Spring 2024 📊 Quarterly Research Clearinghouse Newsletter

A newsletter from the folks at the MVLRI.

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Spring 2024 Newsletter We hope this message finds you well and thriving in your endeavors to enhance K-12 digital education. As part of our commitment to bring you the most relevant and impactful resources in the field of online learning, we are thrilled to announce a new feature with our quarterly newsletter!   Starting soon, we will be highlighting key publications and activities from the Michigan Virtual Learning Research Institute (MVLRI) with newsletter emails inbetween our regular quarterly newsletters. This initiative is aimed at providing you with a curated selection of the latest research findings, innovative teaching strategies, and real-world insights into online and blended learning environments.   Whether you’re an educator seeking to refine your online teaching skills, a researcher looking for the latest studies in virtual education, or an advocate dedicated to improving K-12 learning environments, these highlights will provide valuable insights to support your goals.   We believe that by highlighting this work alongside the resources of the clearinghouse, we can foster a more informed, innovative, and connected community of online learning professionals. Stay tuned for our upcoming newsletters, and get ready to dive deep into the world of online and blended learning research!

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Out of Order, Out of Reach: Navigating Assignment Sequences for STEM Success Kelly Cuccolo & Kristen DeBruler

Research shows that pacing has an important relationship with online course performance; however, most work has focused on the timing—not the order—of students’ assignment submissions. The current study examined the relationship between the order of students’ assignments and their final course grades in online STEM classes. Using course pacing guides as a benchmark, students’ assignment submissions were categorized as either “in sequence” or “out of sequence.” Then, students were categorized as either moving through their courses “in sequence” or “out of sequence.” Most students were categorized as moving “out of sequence” (~93%) and submitted around 38% of their assignments out of order. As such, going out of sequence was common among students, but done somewhat sparingly within the courses themselves. While this “out of sequence” behavior was common, it was not necessarily advantageous for students’ final grades.   On average, students who completely adhered to the pacing guide had final grades 9.5 points higher than students who deviated from the pacing guide at least once. A small but statistically significant negative correlation was observed between the proportion of assignments submitted out of order, the extent to which a student submitted an assignment out of order, and final grades. In other words, as students become increasingly out of order, final grades decrease. Taken together, pacing continues to represent a student behavior that may have important implications for course performance. Instructors and mentors should continue to monitor student pacing, and communication about course progression is encouraged. Future work should focus on examining student submission patterns from multiple perspectives to better understand their relationship to achievement.

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The “New Normal”: Teacher Reflections Two Years After the Transition to Emergency Remote Teaching During COVID-19 Cordelia Zinskie, Lucas Jensen, & Elizabeth Downs

K–12 teachers faced a multitude of challenges during the transition to emergency remote teaching at the onset of the COVID-19 pandemic. Given that over two years have passed since the onset of the pandemic and the accompanying shift to emergency remote teaching, it is important to assess how K–12 teachers feel regarding online teaching and whether their schools/districts have made any changes and/or preparations to better support future needed shifts to virtual instruction. The current study presents analyses of journal reflections written by in-service teachers enrolled in a field experience course required as part of a graduate-level online teaching and learning endorsement. Results show that there has been a positive shift in attitude with participants noting increased comfort with online teaching. Participants also noted that schools/districts have increased support (e.g., new technology tools, professional development) for teachers and students that will facilitate any future needed shifts to online teaching.

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High School Students’ and Teachers’ Experiences of Online Learning using the Community of Inquiry Framework Keryn Pratt & Kwok-Wing Lai

The Community of Inquiry framework (Garrison et al., 2000, 2010) is well researched within the higher education field but is only beginning to be studied within a K-12 context. In this study, all high school online learners and teachers were sent a survey to ask about their online learning and teaching experiences, framed around Garrison et al.’s framework. Two hundred and nine students and 53 teachers responded to online surveys, while 43 students and 21 teachers also participated in interviews. Findings showed that while the cognitive, teaching, and social presence elements of the Community of Inquiry framework were relevant to this level, fewer students reported experiencing these elements than teachers reported facilitating them. While the Community of Inquiry framework appears promising for high school online learning courses, further research is needed to investigate what is happening and why.

