Chapter 5: Adopting Models that Work

Table of Contents

1. Digital Learning Models
2. Onboarding and Orientation for Different Models
3. Reporting Considerations

This chapter outlines four digital learning models commonly used in adult education: distance education, blended or hybrid learning, and the HyFlex model. It describes the different ways they organize instruction across in-person and digital settings and provides an overview of how each can be implemented. The chapter also presents considerations for which strategies programs might use within their own contexts.

Digital Learning Models

Distance Education

Distance learning refers to instruction in which educators and learners are separated by geography, time, or both for most of the course. This category includes correspondence courses, instruction at satellite campuses, and modern online learning. Online learning may be asynchronous (completed on a learner’s own schedule) or synchronous (completed in real time using technology). It can take place in fully online courses or as part of another model, such as blended learning, where online components are integrated with classroom instruction. In fully distance education models, most instruction occurs outside of a physical classroom and usually relies on digital tools for communication and coursework, though in-person sessions may still be used for orientation, assessment, or support.

Blended or Hybrid Learning

Some sources distinguish between blended and hybrid learning[1], while others use the terms interchangeably.[2] In this guide, the terms are used as synonyms. Blended or Hybrid learning combines in-person classroom instruction with online learning, with some level of learner control over time, place, path, or pace. In this model, instruction occurs partly in a classroom and partly through online delivery. The online component often allows learners to decide when, where, how, or how they engage with material, which are core principles of adult learning.[3]

Flexibility in time (for example, scheduling learning around work or family responsibilities), place (such as learning from home or another location with internet), path (selecting topics or resources), or pace (moving faster or slower through coursework) supports adult learners in managing their learning process. In this way, blended learning can support competency-based education, where learners progress based on skill proficiency rather than “seat time”, the traditional measure of instructional progress based on the number of hours spent in class.

Beyond flexibility, blended learning can create more meaningful learning experiences for both learners and educators. When online and in-person components are intentionally connected, learners have more consistent opportunities to apply skills, engage with peers, and receive feedback. Educators can use classroom time for activities such as discussion and group problem solving, while using online tools to extend learning or offer individualized support between sessions. This integration promotes continuity and engagement across formats so that each part of the course contributes to shared goals rather than operating separately.

Multiple models exist for implementing blended learning in the classroom.

One approach is the flipped classroom, where learners are introduced to new content at home through videos, readings, or interactive online materials, and then use class time to apply that knowledge through practice, projects, or discussion. For example, in an Adult Secondary Education math class, an instructor might assign an algebra video for learners to watch before class. During the next session, learners solve problems together on whiteboards, compare different solution methods, and explain their reasoning to peers, while the instructor circulates to answer questions and prompt deeper discussion.

Another variation is the station rotation model, in which learners rotate through a sequence of activities on a set schedule. One station might involve online learning, another centers on peer collaboration or project-based work, and a third is led by the instructor in a small-group format. For instance, in an ESL class, learners might move between online vocabulary practice, conversation practice with peers, and direct instruction with the instructor. This structure can make efficient use of devices if access is limited, since not all learners are online at once.

The lab rotation model follows a similar structure but places the online component in a separate computer lab or designated space rather than the main classroom. In a GED preparation course, for example, learners might spend one class period each week in a lab using an online platform with support from an aide, while the remainder of the week is dedicated to classroom instruction. This arrangement can be useful where access to devices is limited and allows programs to maximize shared computer labs and centralized support.

A more individualized variation is the individual rotation model, where learners move through activities on a personalized schedule determined by the instructor or by adaptive software. Unlike station or lab rotation, learners do not follow the same sequence and may not complete every activity. For example, a learner who demonstrates strong reading skills but needs additional math practice might spend more time in a math software station while skipping a reading activity. Instructors can use data to create tailored weekly plans that identify which in-person workshops and online modules are most relevant.

