CONTEXT MATTERS - Survey Results of Institutional Digital Learning Definitions - Key Themes, Insights, and Challenges

Oct 15, 2026

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WCET gathered information through a summer 2023 survey on institutional digital learning modality definitions, including how definitions, policies, and procedures are communicated and shared, and how they affect students. Follow-up interviews complemented the survey with deeper insight into institutional practices. Findings highlight limited variation across colleges or departments, inconsistent definition completeness, and recurring challenges tied to clarity, consistency, and policy adherence in course delivery. Results compare themes across distance learning, online, fully online, and hybrid or blended modalities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages34

Reading Time1 h 26 min

AccessFree to download

Executive Summary

Introduction

Methodology

Survey Demographics

Review of Definitions

Review of Distance Learning, Online Learning, Fully Online Learning Definition Themes

Review of Hybrid or Blended Learning Definition Themes

Review of Institutional Implementation Policies And Procedures

Challenges and Opportunities

Ideas for Institutional Practices

Conclusion and Next Steps

Contact

CONTEXT MATTERS: SURVEY RESULTS OF INSTITUTIONAL DIGITAL LEARNING DEFINITIONS Key Themes, Insights, and Challenges Kathryn Kerensky WCET & State Authorization Network AUTHOR AND ACKNOWLEDGEMENTS Author KATHRYN KERENSKY DIRECTOR, DIGITAL LEARNING POLICY & COMPLIANCE, STATE AUTHORIZATION NETWORK (SAN)AND WCET. ACKNOWLEDGMENTS The author would like to thank the following individuals for their time and assistance throughout the development of the survey and writing of this report: • Emilie Cook and Lindsey Downs for editing and formatting this report. • Russ Poulin for assistance with developing the questions for the survey and for review and consultation during the writing of this report. • Members of theWCET Steering Committee: Ilona Hadju and Dr. Kelvin Thompson, for advice and consultation in developing the questions for the survey. • The 363 people who responded to the survey and provided valuable information. • The individuals who volunteered additional time for one-on-one interviews to discuss definitions at their respective institutions in more depth. COPYRIGHT AND RESOURCES Please visit the WCET website for a downloadable copy of the results from the survey. For related resources, see [https://wcet.wiche.edu/practice/digital-learning-definitions](https://wcet.wiche.edu/practice/digital-learning-definitions)[ ](https://wcet.wiche.edu/practice/digital-learning-definitions)For inquiries or more information [contact](contact wcetinfo@wiche.edu)[ ](contact wcetinfo@wiche.edu)[wcetinfo@wiche.edu](contact wcetinfo@wiche.edu). This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CONTENTS Author and Acknowledgments ______________________________________________________________ 1 Copyright and Additional Resources_________________________________________________________ 1 Contents _________________________________________________________________________________ 2 Executive Summary________________________________________________________________________ 3 Introduction_______________________________________________________________________________ 4 Methodology ______________________________________________________________________________ 5 Survey Demographics______________________________________________________________________ 6 Review of Definitions_______________________________________________________________________ 7 But first…. some general observations_______________________________________________________ 8 Review of Distance Learning, Online Learning, Fully Online Learning Definition Themes_________ 10 Review of Hybrid or Blended Learning Definition Themes _____________________________________ 19 Review of Institutional Implementation Policies And Procedures______________________________ 24 Challenges and Opportunities _____________________________________________________________ 28 Ideas for Institutional Practices ____________________________________________________________ 31 Conclusion and Next Steps________________________________________________________________ 31 Contact__________________________________________________________________________________ 33 EXECUTIVE SUMMARY To further the work of WCET-WICHE Cooperative for Educational Technologies, on digital learning modalities definitions, WCET gathered information via a survey in the summer of 2023. The questions in the survey focused on institutional definitions, policies, and procedures related to digital learning definitions and how those are communicated, shared, and impact students. We also conducted follow-up interviews with institutions that volunteered to share more insights into the policies and practices at their respective institutions. Surprisingly, few institutions reported definitions that vary by college or department, and many still lacked comprehensive definitions, with “distance learning” and “hybrid or blended learni

FAQs

What survey did WCET conduct in 2023, and what did it focus on?

WCET-WICHE Cooperative for Educational Technologies gathered information via a survey in the summer of 2023 focused on institutional definitions, policies, and procedures related to digital learning modalities and how those definitions are communicated and shared, including their impact on students.

What did the report find about how many institutions vary definitions across departments or colleges?

The report notes that surprisingly few institutions reported definitions that vary by college or department. Many still lacked comprehensive definitions, with distance learning and hybrid or blended learning being the main institution-wide terms reported by survey participants.

What major challenges did respondents report regarding digital learning definitions?

Respondents commonly reported challenges implementing policies and procedures for digital learning definitions, especially due to a lack of consistency and clarity, and difficulties ensuring adherence to institutional definitions in course delivery.

Oct 15, 2026

Uploaded by Melati