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Using AP Exam Data to Drive Discussions about AP Courses Jacqueline Zweig

Advanced Placement (AP®) courses in high school allow students to take advanced courses with the possibility of earning college credit. The number of public school students taking AP courses in Michigan has increased over the past few years, with 56,885 public school students taking an AP course in 2023, an increase of 8.9% compared to 2022 (Ackley, 2023). Michigan Virtual offers 22 two-semester AP online courses for high school students across Michigan who may, for example, not have the course available to them in a brick-and-mortar school or may prefer an online format. Michigan Virtual administrators recognize the importance of preparing students for the AP exam because the AP exam score, rather than the course grade, determines whether students earn college credit for their coursework. It further serves as an indicator to colleges about students’ mastery of the subject matter.

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Universal design in online education: A systematic review Mohan Yanga, Mohammad Shams Ud Duha, Breanne A. Kirsch, Noah Glaser, Helen Crompton, & Tian Luo

As online learners are increasingly diverse, making online learning more inclusive becomes an urgent need. Universal design has been perceived as a viable framework to reach the widest possible range of learners. However, applying universal design to online education has been a challenge to instructors due to different barriers. It is also unclear what evidence-based strategies can be infused into online education. In this systematic review, we selected and analyzed relevant studies and synthesized their designs and findings to explore the trends, strategies, impacts, challenges, and instructors’ and students’ attitudes toward applying universal design in online environments. We discuss implications for research and practice.

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Subscribe to the Digital Backpack for more regular updates!

Want more frequent updates? Our research team regularly publishes blog articles on online and blended learning. By subscribing to the Digital Backpack blog, you’ll receive a weekly digest of Michigan Virtual’s latest articles sent to your inbox every Thursday.

Explore Blog & Subscribe

Explore over 1,000 publications in our Research Clearinghouse Though we only feature four or five resources per newsletter, we encourage you to visit our Research Clearinghouse to search for citations that may be of use to you. The Clearinghouse currently houses over 1,000 citations in the field of online and blended learning, and over 100 new citations are added each year.   If you have any questions about how to navigate this resource, please check out our “Getting Started Guide.”

Explore the Clearinghouse

What else do you want to see?  Please feel free to offer any feedback on the Clearinghouse or any other MVLRI initiatives by emailing us at mvlri@michiganvirtual.org. Thank you!

Michigan Virtual, 920 Municipal Way, Lansing, Michigan 48917

Out of Order, Out of Reach: An Interview with a Researcher

A newsletter from the folks at the MVLRI.

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Hi MICHAEL,

The Digital Backpack — powered by Michigan Virtual — is your resource for everything online and blended learning, including  tips, tricks, & the latest research on supporting online K-12 students and, more broadly, using technology to innovate learning.   On occasion, we also dive into other topics relevant to Michigan’s educational community, such as social emotional learning, restorative practices, literacy, student-centered learning, and more!   This week, we’ve got some great stuff packed up for you. Check it out below!

By Michigan Virtual Learning Research Institute, Monday, April 1, 2024 1:49 PM   In the ever-evolving landscape of education, online learning has become increasingly prevalent, offering students flexibility and accessibility to course materials. Recent research has delved into the dynamics of online coursework completion, particularly focusing on the sequencing of assignments and its impact on student success. Understanding how students navigate through their coursework, whether adhering to prescribed…

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Michigan Virtual, 920 Municipal Way, Lansing, Michigan 48917

Winter 2023 📊 Quarterly Research Clearinghouse Newsletter

A newsletter from another branch of Michigan Virtual.  This time the folks at the MVLRI.

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Winter 2023 Newsletter Four times a year, we send out a digest of published scholarship in the area of K-12 online and blended learning. Below you will find abstracts to several recently published articles — hand-picked by our Institute’s researchers — with links to the full text if you are interested in reading more.

