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

Any time, any place, any pace: How time, place, and pace converge

Cuccolo, K. & DeBruler, K. (2026). Any Time, Any Place, Any Pace: How Time, Place, and Pace Converge. Michigan Virtual. https://michiganvirtual.org/research/publications/any-time-any-place-any-pace-how-time-place-and-pace-converge

Any Time, Any Place, Any Pace: How Students Use Pace in Online Courses

Cuccolo, K. & DeBruler, K. (2026). Any Time, Any Place, Any Pace: How Students Use Pace in Online Courses. Michigan Virtual. https://michiganvirtual.org/research/publications/any-time-any-place-any-pace-how-students-use-pace-in-online-courses

AI in Education: A 2026 Snapshot of Growing Use and the Shift Toward Integration

Michigan Virtual. (2026). AI in education: A 2026 snapshot of growing use and the shift toward integration. https://michiganvirtual.org/research/publications/ai-in-education-a-2026-snapshot-of-growing-use-and-the-shift-toward-integration

Any Time, Any Place, Any Pace: How Students Use Place in Online Courses

Cuccolo, K. & DeBruler, K. (2026). Any Time, Any Place, Any Pace: How students use place in online courses. Michigan Virtual. https://michiganvirtual.org/research/publications/any-time-any-place-any-pace-how-students-use-place-in-online-courses

Educational Technology Integration for Learning: Modeling Teacher Concerns, Adoption, and Behaviour

Trabelsi, Z., & Naceur, A. (2026). Educational Technology Integration for Learning: Modeling Teacher Concerns, Adoption, and Behaviour. Canadian Journal of Learning and Technology, 52(2), 1-23. https://doi.org/10.21432/cjlt29230

Digital Literacies and Digital Inequalities: Concerns and Wishes from Elementary Teachers

Cotnam-Kappel, M., Slezak, V., & Ventrella, F. (2026). Digital Literacies and Digital Inequalities: Concerns and Wishes from Elementary Teachers. Canadian Journal of Learning and Technology, 52(2), 1-23. https://doi.org/10.21432/cjlt29274

Supporting Pre-Service Teachers’ Self-Regulation Skills in Online Learning

Morrison, L., & Jacobsen, M. (2026). Supporting Pre-Service Teachers’ Self-Regulation Skills in Online Learning. Canadian Journal of Learning and Technology, 52(2), 1-18. https://doi.org/10.21432/cjlt29220

Any Time, Any Place, Any Pace: How Students Use Pace in Online Courses

Cuccolo, K. & DeBruler, K. (2026). Any Time, Any Place, Any Pace: How Students Use Pace in Online Courses. Michigan Virtual. https://michiganvirtual.org/research/publications/any-time-any-place-any-pace-how-students-use-pace-in-online-courses

Seeing Through the Screen: Recognizing and Addressing Ability-Based Labeling in K-8 Virtual Classrooms

Cunningham, D. (2026). Seeing Through the Screen: Recognizing and Addressing Ability-Based Labeling in K-8 Virtual Classrooms. Journal of Online Learning Research, 12(2), 201-211. https://www.learntechlib.org/primary/p/2129566/

Making Generative AI Expectations Visible: Extending the TILT Framework for Transparent Assignment Design

Wiss, A., Singer-Freeman, K., Pattershall-Geide, J., Dobbeck, K., Heminger, C., Quinlan, S., Volarich, J., Gray, G. (2026). Making Generative AI Expectations Visible: Extending the TILT Framework for Transparent Assignment Design. Online Learning, 30(S1), 55–77. https://doi.org/10.24059/olj.v30i3.6398

Multilingualism, Traumas, and Relational Work in Digital Education

Rice, M. & Barbour, M. (2026). Multilingualism, Traumas, and Relational Work in Digital Education. Journal of Online Learning Research, 12(2), 195-199. https://www.learntechlib.org/primary/p/2129977/

Empowering Educators: A Mixed Methods Study on K–12 Teacher Self-Efficacy and Practice Following a Professional Development Conference

Mishnick, N. & Montagnino, L. (2026). Empowering Educators: A Mixed Methods Study on K–12 Teacher Self-Efficacy and Practice Following a Professional Development Conference. Journal of Online Learning Research, 12(2), 233-255. https://www.learntechlib.org/primary/p/226582/

Fostering Student Engagement in Fully Virtual K-12 Schools: A Pre Pandemic Approach that Carries into the Post-COVID Era

Michaine, A. (2026). Fostering Student Engagement in Fully Virtual K-12 Schools: A Pre Pandemic Approach that Carries into the Post-COVID Era. Journal of Online Learning Research, 12(2), 257-284. https://www.learntechlib.org/primary/p/226497/

The Effects of an Online Gamified Morphological Intervention on Emergent Bilinguals’ Literacy Achievement

Li, M., Tran, H., Chandler, M., Kirby, J.R., Zhang, J., Cole, M.W. & Dogan, B. (2026). The Effects of an Online Gamified Morphological Intervention on Emergent Bilinguals’ Literacy Achievement. Journal of Online Learning Research, 12(2), 285-314. https://www.learntechlib.org/primary/p/2128522/.

Doing it all: Exploring roles and responsibilities of and support for online program coordinators

Earnshaw, Y. (2026). Doing it all: Exploring roles and responsibilities of and support for online program coordinators. Online Learning, 30(S1), 1–28. https://doi.org/10.24059/olj.v30iS1.5454

Beyond the Thread: Reimagining Online Discussions for Authentic Learning

Johnson, D., Brown, K., Shelton, K., & Young, J. K. (2026). Beyond the Thread: Reimagining Online Discussions for Authentic Learning. Online Learning, 30(S1), 29–54. https://doi.org/10.24059/olj.v30i3.6269

School Community and Virtual Learning Environments: Sense of School Belonging

Johnson, C. M., & Van Beek, M. (2026). School community and virtual learning environments: Sense of school belonging. Journal of Educators Online, 23(2). https://doi.org/10.9743/JEO.2026.23.2.9

Preparing Teachers for K–12 Teaching in the Online Environments in a Post-COVID World: A Systematic Literature Review

Goldman, S. R., Smith, S. J., & Carreon, A. (2026). Preparing teachers for K–12 teaching in the online environments in a post-COVID world: A systematic literature review. Journal of Educators Online, 23(2). https://doi.org/10.9743/JEO.2026.23.2.6

The evidence base on AI in K–12: A 2026 review

Fesler, L., Martinez Claeys, J. P., Agnew, C., & Loeb, S. (2026). The evidence base on AI in K–12: A 2026 review. Stanford SCALE Initiative. https://scale.stanford.edu/sites/default/files/The%20Evidence%20Base%20on%20AI%20in%20K-12%20Report.pdf

Learning online in schools after COVID: a systematic review of research aligned to the science of learning and development

Richardson, J.W., Bathon, J. & Zhong, H. (2026). Learning online in schools after COVID: a systematic review of research aligned to the science of learning and development. Front. Educ. 11. https://doi.org/10.3389/feduc.2026.1815279

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