The flex model is designed to offer maximum flexibility by allowing learners to access instruction on a schedule and in a format that fits their circumstances. Learners move through course content at their own pace, while instructors monitor progress, provide feedback, and offer one-on-one or small-group support either in person or online. For instance, a program might provide open-entry enrollment for a self-paced adult basic education course in which learners complete online lessons independently, with instructors tracking activity and offering optional drop-in sessions. This approach is particularly suited to learners managing complex schedules and to programs seeking to provide individualized pathways while maintaining instructional connection.

Blended and hybrid models include intentional instructor presence and interaction. They are distinct from fully independent, self-paced online courses, which provide content but do not necessarily include intentional opportunities for feedback, support, or interaction.

In digital and distance contexts, instructor involvement can take different forms, such as:

• Timely and individualized feedback on assignments
• Scheduled check-ins or office hours (in person or virtual)
• Synchronous sessions or structured asynchronous discussions
• Goal setting and progress monitoring based on activity data

These practices establish the instructional connection between instructors and learners that defines blended and hybrid approaches.

HyFlex Models

Blended and hybrid models typically follow a path in which all learners participate in both in-person and online activities. The HyFlex (Hybrid-Flexible) model differs by allowing learners to decide how they participate in each session, whether in person, live online, or asynchronously. Each class meeting or unit is offered in multiple formats, and learners select the option that fits their circumstances. A HyFlex class is often delivered live to both in-person and remote learners, with recordings and materials also made available for asynchronous participation. For example, a learner may attend class on campus one week and join remotely the next, depending on their schedule.

HyFlex requires careful course design to ensure that all participation options provide equitable learning experiences. Brian Beatty, who developed the model, identified four key principles:

• Learner Choice: Learners select how to participate in each class session. For instance, a learner might attend in person for collaborative group work but use an online recording during a week when work or family responsibilities prevent real-time attendance.
• Equivalency: All modes are designed to achieve the same learning outcomes. A live discussion in class, for example, may be paired with an online forum or written response activity for asynchronous learners.
• Reusability: Materials are created for use across formats. Lectures can be recorded, and slide decks or handouts posted online so all learners have consistent access to content.
• Accessibility: All learners are able to engage fully in their chosen mode. This includes orientation to technology tools, use of accessible materials, and availability of technical support to help learners participate online when needed.

HyFlex models provide different benefits for various stakeholders.

• Learners benefit from increased access and flexibility. The format allows participants to decide how to attend each session, which helps those managing work schedules, caregiving, or transportation challenges continue their studies with fewer interruptions. It can also connect learners with a broader network of peers, offering more perspectives and opportunities for collaborative learning.
• Instructors benefit from maintaining continuity across in-person and online formats, ensuring that learning can continue even when circumstances change. The model also allows them to reach learners in multiple ways and adapt instruction to different settings. It does require additional planning, technology use, and classroom management across formats, but it also provides opportunities to develop new skills in digital teaching and course design.
• Programs benefit from greater flexibility in scheduling and can support enrollment and persistence by accommodating a broader range of learners. The model can also make more efficient use of staffing and facilities. Successful implementation depends on reliable technology infrastructure and ongoing support for both learners and instructors.

As an example, in a HyFlex ESL class focused on workplace communication, some learners attend in person and participate in role-play activities and group discussion. Others join remotely through Zoom, using chat and breakout rooms. The session is recorded, and learners who participate asynchronously watch the video, complete a reflection activity, and post in a discussion forum. Because Zoom breakout rooms are not recorded, asynchronous learners miss small-group conversations, so instructors provide alternate ways to engage with those discussions. All learners engage with the same objectives and activities, with equivalent expectations across formats. This structure allows participants to move between modes without losing progress or missing key content.

In addition to the software tools discussed in Chapter 4, HyFlex often requires classroom technology that supports both in-person and remote learners at the same time. Classrooms need to be equipped so that all participants, regardless of how they attend, can see, hear, and engage with instruction.

