Terminology, Theories, and Inclusion in the Evolving World of Online Education

In the last ten years the language or teaching and learning has rapidly grown. Terms like online, hybrid, hyflex, and blended learning have moved from uncommon phrases to everyday vocabulary in the world of higher education. As our list of vocabulary grows to encompass learning we must also understand each of these terms and how they shape the student learning experience.

Language of Learning – Johnson and colleagues (2022) surveyed faculty and administrators to explore how common terms in online education are used in practice. The U.S. National Center for Education Statistics defines distance education as instruction delivered through technology to students separated from the instructor, with opportunities for “regular and substantive interaction” either synchronously or asynchronously. From that foundation, the terminology describing delivery methods has expanded:

• Online learning: All instruction and interaction occur fully online, synchronously or asynchronously
• Hybrid/Blended learning: A combination of online and in person instruction, with the online portion often offering flexibility in timing and location
• In person, technology supported learning: Traditional classroom instruction enhanced with digital materials or platforms
• In person learning: Face to face instruction with little to no use of digital technology
• Hyflex learning: a new model gaining traction post pandemic, that allows students to choose between in person, synchronous online or asynchronous participation.

What Students Want from Their Learning Experiences: Bright (2024) explored undergraduate preferences for course modalities and and they have evolved since the COVID-19 pandemic. Before 2020, face-to-face classes were the first choice. But post pandemic they found that preferences have become spread across the different modalities. Many students now see the value of online learning, especially for its flexibility and accessibility. For example, students often choose online courses to better balance work, family obligations, or geographic constraints. On the opposite hand, those who prefer in person learning do so for the human connection, interaction, and real time feedback. Interestingly this study found that self regulation and online learning self efficacy did not differ significantly based on modality preference. This would suggest that students who utilize various modalities are also developing the skills needed to adapt to each specific modality and online spaces. This is an encouraging sign for inclusive and flexible education.

Access and Flexibility – As the boundaries between different learning modalities become fuzzy, inclusivity must be central to how we design and define educational tools. Inclusive practices in open and online education are not just about providing access to materials, they’re about allowing choice and supporting diverse learning needs. The rise of hyflex and multi-access models reflects this as they allow for extenuating circumstances to be solved, accommodating learning preferences and increasing accessibility to the classroom. While increasing the options of various modalities increases accessibility and flexibility in learning, Bright (2024) notes that motivation and belonging remain critical challenges in the digital environment. Students report lower motivation in online courses and often feel a sense of isolation. To address this, online learning environments must be intentionally designed to foster community and collaboration. One of of the ways this is being seen is through small group projects that allow students to meet virtually and work together on projects. This allows them to connect with other students and feel a sense of community virtually.

The expansion of terminology in education reflects a shift toward student centered and multi modal learning. Since the global pandemic brought forth online learning spaces we have since begun to create a larger space for them and it would appear that as we move into the future they will become more and more commonplace in our learning environments. Open and online education can be seen as an evolving field that highlight flexibility, inclusivity, and accessibility that caters to individual learning.