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Evaluating Professional Learning Course Offerings and Educator Engagement Kelly Cuccolo & Kristen DeBruler

Professional learning (PL) in education comprises opportunities that aim to enhance the quality of educators’ instruction. Because of the potentially positive impact PL can have on educators, it is crucial to understand how they are engaging with PL courses. Similarly, PL must be able to meet a wide variety of educators’ needs. The current study used survey data, and data from Michigan Virtual’s Professional Learning Portal to gain insights into educator engagement in pedagogically focused courses. Additionally, course offerings were examined to identify any patterns in the offerings. The most frequently cited reason for educators’ course enrollment was meeting professional development requirements. Educators have a wide variety of cost and time-effective PL options for meeting this need, with over half of the pedagogically focused courses costing less than $5, and the majority being self-paced. While most courses taken by educators were completed, educators were more likely to both drop and complete fewer course assignments in SCECH courses. Educators reported audiovisual elements were engaging and helpful for learning, while readings and quizzes were perceived as only helpful for learning. It is recommended that PL courses balance elements that are perceived as engaging and helpful for learning. Future work should seek to understand why fewer assignments are completed in SCECH-granting courses, and ensure all educators are represented in enrollments.

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Course Design Approaches and Behavioral Patterns in Massive Open Online Courses for Professional Learning Marc Egloffstein,Muhttin Şahin, & Dirk Ifenthaler

Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed.

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Comparing Blended and Online Learners’ Self-Efficacy, Self-Regulation, and Actual Learning in the context of Educational Technology Zhuo Zhang, Qian Xu, Adrie Koehler, & Timothy Newby

In this quantitative comparative study, we explored the differences in technology integration self-efficacy, use of self-regulated learning strategies, and actual learning between preservice teachers enrolled in blended sections (n = 275) and online sections (n = 50) of the same introductory educational technology course. The results revealed that preservice teachers enrolled in the online format of the course reported a significantly higher level of using time management strategies, but a significantly lower level of employing help-seeking strategies compared to preservice teachers enrolled in the blended format of the course. However, no significant differences in technology integration self-efficacy and actual learning existed. Results offer insight for designing educational technology courses that align with the needs of both online and blended learners and preparing preservice teachers that likely will be responsible for facilitating blended and online learning with their own students.

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Innovative Approaches to Online CTE: Lessons from Missouri, Idaho, and Arkansas Kristen DeBruler

The decline in teacher preparation program enrollments poses significant challenges, ultimately affecting K-12 classrooms and limiting the availability of skilled educators, particularly in Career and Technical Education (CTE). In response to this crisis, Michigan has made substantial investments in CTE, dedicating significant funds to reimburse schools for the extra costs associated with these programs. Additionally, innovative online CTE initiatives have been implemented in states like Idaho, Missouri, and Arkansas, showcasing unique approaches and successful strategies to address the shortage and enhance access to CTE courses. This report provides an in-depth analysis of online CTE programs at the Idaho Digital Learning Alliance (IDLA), Launch Missouri, and Virtual Arkansas, discussing their program goals, development, assessment methods, curriculum design, instructional approaches, and alignment with industry standards. Furthermore, it highlights key considerations and strategies to enhance success in online CTE programs, including overcoming skepticism, addressing resource constraints, intentional course selection and design, fostering effective communication and collaboration, aligning program goals with state objectives, and involving industry stakeholders for real-world relevance. Ultimately, online CTE programs emerge as instrumental tools in providing flexible and accessible learning opportunities, preparing students for successful futures in the dynamic job market, and advancing the agenda of workforce development and education.

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A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts Priyanka Gupta & Umesh Bamel

Self-regulation has been found to be integral to academic learning in traditional classroom environments. Social cognition theory highlights the significant relationships between academic self-efficacy, internet self-efficacy, and work experience in years on self-regulation in the context of traditional classroom learning. However, there is a lacuna in the literature on the significance of these relationships in the context of e-learning. The exponential growth of e-learning and changes in business environment necessitate a study to examine the effect on self-regulation in the context of e-learning. This research is based on a sample of 525 management students from a business school in South Asia. The findings highlight that academic and internet self-efficacy have a positive effect on self-regulation even in an e-learning environment. e-learning here refers to interactive online learning, in a university setting. The findings have significant implications for both theory and practice as they build on the existing literature. We suggest use of training-based interventions for promoting self-regulation which subsequently would facilitate higher e-learning efficacy.

