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

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Integrating Artificial Intelligence and Computational Thinking in Educational Contexts: A Systematic Review of Instructional Design and Student Learning Outcomes

Weng, X., Ye, H., Dai, Y., & Ng, O. (2024). Integrating Artificial Intelligence and Computational Thinking in Educational Contexts: A Systematic Review of Instructional Design and Student Learning Outcomes. Journal of Educational Computing Research, 62(6), 1640-1670. https://doi.org/10.1177/07356331241248686

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The Alternative Narrative: When Digital Learning Worked During the Pandemic

Drost, B. R. & Levine, A. C. (2024). The Alternative Narrative: When Digital Learning Worked During the Pandemic. Journal of Education. https://doi.org/10.1177/00220574241249454

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Teachers’ use of data from digital learning platforms for instructional design: a systematic review

Hase, A. & Kuhl, P. (2024). Teachers’ use of data from digital learning platforms for instructional design: a systematic review. Educational Technology Research and Development, 72. https://link.springer.com/article/10.1007/s11423-024-10356-y

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A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards

Wiley, K., Dimitriadis, Y., & Linn, M. (2024). A human-centred learning analytics approach for developing contextually scalable K-12 teacher dashboards. British Journal of Educational Technology, 55(3). https://doi.org/10.1111/bjet.13383

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Parental support challenges for K-12 student online engagement

Guo, Q., Graham, C. R., Borup, J., Sandberg, B., & West, R. E. (2024). Parental support challenges for K-12 student online engagement. Distance Education, 1–27. https://doi.org/10.1080/01587919.2024.2397481

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Online K-12 Teachers’ Perceptions of Students’ AI Utilization and Teachers’ Outlook on the Future of Education in the Context of Artificial Intelligence

Doty, K. & Lipien, Lodi. (2024). Online K-12 Teachers’ Perceptions of Students’ AI Utilization and Teachers’ Outlook on the Future of Education in the Context of Artificial Intelligence. American Journal of Educational Research, 12(8). https://pubs.sciepub.com/education/12/8/5/index.html

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Teachers’ Perceptions of Student Engagement in Online Learning


Moskovich, S. & Hershkovitz, A. (2024). Teachers’ Perceptions of Student Engagement in Online Learning. Journal of Online Learning Research, 10(2), 215-253. https://www.learntechlib.org/primary/p/223642/.

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Exploring the Transactional Distance in Two Remote Teaching and Learning Environments of K–12 students: The Balancing Art of In-teraction


Pettersson, F. & Lindfors, M. (2024). Exploring the Transactional Distance in Two Remote Teaching and Learning Environments of K–12 students: The Balancing Art of In-teraction. Journal of Online Learning Research, 10(2), 191-214. https://www.learntechlib.org/primary/p/223680/.

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Trends and Issues in K-12 Virtual Academies: Perspectives of Virtual Academy Leaders


Walter, A., Martin, F., Hageman-Mays, K. & Wiggs, B. (2024). Trends and Issues in K-12 Virtual Academies: Perspectives of Virtual Academy Leaders. Journal of Online Learning Research, 10(2), 153-189. https://www.learntechlib.org/primary/p/222801/

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On the Co-Labor of Teaching and Learning Online


Rice, M. & Barbour, M. (2024). On the Co-Labor of Teaching and Learning Online. Journal of Online Learning Research, 10(2), 149-152. https://www.learntechlib.org/primary/p/224678/.

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