrid learning: A blend of online and in-person instruction (online instruction is synchronous or asynchronous); (3) Hyflex learning: Students can move between online and in-person instruction as they see fit (also referred to as multi-access or co-modal learning); (4) In-person learning: All instruction takes place in an in-person setting. (5) Synchronous learning: Instruction takes place in real-time and requires student presence (in-person or virtual) at a set time; and (6) Asynchronous learning: Instruction is available for students to access at a time that works best for them. The purpose of this report is to provide a brief overview of the findings from this study. [Additional partners of the report include: Canadian Digital Learning Research Association (CDLRA) and Quality Matters (QM).] |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | ED623607 |
| Database: | ERIC |
| Abstract: | For years, there has been a sense of confusion and contention about the meanings of key terms such as online learning and hybrid learning. Additionally, there has been a lack of consensus on how to name different variations of online and hybrid learning (e.g., hyflex learning, synchronous online and hybrid elements, and asynchronous online and hybrid elements). To address the ongoing debate about how terms related to online and hybrid learning should be defined, a survey was conducted asking participants to indicate the extent to which they agreed with the following terms and their definitions: (1) Online learning: All instruction and interaction is fully online (synchronous or asynchronous); (2) Hybrid learning: A blend of online and in-person instruction (online instruction is synchronous or asynchronous); (3) Hyflex learning: Students can move between online and in-person instruction as they see fit (also referred to as multi-access or co-modal learning); (4) In-person learning: All instruction takes place in an in-person setting. (5) Synchronous learning: Instruction takes place in real-time and requires student presence (in-person or virtual) at a set time; and (6) Asynchronous learning: Instruction is available for students to access at a time that works best for them. The purpose of this report is to provide a brief overview of the findings from this study. [Additional partners of the report include: Canadian Digital Learning Research Association (CDLRA) and Quality Matters (QM).] |
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