Common setups include:

• 360-degree conference cameras (such as the Meeting Owl Pro), which capture the full room and automatically track the speaker.
• High-quality microphones and speakers to ensure that remote learners can hear and be heard clearly.
• Projectors, interactive whiteboards and/or smart boards that display content for in-person participants while broadcasting it online and saving it for later viewing.
• Lower-tech options, such as sharing slides on screen or using a document camera, that provide a consistent experience across formats.

When planning a HyFlex classroom, factors such as camera placement, audio quality, internet reliability, and ease of use should be considered. Training on equipment setup and troubleshooting common issues can help ensure consistent operation.

For detailed guidance on planning and implementation, programs may consult World Education’s Guide for Design and Implementation of Hybrid–Flexible (HyFlex) Models in Adult Education, which offers examples, equipment recommendations, and strategies specific to adult education settings.

Comparison of Models

The table below provides an overview of four digital learning models, highlighting delivery format, technology requirements, learner control, and staffing considerations.

It can also be useful to consider the video conferencing platforms that often support distance, blended/hybrid, and HyFlex courses. Each platform offers different features, limitations, and integration options that can affect how programs deliver instruction.

• Zoom offers a free version with a 40-minute limit per session and up to 100 participants. Features include breakout rooms, screen sharing, polls, and local recording. It is widely used in education, integrates with many learning management systems, and requires installation on a desktop or mobile device.
• Google Meet provides a browser-based option that integrates with Google Classroom and Calendar. The free version allows sessions of up to 60 minutes with 100 participants. It can be accessed through a simple link without installation, though it has fewer engagement features than some other platforms.
• Cisco Webex supports up to 100 participants for 50 minutes in its free version, with features such as encryption, screen sharing, breakout sessions, and dial-in access. It offers strong audio and video quality, though the interface may be less familiar and require orientation for some instructors and learners.
• Microsoft Teams combines meetings with chat, file sharing, and collaboration tools. The free version supports up to 100 participants for 60 minutes, while breakout rooms and recording typically require an education or paid license. It integrates well with Office 365, though account setup and login requirements can add steps for learners.

When choosing a video conferencing tool, programs may need to weigh factors such as the cost of upgraded plans, ease of use for their learner population, availability of dial-in phone access for those with limited internet, and privacy or data policies. Because platform features change regularly, reviewing current capabilities can help ensure alignment with program goals and learner needs.

Planning and Implementation

Implementation of digital learning models involves attention to both operational and instructional factors. Programs are responsible for meeting federal and state reporting requirements, preparing staff, and ensuring infrastructure is in place. Different models may align more closely with specific course types or program areas.

For example, a blended format may be used in an ESL conversation class where online tools support vocabulary and pronunciation practice, and in-person sessions focus on real-time speaking and feedback. A fully in-person model may be most appropriate for a short-term CTE course such as Culinary Arts, which requires hands-on practice with kitchen equipment and safety demonstrations, supplemented by online modules on food safety or customer service. Some programs also combine models within their offerings, providing both fully online distance courses and hybrid in-person/online classes to meet the varied needs of learners and staff.

Addressing Challenges to Implementation

Implementing digital learning models requires attention not only to instructional design but also to the conditions that make participation possible.[4,5,6] Programs must plan for equitable access, digital skill development, and consistent communication across formats. These topics are explored in greater depth in Chapters 2 and 3, which address access, digital readiness, and instructor presence in online environments.

Sustaining new models requires ongoing support for planning and instruction. Teaching in blended, online, or HyFlex formats can involve additional preparation, adaptation, and communication compared with traditional classroom instruction. These formats may also require educators to navigate multiple platforms or instructional modes. Programs can support this work by structuring collaborative planning time, offering curriculum development assistance, and aligning expectations with the instructional design needs of the course. Related strategies for professional learning and instructional readiness are discussed in Chapter 3.

Effective implementation depends on thoughtful planning and ongoing refinement. Programs often need to secure funding for devices, software, and training; establish technical support for staff and learners; and allow time for testing new systems. Early challenges are common, particularly in newer models such as HyFlex. Regular review of results and feedback helps identify what works and where improvements are needed. For instance, early pilots sometimes reveal technical gaps, such as remote learners missing key discussions because microphones do not capture small-group work. Adjustments like repositioning audio equipment or scheduling short check-ins for remote participants can improve continuity across formats. Sustainable approaches rely on clear goals, collaboration among staff, and a willingness to make targeted changes based on experience.