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Subscribe to the Digital Backpack for more regular updates!

Want more frequent updates? Our research team regularly publishes blog articles on online and blended learning. By subscribing to the Digital Backpack blog, you’ll receive a weekly digest of Michigan Virtual’s latest articles sent to your inbox every Thursday.

Explore Blog & Subscribe

Explore over 1,000 publications in our Research Clearinghouse Though we only feature four or five resources per newsletter, we encourage you to visit our Research Clearinghouse to search for citations that may be of use to you. The Clearinghouse currently houses over 1,000 citations in the field of online and blended learning, and over 100 new citations are added each year.   If you have any questions about how to navigate this resource, please check out our “Getting Started Guide.”

Explore the Clearinghouse

What else do you want to see?  Please feel free to offer any feedback on the Clearinghouse or any other MVLRI initiatives by emailing us at mvlri@michiganvirtual.org. Thank you!

Michigan Virtual, 920 Municipal Way, Lansing, Michigan 48917

Fall 2023 📊 Quarterly Research Clearinghouse Newsletter

A newsletter from the folks at the MVLRI.

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Fall 2023 Newsletter Four times a year, we send out a digest of published scholarship in the area of K-12 online and blended learning. Below you will find abstracts to several recently published articles — hand-picked by our Institute’s researchers — with links to the full text if you are interested in reading more.

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Who Really Cares about Using Education Research in Policy and Practice? Organisation for Economic Co-operation and Development (OECD)

In today’s dynamic and rapidly evolving world, evidence-informed decision-making has emerged as a cornerstone in guiding effective education policy and practice. In particular, creating a culture of research engagement is often highlighted as a key ingredient to strengthening the impact of research. However, it is not always clear how that works in practice.   The publication provides analyses of data collected from more than 30 education systems. It delves into how systemic and organisational capacity for thoughtful engagement with research can be built into policy and practice. It also contains concrete examples of building a culture of research engagement by presenting diverse case studies, analyses, tools and processes. It is intended as a practical resource for policy makers, educational leaders, teachers and the research community to stimulate reflection and guide their efforts to developing a culture of research engagement in education.

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Insights into the Effectiveness of Student-Centered Learning in K-12 Education Kelly Cuccolo & Kristen DeBruler

Student-centered learning (SCL) is a highly regarded practice in education, yet its impact on student achievement in K-12 remains understudied. This report presents a review of relevant literature, identifying trends and research gaps. A literature search was conducted, revealing that there is a significant lack of research on the impact of SCL on student achievement in K-12, and a large portion of the research available focused on implementation, barriers to implementation, and/or perceptions. Of the literature that focused on student achievement (n = 10) the results indicated small to moderate positive student achievement gains and outcomes. Factors such as demographics, grade level, class type, and elements of SCL that are implemented may impact SCL’s effectiveness and are reviewed. Future research, especially high-quality experimental designs, are needed to fully understand the relationship between SCL and student achievement.

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The First Week in An Online Course: Differences Across Schools Jacqueline Zweig

This report examines the variations in online course outcomes during the first week for students in high free or reduced-price lunch (FRL) schools compared to other categories. Data from Michigan Virtual’s fall 2022 courses reveals that students in high FRL schools had lower average final grades and showed delayed course access and assignment submission. Early engagement indicators, such as first-week access and submission, significantly influenced final grades. The study highlights the importance of identifying and addressing barriers to online learning success for students in high FRL schools. Timely interventions based on early signals of non-engagement can improve outcomes and promote equity in online education.

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Examination of the Presence + Experience Framework: Creating an Online Course for Pre-service Teachers Learning to Teach Online Jacob Hall, Qui Wang, & Jing Lei

Preparing future teachers with virtual teaching competencies that can be applied to blended or fully online settings has long challenged teacher education programs. The need for this preparation has been made increasingly apparent by global events, advances in technology, and the shifting landscape of K–12 education. Therefore, this study examined the efficacy of a fully online, 10-day course aimed at preparing teacher candidates for virtual teaching. The course design was based upon the Presence + Experience framework—an instructional design model grounded in the community of inquiry and experiential learning theory. Two iterations of the course were implemented, and 250 pre-service teachers participated by completing the course and responding to a 32-item pre- and post-survey that measured their technological, pedagogical, content knowledge. A 2 x 2 x 2 x 7 mixed MANOVA was conducted, and results indicated the course design had a statistically significant impact on pre-service teachers’ technological, pedagogical, content knowledge (F = 230.43, df = 249, p < 0.001, η2 = 0.484). The Presence + Experience framework may thus be a worthwhile model for others seeking to promote future educators’ online competencies. Design recommendations for applying the framework and directions for future research are shared.

