This Clearinghouse is a collaborative effort led by the Aurora Institute and the Michigan Virtual Learning Research Institute® (MVRLI®) to provide a repository of references to research articles and other publications from the field of K- 12 online and blended learning. This project has been made possible by generous financial support from Next Generation Learning Challenges and in-kind support from the Aurora Institute and Michigan Virtual.

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Most Recent Publications

Just the essentials: What mentors of online students want and need from professional learning

Michigan Virtual Learning Research Institute. (2026, February 6). Just the essentials: What mentors of online students want and need from professional learning. Michigan Virtual. https://michiganvirtual.org/blog/what-mentors-want-and-need-from-professional-learning/

Exploring K-12 Virtual Teachers’ Enduring Professional Development Experiences in Quality Course Reviews

Schaefer, D., Oyarzun, B., Lim, J. H., Polly, D., & Park, E. (2026). Exploring K-12 Virtual Teachers’ Enduring Professional Development Experiences in Quality Course Reviews. American Journal of Distance Education, 1–18. https://doi.org/10.1080/08923647.2026.2631263

The Persistent Deficit: Historical Gaps in the Preparation of K-12 Educators for Digital Teaching

Hodges, C., Barbour, M. & Pratt, K. (2026). The Persistent Deficit: Historical Gaps in the Preparation of K-12 Educators for Digital Teaching. Journal of Online Learning Research, 12(1), 169-193. https://www.learntechlib.org/primary/p/2128810/

Assessing and improving digital learning readiness: A review and roadmap for future research

Siko, J., Barbour, M., Wilson, V. & Adelstein, D. (2026). Assessing and improving digital learning readiness: A review and roadmap for future research. Journal of Online Learning Research, 12(1), 151-168. https://www.learntechlib.org/primary/p/2128778/

Providing Access to Online Learning Schools and Programs for Special Populations

Rice, M. & Rose, R. (2026). Providing Access to Online Learning Schools and Programs for Special Populations. Journal of Online Learning Research, 12(1), 139-150. https://www.learntechlib.org/primary/p/2128791/.

Emerging Technologies as Sociotechnical–Immersive Systems: A Framework and Research Agenda for K–12 Online Learning

Beck, D., Elmendorf, D. & Morgado, L. (2026). Emerging Technologies as Sociotechnical–Immersive Systems: A Framework and Research Agenda for K–12 Online Learning. Journal of Online Learning Research, 12(1), 121-138. https://www.learntechlib.org/primary/p/2128790/

Assessment in K-12 Online Learning Contexts

Short, C.R., Sapp, T. & Haniya, S. (2026). Assessment in K-12 Online Learning Contexts. Journal of Online Learning Research, 12(1), 97-119. https://www.learntechlib.org/primary/p/2128783/

Proximal and Auxiliary Support Systems in K–12 Digital Learning

Azukas, M.E., Garrett Dikkers, A. & Viano, S. (2026). Proximal and Auxiliary Support Systems in K–12 Digital Learning. Journal of Online Learning Research, 12(1), 73-96. https://www.learntechlib.org/primary/p/2128777/

Understanding Learner Interaction and Engagement in K–12 Online Learning: Complementary Frameworks and Future Directions

Borup, J., Archambault, L., Woo, L. & Graham, C.R. (2026). Understanding Learner Interaction and Engagement in K–12 Online Learning: Complementary Frameworks and Future Directions. Journal of Online Learning Research, 12(1), 45-72. https://www.learntechlib.org/primary/p/2128782/.

Framing Instructional Strategies as a Concept in Online Schools and Digital Programs

Rice, M., Rose, R. & Deschaine, M. (2026). Framing Instructional Strategies as a Concept in Online Schools and Digital Programs. Journal of Online Learning Research, 12(1), 31-43. https://www.learntechlib.org/primary/p/2128800/.

Leveraging Program Architecture for the Next Phase of K–12 Digital Learning Effectiveness Research

DeBruler, K. & Cuccolo, K. (2026). Leveraging Program Architecture for the Next Phase of K–12 Digital Learning Effectiveness Research. Journal of Online Learning Research, 12(1), 15-29. https://www.learntechlib.org/primary/p/2128765/

Gap: Building a Practitioner-Centered Research Agenda for K-12 Online and Blended Learning

Barbour, M., Borup, J. & DeBruler, K. (2026). Mind the (Digital) Gap: Building a Practitioner-Centered Research Agenda for K-12 Online and Blended Learning. Journal of Online Learning Research, 12(1), 1-13. https://www.learntechlib.org/primary/p/2128910/

Successfully navigating virtual education for students with individualized education programs

Michigan Department of Education, Office of Special Education. (2026, February). Successfully navigating virtual education for students with individualized education programs. https://www.michigan.gov/mde/-/media/Project/Websites/mde/specialeducation/iep/NavigatingVirtualEducation-Students-IEPs.pdf

Unpacking the Relationship Between Self-Directed Learning and Online Learning Satisfaction: A Structural Equation Model

Zhu, M. (2025). Unpacking the relationship between self-directed learning and online learning satisfaction: A structural equation model. American Journal of Distance Education. Advance online publication. https://doi.org/10.1080/08923647.2025.2576317

Artificial Intelligence and Student Engagement in Online Learning : A Literature Review

Zhou, Z. (2025). Artificial intelligence and student engagement in online learning: A literature review. American Journal of Distance Education. Advance online publication. https://doi.org/10.1080/08923647.2025.2594282

Artificial Intelligence and Student Usage in Online Learning: A Longitudinal Analysis of Usage Patterns, Achievement, and Perceptions in K-12 Virtual Education

McGehee, N. (2025). Artificial Intelligence and Student Usage in Online Learning: A Longitudinal Analysis of Usage Patterns, Achievement, and Perceptions in K-12 Virtual Education. Michigan Virtual. https://michiganvirtual.org/research/publications/artificial-intelligence-and-student-usage-in-online-learning-a-longitudinal-analysis-of-usage-patterns-achievement-and-perceptions-in-k-12-virtual-education/

Explaining technical, social, and discursive participation in online mathematical discussions

Lyu, B., Li, C., Li, H., Zhu, W., & Xing, W. (2024). Explaining technical, social, and discursive participation in online mathematical discussions. Distance Education, 45(x), 550–573. https://doi.org/10.1080/01587919.2024.2399151

Strengthening distance education: designing for participation and engagement

Forbes, D., Prestridge, S., & Wang, Y. (2025). Strengthening distance education: Designing for participation and engagement. Distance Education, 46(4), 547–549. https://doi.org/10.1080/01587919.2025.2586459

Bridging the gap between research and practice: A DLAC research agenda

Barbour, M. K., Borup, J., DeBruler, K., Azukas, M. E., Beck, D., Hodges, C., Rice, M., Rose, R., Short, C., Siko, J., Adelstein, D., Archambault, L., Cuccolo, K., Deschaine, M., Elmendorf, D., Garrett Dikkers, A., Pratt, K., Wilson, E. V., & Woo, L. (2025). Bridging the gap between research and practice: A DLAC research agenda. DLAC – The Community Advancing Digital Learning. https://www.deelac.com/

Examining Differences Among K-12 Teachers’ Motivation for Online Teaching

Morrison, A., Smart, J., Wiles, D., & Bennett, L. (2025). Examining differences among K-12 teachers’ motivation for online teaching. Online Learning, 29(4), 162–173. https://doi.org/10.24059/olj.v29i4.5218

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