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

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

A Tale of Two Platforms: Decoding the Digital Footprints of High School Students in Bilingual Scaffolded MOOCs

Hsiao, J.-C., Chang, C.-F., & Chen, K.-Z. (2025). A Tale of Two Platforms: Decoding the Digital Footprints of High School Students in Bilingual Scaffolded MOOCs. Online Learning, 29(4), 52–73. https://doi.org/10.24059/olj.v29i4.5183

Online assessment tools. The challenge of training pre-service teachers

Agrati, L. S., Perla, L., Vinci, V., & Beri, A. (2025). Online assessment tools. The challenge of training pre-service teachers. Online Learning, 29(4), 1–24. https://doi.org/10.24059/olj.v29i4.5217

AI in Education: A 2025 Snapshot of Trust, Use, and Emerging Practices

Michigan Virtual (2025). AI in Education: A 2025 Snapshot of Trust, Use, and Emerging Practices. https://michiganvirtual.org/research/publications/ai-in-education-a-2025-snapshot-of-trust-use-and-emerging-practices/

Teachers and AI: Understanding the factors influencing AI integration in K-12 education

Filiz, O., Kaya, M. H., & Adiguzel, T. (2025). Teachers and AI: Understanding the factors influencing AI integration in K-12 education. Education and Information Technologies, 30(1), 17931–17967. https://doi.org/10.1007/s10639-025-13463-2

Exploring K-12 Physical Education Teachers’ Acceptance and Use of Online Learning: A Theoretical Approach

Killian, C. M., Goad, T., Daum, D. N., & Gentry, C. (2025). Exploring K-12 Physical Education Teachers’ Acceptance and Use of Online Learning: A Theoretical Approach. American Journal of Distance Education, 1–19. https://doi.org/10.1080/08923647.2025.2482290

Impact of COVID-19 Lockdown on Physical Activity and Performance in K-12 Physical Education: A Systematic Review

Merino-Campos, C. & Del-Castillo, H. (2025). Impact of COVID-19 Lockdown on Physical Activity and Performance in K-12 Physical Education: A Systematic Review. Journal of Education and e-Learning Research, 12(1). https://eric.ed.gov/?id=EJ1470925

High School Students' Perspectives on Their Online Learning Experiences: A Systematic Literature Review

Li, J., Roihan, N., & McGravey, M. (2025). High School Students' Perspectives on Their Online Learning Experiences: A Systematic Literature Review. Journal of Computer Assisted Learning, 41(4). https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.70064

Experiences and Exit in K-12 Online Schooling: Reviewing the Literature

Sokolowski, D., Perry, L. & Saunders, R. (2025). Experiences and Exit in K-12 Online Schooling: Reviewing the Literature. Journal of Online Learning Research, 11(2), 203-226. https://www.learntechlib.org/primary/p/225108/

H5P and Technology Acceptance Model: Results of a Survey in Teacher Preparation Program

Samsonov, P. (2025). H5P and Technology Acceptance Model: Results of a Survey in Teacher Preparation Program. Journal of Online Learning Research, 11(2), 187-201. https://www.learntechlib.org/primary/p/225262/

Cue the Paralinguistics: A Qualitative Case Study of Teacher Social Presence

Bowden, M. & Moore, J. (2025). Cue the Paralinguistics: A Qualitative Case Study of Teacher Social Presence. Journal of Online Learning Research, 11(2), 169-185. https://www.learntechlib.org/primary/p/224715/

The Complexities of Biopsychosocial Needs in Online Learning

Rice, M. & Barbour, M. (2025). The Complexities of Biopsychosocial Needs in Online Learning. Journal of Online Learning Research, 11(2), 163-167. https://www.learntechlib.org/primary/p/226444/

Designing for Impact: Enhancing K-12 Teacher Instructional Design Skills through an Asynchronous Graduate Course

Hartman, V. & Sadera, W. (2025). Designing for Impact: Enhancing K-12 Teacher Instructional Design Skills through an Asynchronous Graduate Course. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3572-3577). https://www.learntechlib.org/primary/p/226366/

National Standards for Quality Online Courses

National Standards for Quality Online Learning. (2025). Quality online courses. https://nsqol.org/the-standards/quality-online-courses/

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