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The report addresses ongoing confusion about terminology and lack of consensus, describes the survey’s participant base across institutions, and presents agreement levels with the provided definitions. 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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) .  \nTo 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) .  \nThe purpose of this report is to provide a brief overview of the findings from this study, which are described in detail in the following article published in the Online Learning Journal.  \nJohnson, N. , Seaman, J. , & Poulin, R. (2022) . Defining Different Modes of Learning: Resolving Confusion and Contention Through Consensus. Online Learning, 26(3) .  \ndoi: [http://dx.doi.org/10.24059/olj.v26i3.3565](http://dx.doi.org/10.24059/olj.v26i3.3565)  \nContents  \nINTRODUCTION 1  \nAUTHORS AND ACKNOWLEDGEMENTS 2  \nCOPYRIGHT AND ADDITIONAL RESOURCES 2  \nKEY FINDINGS 3  \nMETHODOLOGY 6  \nAUTHORS AND ACKNOWLEDGEMENTS  \nNicole Johnson Executive Director, Canadian Digital Learning Research Association  \nJeff Seaman, Director, Bay View Analytics  \nRuss Poulin,  \nExecutive Director, WCET & Vice President for Technology-Enhanced Education, WICHE  \nThe authors appreciate the leadership of the Online Learning Consortium (OLC), Quality Matters, and the University Professional and Continuing Education Association (UPCEA) for their assistance in encouraging their members to participate in the survey and in promoting the results.  \nCOPYRIGHT AND ADDITIONAL RESOURCES  \nFor 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).  \nThis work is licensed under a  \nCreative Commons Attribution-NonCommercialShareAlike 4.0 International License.  \nKEY FINDINGS  \nThe participants for this study consisted of 987 higher education faculty and 1,051 administrators (a total of 2,038 participants representing 870 different institutions from all fifty states, Puerto Rico, and the District of Columbia) .  \nThe survey asked participants to indicate the extent to which they agreed with the following terms and their definitions:  \n\n| TERM | DEFINITION |\n| --- | --- |\n| Online learning | All instruction and interaction is fully online (synchronous or asynchronous) . |\n| Hybrid learning | A blend of online and in-person instruction (online instruction is synchronous or asynchronous) . |\n| 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) . |\n| In-person learning | All instruction takes place in an in-person setting. |\n| Synchronous learning | Instruction takes place in real-time and requires student presence (in-person or vi","cbCaiiCg7T8j3YbA","https://ap.wps.com/l/cbCaiiCg7T8j3YbA","pdf",2005679,"English","# INTRODUCTION\n# AUTHORS AND ACKNOWLEDGEMENTS\n# COPYRIGHT AND ADDITIONAL RESOURCES\n# KEY FINDINGS\n# METHODOLOGY","[{\"question\":\"Why was this survey conducted?\",\"answer\":\"To resolve confusion and contention about how key terms related to online and hybrid learning should be defined, and to explore meanings through consensus.\"},{\"question\":\"How many participants and institutions were included?\",\"answer\":\"The survey included 987 faculty and 1,051 administrators, totaling 2,038 participants representing 870 institutions across all fifty states, Puerto Rico, and the District of Columbia.\"},{\"question\":\"What did participants most strongly agree with?\",\"answer\":\"There was widespread agreement (over 90%) with the survey definitions for online learning and hybrid learning, and similarly strong agreement for in-person learning.\"}]","Defining Key Terms Related to Digital Learning - Survey of Higher Education Faculty & Administrators Summary Report | PDF",1792062194]