Program-Level Definitions of Online Learning

Comments on the current version of the definitions:

1)  It appears that the guiding principle behind the distinctions in definitions is to differentiate levels of access based on the old ALN typology of 'on campus/near campus/distant'.   That still seems to be a decent typology, although a brief but more detailed description of why this typology is useful would be helpful.

2)  The proposed distinction between "flexible" and "blended" programs is problematic.   Relative flexibility is a characteristic of all types of programs, so labeling one type of program "flexible" confuses the issue.  Given that "flexible" is a new term not commonly used in this context, making this distinction implies that blended programs are not flexible by definition, when in fact blended programs are actually more flexible than flexible ones in the proposed definitions.

3)  The thresholds of 30 and 60 percent are arbitrary; although there is currently no alternative which is commonly used, the thresholds require justification.  It is not clear, for example, why the 30-60 percent range would help commuting students better than, say 20 to 80 percent or 40 to 90 percent.

4) Defining a "traditional" program as including hybrid/blended courses is problematic -- the use of blended courses in programs is relatively new and not sufficiently well-established to be characterized as "traditional", which makes the current formulation of the definition misleading.

Here is my proposed reformulation for consideration, which eliminates the need to provide arbitrary thresholds:

Campus-Based Program—All program courses require face-to-face sessions.

Campus-based programs include any mix of traditional, web-enhanced, or blended/hybrid courses which do not change the traditional requirement that students attend all courses on campus.  Such programs may use blended/hybrid courses with online components, but not in sufficient quantity to afford access to commuting or distant students.

Partially Blended Program – A significant proportion of program courses is offered in blended/hybrid and/or fully online format.

These programs increase flexibility for on-campus students and afford access to commuting students, making them more accessible to working adults and others who live nearby but who need some scheduling flexibility.  Partially blended programs are most likely to attract a mix of commuting and on-campus students.  A sufficiently large proportion of program courses must be available in online and/or blended/hybrid formats to attract commuting students.  Blended programs are not likely to afford sufficient access to attract distant students because of on-campus attendance requirements.

Fully Blended Program – All program courses are offered in a blended/hybrid or online format; some but not all program courses are offered in an online format.

These programs increase flexibility for on-campus and commuting students, making them more accessible to working adults and others who live nearby but who need greater scheduling flexibility.  Fully blended programs are most likely to attract commuting students.  Fully blended programs are not likely to afford sufficient access to attract distant students because of on-campus attendance requirements in blended/hybrid courses.

Online Program w/Visitation Requirement –  Most or all courses in the program courses are offered fully online;  students are required to come to campus to complete limited but specified program requirements.   

These programs provide increased access to distant students who are able to come to campus to complete certain program requirements such as laboratory work, intensive residencies, or occasional group sessions. Face-to-face sessions may be organized to minimize travel requirements for distant students.  Academic support services should be available to distant students.

Fully Online Program – All courses in the program are offered as fully online courses;  students can complete the program completely at a distance, with no required face-to-face meetings. 

Fully online programs are designed with the truly distant student in mind.  Institutions that offer fully online programs should also take care to provide support services—registration, testing, advising, library support, etc.—at a distance.  Equivalent face-to-face courses may be available, but they are not required to complete the program.