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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
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
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  Data: <searchLink fieldCode="AR" term="%22Johnson%2C+Nicole%22">Johnson, Nicole</searchLink><br /><searchLink fieldCode="AR" term="%22Seaman%2C+Jeff%22">Seaman, Jeff</searchLink><br /><searchLink fieldCode="AR" term="%22Poulin%2C+Russ%22">Poulin, Russ</searchLink><br /><searchLink fieldCode="AR" term="%22WCET+%28WICHE+Cooperative+for+Educational+Technologies%29%22">WCET (WICHE Cooperative for Educational Technologies)</searchLink><br /><searchLink fieldCode="AR" term="%22Bay+View+Analytics%22">Bay View Analytics</searchLink><br /><searchLink fieldCode="AR" term="%22Online+Learning+Consortium+%28OLC%29%22">Online Learning Consortium (OLC)</searchLink><br /><searchLink fieldCode="AR" term="%22University+Professional+and+Continuing+Education+Association+%28UPCEA%29%22">University Professional and Continuing Education Association (UPCEA)</searchLink>
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 8
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Administrators
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Definitions
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      – SubjectFull: Blended Learning
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      – SubjectFull: Asynchronous Communication
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      – SubjectFull: Synchronous Communication
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      – SubjectFull: Teaching Methods
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      – TitleFull: Defining Key Terms Related to Digital Learning: Survey of Higher Education Faculty & Administrators. Summary Report
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