[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-587653-105":3,"doc-detail-587653-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","what-to-do-when-the-modality-of-a-learning-experience-is-unclear-guidelines-for-creating-multidimensional-learning-experiences","What To Do When the Modality Of A Learning Experience is Unclear - Guidelines for Creating Multidimensional Learning Experiences","","The paper addresses why learning modality descriptions often remain unclear for faculty, administrators, and especially postsecondary students amid increasing technology use after the COVID-19 pandemic. It synthesizes prior WCET digital learning definitions work and extends it with guidance grounded in earlier practice and policy discussions. The document outlines a step-by-step process for categorizing multidimensional learning experiences, analyzes complex cases, and offers discussion and recommendations for resolving confusion through consistent definitions and applied modes-of-learning spectrum revisions.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-to-do-when-the-modality-of-a-learning-experience-is-unclear-guidelines-for-creating-multidimensional-learning-experiences/587653/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-to-do-when-the-modality-of-a-learning-experience-is-unclear-guidelines-for-creating-multidimensional-learning-experiences/587653.png","ImageObject",300,407,{"name":42,"@type":43},"Melati","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the paper focus on unclear learning modalities?","Question",{"text":62,"@type":63},"It explains that the rapid adoption of educational technologies has confused students about their learning experience, and that clear communication and definitions are often inconsistent.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What does the document build on from earlier WCET work?",{"text":67,"@type":63},"It draws on a series of WCET digital learning definitions resources, especially those addressing key terms and different modes of learning through consensus and survey results.",{"name":69,"@type":60,"acceptedAnswer":70},"How are multidimensional learning experiences categorized in the paper?",{"text":71,"@type":63},"The paper presents a step-by-step process for categorizing multidimensional learning experiences, including guidance for complex cases using a revised modes-of-learning spectrum.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},587653,1792251510,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d",8,"What To Do When the Modality Of A Learning Experience is Unclear:  \nGuidelines for Creating Multidimensional Learning Experiences  \nAuthor:  \nNicole Johnson, Executive Director, Canadian Digital Learning Research Association, Association  \nCanadienne de Recherche sur la Formation en Ligne With Assistance from:  \nKathryn Kerensky, Director, Digital Learning Policy & Compliance, State Authorization Network  \nRuss Poulin, Executive Director, WCET  \nIntroduction  \nOne of the most prominent impacts of the COVID-19 pandemic is the ongoing adoption and desire for technology use in teaching and learning. The mix of technologies used in postsecondary instruction has varied and communication with students about their instructional experience has confused them more often than faculty and administrators like to admit.  \nThis paper builds on a series of WCET works over the past year on digital learning definitions, particularly on the practices and policies surrounding the different types of instructional modalities used. The digital learning definitions series includes:  \n•  Defining Key Terms Related to Digital Learning – a summary report of a survey of agreement on key digital learning terms.  \n•  Defining Different Modes of Learning: Resolving Confusion and Contention Through  \nConsensus – a paper that appeared in the OLC Online Learning Journal.  \n•  INFOGRAPHIC – Agreement with Digital Learning Definitions – a summary of the survey results that show the surprising level of agreement on definitions.  \n•  INFOGRAPHIC – Agreement with Digital Learning Definitions, International Comparison  \n– a summary of survey results including Canadian responses.  \n•  Helping Students Prepare for Digital Learning: Providing Information at the Time of Enrollment – a WCET Frontiers post highlighting results from a student focus group in which students were less interested in definitions and very interested in being informed at the time of enrollment about where, when, and how the course would be offered.  \n•  Defining ‘Distance Education’ in Policy: Difference Among Federal, State, and Accreditation Agencies – a sample of the differences in definitions and the challenges those variations can cause for colleges and universities in complying with them.  \n•  Defining Key Terms Related to Digital Learning – Student, Faculty, and Technology Trends – further survey results on the uses of technologies.  \nFind all of the WCET digital learning definitions resources at: [https://wcet.wiche.edu/practice/digital-learning-definitions](https://wcet.wiche.edu/practice/digital-learning-definitions).  \nContents  \nIntroduction 1  \nAuthors and Acknowledgements 2  \nCopyright and Additional Resources 3  \nUnderstanding Learning Modalities 4  \nComplex Cases: Applying the Revised Modes of Learning Spectrum 6  \nDiscussion and Recommendations 12  \nA Step-By-Step Process for Categorizing Multidimensional Learning Experiences 16  \nConclusion 17  \nReferences 18  \nContact and About 19  \nAuthors and Acknowledgements  \nNicole Johnson, Executive Director, Canadian Digital Learning Research Association, Association Canadienne de Recherche sur la Formation en Ligne  \nDr. Nicole Johnson is the Executive Director of the Canadian Digital Learning Research Association, where she leads annual, longitudinal research studies exploring pan-Canadian trends related to digital learning at post-secondary institutions. She also has an independent research and consulting practice and works on research teams at Royal Roads University (Victoria, BC) and Bay View Analytics (Oakland, CA) . Her primary research interests include tracking macro-level trends in digital learning at the post-secondary level, defining andoperationalizing key terms associated with digital learning, investigating faculty experiences with technology, exploring the future of higher education, and better understanding how adults learn informally in digital contexts.  \nWith assistance from:  \n• Kathryn Kerensky, Director, Digital Le","cbCaiiGDxq7pgGBv","https://ap.wps.com/l/cbCaiiGDxq7pgGBv","pdf",6058711,20,"English","# Introduction\n## Authors and Acknowledgements\n## Understanding Learning Modalities\n## Complex Cases: Applying the Revised Modes of Learning Spectrum\n## Discussion and Recommendations\n## A Step-By-Step Process for Categorizing Multidimensional Learning Experiences\n## Conclusion\n## References\n## Contact and About","[{\"question\":\"Why does the paper focus on unclear learning modalities?\",\"answer\":\"It explains that the rapid adoption of educational technologies has confused students about their learning experience, and that clear communication and definitions are often inconsistent.\"},{\"question\":\"What does the document build on from earlier WCET work?\",\"answer\":\"It draws on a series of WCET digital learning definitions resources, especially those addressing key terms and different modes of learning through consensus and survey results.\"},{\"question\":\"How are multidimensional learning experiences categorized in the paper?\",\"answer\":\"The paper presents a step-by-step process for categorizing multidimensional learning experiences, including guidance for complex cases using a revised modes-of-learning spectrum.\"}]","What To Do When the Modality Of A Learning Experience is Unclear - Guidelines for Creating Multidimensional Learning Experiences | PDF",1792062503,50,{"code":4,"msg":81,"data":99},[100,104,108,112,117,121,126,129,133,136,140],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":97,"slug":120},6,"Technology","technology",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":91,"slug":132},9,"Religion & Spirituality","religion-spirituality",{"id":91,"doc_module":4,"doc_module_name":25,"category_name":134,"show_sort_weight":91,"slug":135},"World Cup","world-cup",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":137,"slug":139},10,"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":25,"category_name":142,"show_sort_weight":113,"slug":143},19,"General","general"]