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

Citation

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/

Abstract

The concern that the practice of K-12 digital learning outpaces the availability of useful research is well established. As researchers in the field, each of us have written some version of the statement. For example, Barbour (2019) wrote that “online learning at the K-12 level has been practiced for approximately two decades, the availability of literature and, in particular the published research, to inform that practice has not kept pace” (p.523). Similarly, Borup et al. (2020) stated “the [research] field of blended learning has lagged behind despite its popularity” (p. 820). Further, Cuccolo and DeBruler (2025) indicated one of the main challenges with the current state of research is “that adult learners are a distinct population from K-12, and that children have specific/unique learning needs” that often are not reflected on existing literature (p. 15). One of the common rationale for this disconnect is that research is often not focused on challenges that K-12 digital learning practitioners face on a regular basis. There have been some previous attempts made to address this issue, for example the International Association for K-12 Online Learning (iNACOL) surveyed practitioners to generate a research agenda outlining 10 priority areas for advancing K-12 digital learning from 2013-2018 (Kennedy, 2013).

Authors

• Barbour, Michael K
• Borup, Jered
• DeBruler, Kristen

Reference Type

Journal

Keywords

• K-12 online learning