Some learners may still struggle to remain engaged in digital environments. Preparing structured interventions, such as early outreach or targeted support, can help re-engage learners before they fall too far behind.

A useful framework for organizing supports is the Multi-Tiered System of Supports (MTSS). It structures interventions into three levels:

• Tier 1: Core instruction and engagement strategies provided for all learners.
• Tier 2: Targeted supports for learners showing early signs of difficulty.
• Tier 3: Intensive, individualized interventions for learners with significant needs.

MTSS is widely used in K–12 education and can be adapted in adult education to provide a structured way of organizing and delivering support.

Tier 1 strategies include offering content in multiple formats for all learners, such as recorded video explanations or live tutoring; providing digital skill supports for learners who might be building confidence with technology; and creating optional study groups for those who want additional practice or collaboration.

One effective Tier 2 strategy is a “pause-and-reset” protocol. When a student stops logging in, misses multiple assignments, or shows consistent signs of disengagement, staff can temporarily pause the learner’s progress to initiate personalized outreach. This might include a phone call or one-on-one Zoom meeting to identify challenges, clarify expectations, and co-develop a revised plan. For example, a student struggling with self-paced learning could be invited to attend in-person lab sessions for added structure. Another student dealing with personal challenges might choose to take a short break from coursework or adjust deadlines after discussing options with staff. The goal is to interrupt the pattern of disengagement, address barriers collaboratively, and restart with clear next steps and support in place.

Early identification is important. Many online platforms provide analytics, such as log-in frequency or quiz performance, that can help staff monitor participation. Where analytics are not available, simple systems such as weekly participation reviews can serve a similar purpose.

Peer and staff check-in systems can also help sustain engagement. Assigning a mentor or peer partner gives learners a direct point of contact for support and accountability. Timely outreach, such as contacting a learner within a day of a missed assignment or after several days of inactivity, can help maintain connection and continuity. Tier 2 strategies are most effective when they are timely, personalized, and clearly show that support is available.

Onboarding and Orientation for Different Models

Onboarding is an important step in digital learning, giving learners clear guidance on the tools, expectations, and participation options for their course. A structured orientation helps reduce confusion at the start and prepares learners for different instructional formats. The process varies depending on the model.

In any distance education model, orientations are designed to familiarize learners with all methods of participation including learning management systems (LMS) and other ways to submit assignments, participate in discussions, or connect with the instructor. A low-stakes practice module can provide clear expectations around time commitment, pacing, and communication norms, along with contact methods such as email or LMS messaging and expected response times. Programs sometimes add a live Zoom session or phone call to preface other orientation activities, building a sense of community and connection from the start.

In blended or hybrid courses, learners need to understand how class time is divided between in-person and online learning. Orientation may walk through a sample weekly schedule and explain expectations for both formats. Learners can practice accessing online assignments and using tools such as polling apps or shared documents. Attendance policies clarify how both classroom and online participation are tracked.

In HyFlex courses, orientation prepares learners to choose and move between in-person, live online, and asynchronous participation, and a technology check ensures access to the LMS and video platforms. Learners are shown how to access each option, what participation looks like, and how to switch between modes when needed. Learners are shown how to access each option, what participation looks like, and how to switch between modes when needed. Key practice tasks during the first week, such as logging into a livestream, posting in a discussion, and accessing recorded materials, can help learners experience each format. Some programs ask learners to identify a primary mode while keeping other options available, and some use formal learner agreements to confirm understanding of participation requirements.

Key elements of orientation across models typically include:

• Who to contact for help: instructor, program staff, or technology support
• What tools are required: devices, accounts, and any platform access learners must test before the course begins
• When and where learning takes place each week: schedules for in-person, online, or flexible options
• How to stay on track: communication practices, participation expectations, and time management strategies

Programs can deliver orientation in different ways, including live sessions, written guides, videos, and interactive LMS modules such as a short activity that confirms learners can navigate the platform. Materials may also be adapted to learner needs, for example with multilingual versions or opportunities for hands-on practice.