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Institutional Support for Academic Engagement in Online and Blended Learning Environments Charles R. Graham, Jered Borup, Sara Tuiloma, Adriana Martínez Arias, Diana María Parra Caicedo, Ross Larsen

In light of the disruptions caused by the COVID-19 pandemic, leaders of higher education institutions around the world have been contemplating ways to help their universities engage in a digital transformation that must have student engagement and learning as the foremost considerations. This study reports on the work conducted at a university in Colombia that created an evaluation instrument based on the Academic Communities of Engagement (ACE) framework (Borup et al., 2020) to examine how well the institution was supporting the affective, behavioral, and cognitive (ABC) dimensions of engagement in its online and blended learning course offerings. This survey, the ACE in Higher Education (ACE-HE), measures indicators of the ABC engagement dimensions as well as indicators of institutional support for those elements. The survey was completed by 1,295 university students representing a broad demographic profile. Structural equation modeling found good fit for both the model of ABC engagement dimensions and the model of institutional support for ABC engagement dimensions. Institutional support for affective engagement showed strong relationships to affective, behavioral, and cognitive indicators of engagement, while institutional support for behavioral and cognitive engagement did not have the same outcome. This research provides access to both English and Spanish versions of the ACE-HE instrument. It also highlights ideas for institutions that want to improve their support for student ABC engagement dimensions in online and blended environments. Finally, several implications for making updates to the ACE framework are shared.

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Subscribe to the Digital Backpack for more regular updates!

Want more frequent updates? Our research team regularly publishes blog articles on online and blended learning. By subscribing to the Digital Backpack blog, you’ll receive a weekly digest of Michigan Virtual’s latest articles sent to your inbox every Thursday.

Explore Blog & Subscribe

Explore over 1,000 publications in our Research Clearinghouse Though we only feature four or five resources per newsletter, we encourage you to visit our Research Clearinghouse to search for citations that may be of use to you. The Clearinghouse currently houses over 1,000 citations in the field of online and blended learning, and over 100 new citations are added each year.   If you have any questions about how to navigate this resource, please check out our “Getting Started Guide.”

Explore the Clearinghouse

What else do you want to see?  Please feel free to offer any feedback on the Clearinghouse or any other MVLRI initiatives by emailing us at mvlri@michiganvirtual.org. Thank you!

Michigan Virtual, 920 Municipal Way, Lansing, Michigan 48917

Summer 2023 📊 Quarterly Research Clearinghouse Newsletter

A newsletter from the folks at the MVLRI.

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Summer 2023 Newsletter Four times a year, we send out a digest of published scholarship in the area of K-12 online and blended learning. Below you will find abstracts to several recently published articles — hand-picked by our Institute’s researchers — with links to the full text if you are interested in reading more.

Explore the Clearinghouse

National Charter School Study III Center for Research on Educational Outcomes

The study assesses students’ academic growth in charter schools across the United States. It is CREDO’s most extensive research project, providing a comprehensive overview of U.S. charter school performance and offering insights for future K-12 public education options.   “More than ever before, educators and policymakers need reliable examples of strong student learning that they can emulate to make up for past shortfalls,” said Dr. Margaret Raymond, Director of CREDO at Stanford University. “The results of this study, along with the longer story of improvement by charter schools, provide critical insights that can accelerate student learning in more communities.”   The study uses student-level and school-level administrative data from 29 states, Washington, D.C., and New York City. The data window spans the school years from 2014–15 to 2018–19.

