DLC Key Terms
Multi-district fully online schools (a.k.a., virtual charter schools, cyber schools). Diploma granting institutions that enroll students on a full-time basis. Teachers and students are geographically remote from one another, and instruction is provided online through a combination of asynchronous and synchronous learning. Multi-district online schools do not usually have a physical facility, although some have small campuses or buildings for some learning and socialization activities. These schools are responsible for providing most if not all of the services of a physical school; special education, administering and reporting state assessments, counseling, state and federal reporting data, etc. Multi-district full-time schools may or may not be charter schools.
State virtual schools. State virtual schools, also known as state virtual programs, deliver online courses, instruction, technology infrastructure, professional development, and other online learning services to schools and districts across their states. They are created by legislation or by state-level agencies, receive state appropriation, grant funding, and/or assess fees to meet operational costs. State virtual schools may be administered by the state agency, be a nonprofit organization, or an organization contracted by the state to operate the online program. In most cases, state virtual schools offer supplemental online programs, although a few do offer full-time options for students. State virtual programs are not diploma granting institutions.
Blended learning. Blended learning is a formal education program where the students learn in part through online learning, with some element of student control over time, place, path, and/or pace. For our purposes, blended learning includes asynchronous elements, but requires in-person attendance on a daily basis to receive instruction at a local school or facility.
Hybrid learning. Hybrid learning combines online instruction with face-to-face interaction in a physical location. A hybrid school combines online and face-to-face instruction and meeting the following characteristics:
The school enrolls students, receives FTE funding (ADA/ADM/PPOR etc.), and is listed as a school by NCES.
The school has a physical location which students regularly attend for instructional purposes at least occasionally. The large majority of students must take part in learning activities at the physical location.
Students are not required to attend the physical campus on a schedule that approaches a regular school schedule.
State approval process for online providers. The DLC state profiles identify whether a state agency is required to approve online providers before the provider’s courses and other services can be used by school and district programs. The criteria for what constitutes approval differs significantly from state to state. Some approval processes evaluate each online provider by staff or committees based on established criteria while others require only self-reported data and information to grant approval. Some states review providers annually while others may evaluate providers on multiple year cycles. Regardless of the criteria and level of rigor of the approval process, the DLC state profiles identify if there is a formal state process for provider approval.
State approval process for online courses. The DLC state profiles identify whether a state agency is required to approve online courses before the courses can be used by school and district programs. The criteria for what constitutes approval ranges significantly from state to state. Some approval processes evaluate each online course by agency staff, committees, or outside evaluators based on established criteria while others require only self-reported data and information to grant approval. Regardless of the criteria and level of rigor of the approval process, the DLC state profiles identify if there is a formal state process for online course approval.
Online learning graduation requirement. Several states require secondary students to complete an online course or experience to graduate. Other states have passed rules or legislation encouraging but not requiring an online course or learning experience.
The DLC understands that shared definitions promote clarity, consistency, and effective communication. The DLC understands that definitions evolve over time. We posit these definitions so communication is clear, we share our context for alignment, and a place on which to build more complex knowledge and concepts.
Our affiliate Virtual Learning Leadership Alliance (VLLA), with whom we publish standards for online teaching, programs, and courses, has published Key Online Learning Terms and Definitions.