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.

Most Recent Publications

Balancing the Risks and Rewards of AI Integration for Michigan Teachers

McGehee, N. (2023). Balancing the Risks and Rewards of AI Integration for Michigan Teachers. Michigan Virtual. https://michiganvirtual.org/research/publications/balancing-the-risks-and-rewards-of-ai-integration-for-michigan-teachers/ 

View

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

DeBruler, K. (2023). Innovative Approaches to Online CTE: Lessons from Missouri, Idaho, and Arkansas. Michigan Virtual. https://michiganvirtual.org/research/publications/innovative-approaches-to-online-cte-lessons-from-missouri-idaho-and-arkansas/

View

Evaluating Professional Learning Course Offerings and Educator Engagement

Cuccolo, K. & DeBruler, K. (2023). Evaluating professional learning course offerings and educator engagement. Michigan Virtual. https://michiganvirtual.org/research/publications/evaluating-professional-learning-course-offerings-and-educator-engagement/

View

Humanising online pedagogy through asynchronous discussion forums: An analysis ofstudent dialogic interactions at a South African university

Essa, F. V., Andrews, G., Mendelowitz, B., Reed, Y., Fouche, I. (2023). Humanising online pedagogy through asynchronous discussion forums: An analysis ofstudent dialogic interactions at a South African university. Online Learning, 27(4), 495-516. DOI: https://doi.org/10.24059/olj.v27i4.3652

View

A study on the relationship between domain specific self-efficacy and self-regulation in e-learning contexts

Gupta, P., & Bamel, U. (2023). A study on the relationship between domain specific self-efficacy and self-regulation in e-learning contexts. Online Learning, 27(4), 440-460. DOI: https://doi.org/10.24059/olj.v27i4.3658

View

Bondie, R. (2023). Exploring personalized learning and open education pedagogy in multilingual learner teacher preparation, Online Learning, 27(4), 315-347.DOI: https://doi.org/10.24059/olj.v27i4.4018

View

Comparing blended and online learners’ self-efficacy, self-regulation, and actual learning in the context of educational technology

Zhang, Z., Xu, Q., Koehler, A.A., & Newby, T.(2023). Comparing blended and online learners’ self-efficacy, self-regulation, and actual learning in the context of educational technology, Online Learning, 27(4), 295-314. DOI: https://doi.org/10.24059/olj.v27i4.4039

View

Instructional strategies for engaging online learners: Do learner-centeredness and modality matter?

Shi, H., Hur, J., Tang, Y. M., & Dennen V.P. (2023). Instructional strategies for engaging online learners: Do learner-centeredness and modality matter? Online Learning, 27(4),271-294. DOI: https://doi.org/10.24059/olj.v27i4.4038

View

Course design approaches and behavioral patterns in Massive Open Online Courses for professional learning

Egloffstein, M., Şahin, M.,&Ifenthaler, D. (2023). Course design approaches and behavioral patterns in Massive Open Online Courses for professional learning.Online Learning, 27(4), 48-68. DOI: https://doi.org/10.24059/olj.v27i4.4054

View

Bridging theory and measurement of student engagement: A practical approach

Means, B., & Neisler, J. (2023). Bridging theory and measurement of student engagement: A practical approach. Online Learning, 27(4), 26-47. DOI: https://doi.org/10.24059/olj.v27i4.4034

View
10 Publications

Your Library

Find and star your favorite items to add them to your library. Export items from your library at any time to a Word document.