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Evaluating Online Teaching Self-Efficacy and Effectiveness in Public PK12 Teachers Virginia L. Byrne, Diane Jass Ketelhut, Keyshawn Moncrieffe, & Beatrix Randolph

As the COVID-19 pandemic forced schools to close their buildings, public PK12 educators in the US had to pivot to something they had never done before or been trained to do: teach online. While significant research exists on how educators learn to teach online in higher education and specialty PK12 settings, the pandemic provided a novel opportunity to explore how the general teaching population feels about and learns to teach online. We present the adoption of two online teaching self-evaluation instruments and initial findings from an ongoing study of PK12 teachers across 11 public school districts in a MidAtlantic state. Survey data sheds light on how to measure teachers’ self-evaluations of their online teaching strategies and self-efficacy.

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What Do We Mean When We Say Student-Centered Learning? Christa Green, Kristen DeBruler, & Chris Harrington

In the field of education, the terms student-centered learning (SCL), personalized learning, and competency-based education (CBE) are widely accepted educational philosophies or pedagogical models. While these terms are commonly used and recognized by educators, they are often used interchangeably—and inadvertently incorrectly—as they are related but not the same. In addition, many similar but different definitions exist for each of these terms, which can confuse conversations around these topics.   As a result, the Michigan Virtual Learning Research Institute (MVLRI) recognized a need to bring some clarity to not only our own work and how we think about and use these terms but also to how each term is defined and how they are related to one another. The MVLRI team began by conducting a scan of frameworks and literature that currently exist for each of the three terms above. This work does not intend to redefine any of the three terms but rather identify what seem to be the most widely accepted definitions that exist in the field of K-12 education. Further, it seemed beneficial to provide insight into how different elements of education—instruction, assessment, and school operations—look when viewed through different educational models.

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Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course Jennifer Darling-Aduana & Mason Shero

Algebra 1 is a gatekeeper course with profound implications for students’ academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully online, asynchronous course developed by one of the largest online course vendors in the United States in alignment with Common Core State Standards for Mathematics (CCSSM). Using an explanatory sequential mixed methods design, we evaluated the strengths, limitations, and leverage points for realizing the instructional rigor set forth in the CCSSM. Data were collected using a CCSSM-aligned observation rubric that required observers to rate each of the 34 online Algebra 1 lessons on Likert-type scale questions as well as provide a narrative description of the curricular content, instructional tasks, and assessment activities. The online course provided opportunities to demonstrate understanding and real-world application in a manner that demonstrated high surface-level fidelity to CCSSM but was limited by infrequent process reflective and communication-based tasks. We discuss implications and propose instructional strategies that could be implemented to enhance current limitations to the asynchronous, online setting studied.

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Online Teaching in K-12 Education in the United States: A Systematic Review Carla C. Johnson, Janet B. Walton, Lacey Strickler, and Jennifer Brammer Elliott

The transition to fully or partially online instruction for K–12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K–12 student learning in online settings in emergency situations but also, more troublingly, in K–12 online teaching and learning more generally. A systematic review of literature regarding K–12 online teaching and learning in the United States was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation’s educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K–12 online settings (prepared educators, technology access and autonomy, students’ developmental needs and abilities, and students’ self-regulated learning skills). The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment).

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Subscribe to the Digital Backpack for more regular updates!

Want more frequent updates? Our research team regularly publishes blog articles on online and blended learning. By subscribing to the Digital Backpack blog, you’ll receive a weekly digest of Michigan Virtual’s latest articles sent to your inbox every Thursday.

Explore Blog & Subscribe

Explore over 1,000 publications in our Research Clearinghouse Though we only feature four or five resources per newsletter, we encourage you to visit our Research Clearinghouse to search for citations that may be of use to you. The Clearinghouse currently houses over 1,000 citations in the field of online and blended learning, and over 100 new citations are added each year.   If you have any questions about how to navigate this resource, please check out our “Getting Started Guide.”

Explore the Clearinghouse

What else do you want to see?  Please feel free to offer any feedback on the Clearinghouse or any other MVLRI initiatives by emailing us at mvlri@michiganvirtual.org. Thank you!

Michigan Virtual, 920 Municipal Way, Lansing, Michigan 48917