Readiness Checklists for Digital Learning
In addition to orientation, readiness checklists can help both learners and educators prepare for online, blended, or HyFlex courses.

For learners, a short self-assessment may prompt them to reflect on areas such as time management, access to devices and internet, familiarity with online tools, and knowing where to turn for help. Tools like “Are you ready for online learning?” from Penn State University offers a simple checklist to identify areas for preparation, and resources such as the California Virtual Campus Preparing for Online Learning guide provides additional tips and support for getting started with online learning.

For educators, a checklist can confirm readiness to teach in digital environments. Items may include comfort with the learning management system, strategies for managing communication across formats, and access to professional development or support for online instruction. A brief self-reflection can also highlight areas where instructors may want additional training before starting a course. Tools such as the Penn State Faculty Online Teaching Readiness Questionnaire offer structured prompts that help educators assess their preparedness for online teaching, including communication habits, feedback practices, and confidence navigating digital tools.

Reporting Considerations

Implementing digital learning models doesn’t just change instruction – it also affects how programs track and report learner participation and outcomes. In the United States, federally funded adult education programs must follow the reporting guidelines of the National Reporting System (NRS) for Adult Education. California programs use the CASAS TOPSpro Enterprise (TE) to report all data for the Federal Workforce Innovation and Opportunity Act (WIOA) and State reporting requirements. This section outlines key reporting data: hours of participation (including distance learning), student progress, and student outcomes (including attainment of a diploma, and entry into postsecondary education and training programs). The goal is to clarify how innovative models can work with accountability requirements, ensuring that data collection, reporting, and funding are maintained properly.

NRS Reporting and Definitions

The National Reporting System (NRS) establishes specific definitions and requirements for tracking instructional hours in adult education. Programs must follow these guidelines to accurately report student progress and remain eligible for funding.

Under NRS, a student becomes an official participant after completing at least 12 contact hours of instruction. Until that threshold is met, learners are not included in federal performance reports. This is especially important for distance or hybrid courses, where the first 12 hours may be earned through a variety of in-person or online interactions, including orientation activities.

Contact Hours

Traditionally, contact hours refer to time spent under the direct supervision of a teacher in a physical classroom. For distance learning, NRS expands this definition to include:

• Synchronous online instruction (e.g., live Zoom sessions)
• Real-time communication via phone or video (e.g., tutoring calls)

These interactions count as contact hours because they involve live instructional support. In blended learning, both in-person class time and scheduled online sessions should be recorded as contact hours. Programs must document attendance for all real-time formats—for example, by using Zoom attendance reports or roll calls during live virtual classes. Contact hours are essential for establishing official enrollment and meeting eligibility for outcomes such as pre- and post-testing.

Distance Learning Contact Hours

From a reporting perspective, California’s adult education data systems classify courses that combine online and in-person instruction under the category of distance learning if the online portion will account for at least 51% of total instruction, consistent with federal definitions. This classification applies across blended, hybrid, and HyFlex models.

A student must earn a minimum of 12 contact hours, required for NRS enrollment, before programs may begin recording distance learning hours for asynchronous, self-paced instruction. These hours, often referred to as proxy hours, represent the estimated time learners spend working independently in approved online curricula. Both contact hours and distance learning hours (proxy hours) are combined for total instructional hours in NRS reporting.

