Contexts of digital learning

The learning environment

There are many terms and definitions in the field of online learning. Terms often used for learning modes include: digital, flexible, technology enhanced, technology enabled, blended, hybrid, and older terms such as e-learning, distance learning, computer-based, and computer-aided; and then there’s mobile or m-learning. We will generally use the terms digital learning and technology-enhanced learning.

In a recent publication from key players, Siemens, Gašević and Dawson (2015) identify ‘digital learning’ as an umbrella term and highlight other ways to distinguish between the variations, including whether learning and teaching is asynchronous or synchronous; and what type of interactions are included (student-student, student-content, and student-instructor). They believe digital learning should include “well-designed courses with interactive and engaging content, structured collaboration between peers, flexible deadlines to allow students to pace their learning, continuous monitoring of student progress, and the provision of formative feedback when needed” (p. 118).

Technology-enhanced learning can take many forms, and will vary depending on learning models or modes. One form of distinction is between:

• on campus, face to face environments (where technology use may relate to content);
• fully online environments (synonymous with terms such as distance learning, elearning); and
• blended learning (also known as mixed-mode or hybrid learning), which combines the two environments.

Your institutional context

Your institutional policies and infrastructure will influence your design. There may be a framework describing flexible, digital, blended or technology-enhanced learning, with definitions of how your institution wants you to understand and contextualise the learning and teaching environment.

 

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