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With the expansion of online education, educators need an evidence-based pedagogical framework that supports holistic learner wellbeing rather than only cognitive results. This research uses secondary data analysis and a mindfulness-informed perspective to develop DW-FOLD—Digital Wellness Framework for Online Learning—to help designers and educators intentionally use technology and strategies for active, meaningful learning for all learners.",{"@graph":69,"@context":113},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digital-wellness-framework-for-online-learning-dual-language-summary-and-research/598428/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digital-wellness-framework-for-online-learning-dual-language-summary-and-research/598428.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107],{"name":108,"@type":109,"acceptedAnswer":110},"How does the framework guide instructional design?","Question",{"text":111,"@type":112},"DW-FOLD guides instructional designers to reframe online learning curriculum in both content and delivery, using intentional technology use and strategies to promote active, meaningful learning while supporting digital wellbeing.","Answer","https://schema.org",{"og:url":83,"og:type":115,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":117,"canonical":83},"index,follow",{"doc_id":119,"site_id":62},598428,1792086913,{"code":4,"msg":5,"data":122},{"doc_id":119,"user_id":123,"nickname":92,"user_avatar":124,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":125,"file_id":126,"file_url":127,"file_type":128,"file_size":129,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":130,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":120,"read_time":135},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Volume 49 (3) | Fall/Automne 2023 |\n| --- | --- |\n\nDigital Wellness Framework for Online Learning  \nCadre pédagogique pour le bien-être numérique de l’apprentissage en ligne  \nAga Palalas, Athabasca University, Canada Mae Doran, Athabasca University, Canada  \nAbstract  \nThe ever-changing digital context, digital habits and pressures, demands and practices, often contribute to online learners experiencing burnout, stress, fatigue, sleep deprivation, cognitive overwhelm, and work-life imbalance, just to mention a few issues identified in literature. With the rise of online learning offerings, an increasing number of educators across diverse contexts and disciplines are faced with questions pertaining to the optimal experience and design for online learning. Current research has highlighted both positive and negative impacts of teaching and learning in the digital space. This online learning design debate has identified a need for practices that contribute to the holistic wellbeing of learners rather than merely cognitive outcomes. There is a need for an evidence-based pedagogical framework centred on wellbeing that enables the creation of learning “by design”. This research, applying secondary data analysis and a mindfulness-informed lens, results in such a framework, i.e., the DW-FOLD: Digital Wellness Framework for Online Learning – to guide intentional use of technology and online learning pedagogical principles that ensure active and meaningful learning while using technology for the good ofall learners.  \nKeywords: digital wellbeing; digital wellness; framework; instructional design; online learning design  \nRésumé  \nLe fait que le monde numérique en constante évolution crée des habitudes, exerce de la pression et impose des exigences et des pratiques a pour effet de contribuer à ce que les apprenants en lignesouffrent, dans bien des cas, d’épuisement professionnel, de stress, de fatigue, de surcharge cognitive, ou alors que cela perturbe leur équilibre travail-vie personnelle ou leur sommeil, pour ne mentionner que quelques problèmes recensés dans la littérature. Avec l’essor des offres d’apprentissage en ligne, un nombre croissant d’éducateurs issus de différents milieux et disciplines sont confrontés à des questions  \nCJLT/RCAT Vol. 49 (3)  \nrelatives à l’expérience de l’apprentissage en ligne et à la façon de la concevoir. Les recherches actuellesont mis en lumière les effets positifs et négatifs de l’enseignement et de l’apprentissage dans la sphère numérique. Ce débat sur la conception de l’apprentissage en ligne a permis de comprendre que les apprenants avaient besoin de pratiques qui contribueraient davantage à leur bien- être global plutôt que de simples améliorations sur le plan cognitif. Il est nécessaire de mettre en place un cadre pédagogique fondé sur des données probantes et axé sur le bien- être qui permet la création d’un apprentissage « par conception » . Cette étude qui s’appuie sur une analyse de données secondaires et sur une approche de la pleine conscience a abouti à un tel cadre, c’est- à -dire le cadre pédagogique pour le bien- être numérique de l’apprentissage en ligne (DW-FOLD : Digital Wellness Framework for Online Learning), dont la visée est d’orienter l’utilisation de la technologie et le recours à des principes pédagogiques en ligne qui garantissent un apprentissage actif et significatif par le biais de la technologie, et ce pour le bien de tousles apprenants.  \nMots-clés : bien- être numérique; mieux- être numérique; cadre; conception pédagogique; conception del’apprentissage en ligne  \nIntroduction  \nThis article presents the Digital Wellness Framework for Online Learning Design (DW-FOLD) . As an evidence-based practice-oriented framework, DW-FOLD aims to guide instructional designers in reframing online learning curriculum, both in content and delivery to promote the holistic wellbeing of higher education (HE) digital learners which in turn promotes successful learning outcomes. The DWFO","cbCaiaDsrdJC0MR5","https://ap.wps.com/l/cbCaiaDsrdJC0MR5","pdf",785596,25,"English","# Digital Wellness Framework for Online Learning Design (DW-FOLD)\n## Abstract\n## Résumé\n## Introduction\n## Methodology\n## Research Questions","[{\"question\":\"How does the framework guide instructional design?\",\"answer\":\"DW-FOLD guides instructional designers to reframe online learning curriculum in both content and delivery, using intentional technology use and strategies to promote active, meaningful learning while supporting digital wellbeing.\"}]","Digital Wellness Framework for Online Learning - Dual-language summary and research | PDF",63]