The NRS allows three approved methods for calculating distance learning (proxy) hours:

• Clock Time Model: Time is logged automatically by the online platform. If a student spends 90 minutes actively engaged, they earn 1.5 distance learning hours. Idle time should be excluded. This model is used by platforms like USA Learns or Burlington English, which provide detailed time-on-task reports.
• Teacher Verification Model: Hours are assigned based on the instructor’s estimate of how long a completed assignment typically takes. For example, a completed module may be credited as two distance learning hours. This method relies on teacher judgment and observation, supported by program guidelines, publisher recommendations, or locally developed rubrics that define satisfactory completion and confirm that the learner has met the requirements for the task before hours are awarded.
• Learner Mastery Model: Distance learning hours are awarded when a learner demonstrates content mastery, usually by passing an assessment. For example, passing a unit test with 80% might earn three distance learning hours. The focus is on demonstrated understanding of the material rather than the amount of time a learner spends completing it.

States may use one or a combination of these models, depending on the curriculum. In California, OTAN provides a list of approved curricula and the applicable distance learning hour calculation method for each, usually clock time when available or teacher verification otherwise.

Programs must clearly separate and document contact and distance learning hours. In CASAS TE, this is done by designating a class as distance learning and entering both hour types separately. Attendance records may be generated from LMS usage logs or instructor records based on student submissions.

Programs should establish clear local procedures for recording distance learning hours consistently. Supporting documentation is essential for monitoring and audits. For example:

• Clock Time Model: LMS logs that document time on task.
• Teacher Verification Model: Documentation of completed assignments, the evaluation process, and the associated hour estimates.
• Learner Mastery Model: Completed quizzes or assessments and records showing how hours were awarded.

Example: An ESL program using Burlington English reviews weekly usage reports to track learner activity. If a learner spends about three hours actively working in the system and meets performance requirements, the instructor records 3.0 distance learning hours in TE. Another learner who logs only a few minutes of activity may not earn additional hours that week and might be contacted to discuss next steps. Over time, a learner could accumulate 40 contact hours from live sessions and 60 distance learning hours from online work, totaling 100 instructional hours for reporting and assessment purposes.

Learners should be informed that their online activity is tracked for reporting purposes so they understand how participation is recorded. Clear explanations of how hours are counted can encourage consistency. For example: “Time on task in the learning system counts toward your official hours. Log in before starting work so your progress is captured accurately.”

Contact vs. Distance Learning Hours in Reporting

Both contact and distance learning hours contribute to a learner’s total hours and enrollment status, but they serve different purposes:

• Contact hours are used for establishing official participant status and are required for administering pre- and post-testing.
• Distance learning hours supplement the contact hours for learners engaged in asynchronous learning.

In California, distance learning hours can count toward post-test eligibility in distance education, but programs should follow the most current assessment policy.

Classifying Distance Learners

As noted earlier, courses in which more than 50 percent of instruction occurs online are classified as distance learning in California’s CASAS TE system and for federal reporting. In flexible models such as HyFlex, individual learners may participate differently, with some attending primarily in person and others completing most work online. Programs should classify learners based on their actual participation. If a learner completes a substantial portion of instruction remotely, their proxy hours should be recorded and they should be marked as a distance learner in CASAS TE. Coordination between instructors and data staff helps ensure that all instructional time is captured consistently, even in mixed-model classes.

Meeting or not meeting NRS requirements affects funding, so regular communication between instructional and data staff crucially ensures reporting practices stay consistent and aligned with policy updates. Clear and accurate data also helps programs identify trends, monitor outcomes, and make informed decisions about instruction and support services.

WIOA Performance Considerations

The Workforce Innovation and Opportunity Act (WIOA) is the federal law that authorizes adult education funding under Title II. WIOA emphasizes accountability, workforce preparation, and the use of technology to improve educational outcomes. All distance delivery models must support the same performance standards as traditional instruction.

Key areas of WIOA relevant to digital learning are outlined below.

Measurable Skill Gains (MSG)

In California, most adult education learners demonstrate a Measurable Skill Gain (MSG) by advancing an Educational Functioning Level (EFL) through pre- and post-testing with CASAS, an NRS-approved assessment. Learners may also achieve an MSG by earning a High School Diploma or equivalent.

For online and blended courses, this means planning for how learners will complete pre and post-tests. Options include:

• Scheduled in-person testing sessions
• Remote proctoring that meets state guidelines (e.g., proctors trained and secure procedures in place)

For a diploma or equivalent, data must still be tracked and reported.

