Researchers need to be as transparent and explicit as possible when researching online learning. The ability to replicate findings is a key step to improving research on online learning. However, the lack of precision and agreement in the language we use to talk and think about online learning makes this very difficult. Given this problem, the focus of this presentation is to present a typology of basic terms describing online learning, and to suggest a way for moving forward on this agenda. Patrick R. Lowenthal Brent G. Wilson Patrick Parrish