While CASAS is the only approved instrument for MSG reporting in California, other standardized assessments such as TABE are sometimes used in specific contexts (e.g., CTE programs or within the California Department of Corrections and Rehabilitation). In these cases, TABE results may provide information for instruction, though they are not used for federal MSG reporting.

Digital Literacy in Accountability

Digital learning intersects with state and federal accountability requirements. Under WIOA Title II and CAEP, programs document how technology supports access, instruction, and learner progress, as well as how staff are trained to use digital tools effectively.[7] The use of online and blended or hybrid models aligns with these expectations by expanding access and diversifying instructional approaches.

Many Civic Objectives and Additional Assessment Plans (COAAPs) also include digital literacy outcomes that are reported in CASAS TE. WIOA identifies digital literacy as an essential component of adult education, meaning that even when the instructional focus is academic, programs are encouraged to embed digital skill development within regular coursework. For example, activities such as submitting assignments through an LMS, conducting short online research tasks, creating presentations with productivity software, or collaborating in shared digital documents can help learners build the digital competencies needed for further education and employment.

Programs are often asked to document these efforts in funding applications and reports. For instance, a program might note:

• The number of instructors trained in a learning platform
• The number of learners with COAAPs that demonstrate digital literacy proficiency
• The number of learners with digital literacy credentials (e.g., Northstar certificates)

Information Management Systems

WIOA also requires programs to maintain accurate, timely, and complete data systems. Digital learning generates extensive data, including platform logins, time on task, and assignment completion. Programs should integrate this data into their primary reporting systems (for example, CASAS TE) to ensure full accountability.

For example, if an LMS generates time-on-task reports, there should be a clear process for converting that data into distance learning hours or attendance entries in TE. Even if full automation isn’t possible, consistent procedures (e.g., exporting reports weekly, verifying data manually) help maintain data quality.

California requires monthly data entry and quarterly submissions. Frequent data entry reduces errors and helps programs use the information to improve instruction. For example, staff can identify learners with high dropout rates and monitor persistence and outcomes.

Programs may also explore more advanced options like xAPI or learning record stores, but the core requirement remains: use the data to demonstrate learner progress and guide program decisions.

Program-Level Planning and Policy Alignment

Agencies in California submit annual plans describing how they use technology and serve distance learners. For WIOA Title II agencies, this is documented in the Continuous Improvement Plan (CIP), which includes a required Distance Learning Plan. For CAEP-funded agencies, this information is included in the CAEP Annual Plan. These documents support both federal compliance and state-level planning.

Shared understanding across staff is critical. Misreporting and/or underreporting can lead to funding risks. Clear definitions, such as what counts as a distance learning hour, or who qualifies as a distance learner, help align data entry, instruction, and administrative oversight.

For example:

• A class where more than 50% of instruction is online must be reported as a distance education class.
• A student completing a significant portion of instruction online should be flagged as a distance learner in TE, even within a mixed or HyFlex course.

Programs can also consider revising intake and data forms to flag online learners early. A simple question like, “Do you plan to complete some or all of your classes online?” can help identify reporting requirements from the start.

Staying current with guidance from California partners such as OTAN, CALPRO, CASAS, CAEP, and CALIE helps agencies align innovation with state policy. Programs may also benefit from engaging in broader professional development networks, including national and cross-sector organizations such as COABE, World Education, or ISTE, which, while not adult-education specific, offer adaptable resources and practices for digital learning models.

1. https://www.sri.com/wp-content/uploads/2021/12/evaluating-digital-learning_1.pdf
2. https://www.mdpi.com/2071-1050/17/2/756
3. https://doi.org/10.4324/9780429299612
4. https://edtechbooks.org/hyflex
5. https://files.eric.ed.gov/fulltext/EJ1304813.pdf
6. http://doi.org/10.35847/ERoumell.3.1.75
7. https://www.ecfr.gov/current/title-34/subtitle-B/chapter-IV/part-463?utm