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

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

K-12 students’ basic psychological needs satisfaction in online learning: perceived level, group difference, and its influence

Bai, X. & Guo, R. (2026). K-12 students’ basic psychological needs satisfaction in online learning: perceived level, group difference, and its influence. Front. Psychol. 17. https://doi.org/10.3389/fpsyg.2026.1561201

Ethical Use of Artificial Intelligence Tools by Future Teachers

González-Cervera, A., Burgueño-López, J., & Urosa-Sanz, B. (2026). Ethical Use of Artificial Intelligence Tools by Future Teachers. Canadian Journal of Learning and Technology, 52(1), 1–19. https://doi.org/10.21432/cjlt29045

AI in Education: Perceptions Around Use, Disclosure, and Guidance

DeBruler, K. (2026). AI in Education: Perceptions Around Use, Disclosure, and Guidance. Michigan Virtual. https://michiganvirtual.org/research/publications/ai-in-education-perceptions-around-use-disclosure-and-guidance

Any time, any place, any pace: An introduction to the flexibility of K-12 virtual learning

Cuccolo, K. & DeBruler, K. (2026). Any time, any place, any pace: An introduction to the flexibility of K-12 virtual learning. Michigan Virtual. https://michiganvirtual.org/research/publications/any-time-any-place-any-pace-an-introduction-to-the-flexibility-of-k-12-virtual-learning

Just the essentials: What mentors of online students want and need from professional learning

Michigan Virtual Learning Research Institute. (2026, February 6). Just the essentials: What mentors of online students want and need from professional learning. Michigan Virtual. https://michiganvirtual.org/blog/what-mentors-want-and-need-from-professional-learning/

Exploring K-12 Virtual Teachers’ Enduring Professional Development Experiences in Quality Course Reviews

Schaefer, D., Oyarzun, B., Lim, J. H., Polly, D., & Park, E. (2026). Exploring K-12 Virtual Teachers’ Enduring Professional Development Experiences in Quality Course Reviews. American Journal of Distance Education, 1–18. https://doi.org/10.1080/08923647.2026.2631263

The Persistent Deficit: Historical Gaps in the Preparation of K-12 Educators for Digital Teaching

Hodges, C., Barbour, M. & Pratt, K. (2026). The Persistent Deficit: Historical Gaps in the Preparation of K-12 Educators for Digital Teaching. Journal of Online Learning Research, 12(1), 169-193. https://www.learntechlib.org/primary/p/2128810/

Assessing and improving digital learning readiness: A review and roadmap for future research

Siko, J., Barbour, M., Wilson, V. & Adelstein, D. (2026). Assessing and improving digital learning readiness: A review and roadmap for future research. Journal of Online Learning Research, 12(1), 151-168. https://www.learntechlib.org/primary/p/2128778/

Providing Access to Online Learning Schools and Programs for Special Populations

Rice, M. & Rose, R. (2026). Providing Access to Online Learning Schools and Programs for Special Populations. Journal of Online Learning Research, 12(1), 139-150. https://www.learntechlib.org/primary/p/2128791/.

Emerging Technologies as Sociotechnical–Immersive Systems: A Framework and Research Agenda for K–12 Online Learning

Beck, D., Elmendorf, D. & Morgado, L. (2026). Emerging Technologies as Sociotechnical–Immersive Systems: A Framework and Research Agenda for K–12 Online Learning. Journal of Online Learning Research, 12(1), 121-138. https://www.learntechlib.org/primary/p/2128790/

Assessment in K-12 Online Learning Contexts

Short, C.R., Sapp, T. & Haniya, S. (2026). Assessment in K-12 Online Learning Contexts. Journal of Online Learning Research, 12(1), 97-119. https://www.learntechlib.org/primary/p/2128783/

Proximal and Auxiliary Support Systems in K–12 Digital Learning

Azukas, M.E., Garrett Dikkers, A. & Viano, S. (2026). Proximal and Auxiliary Support Systems in K–12 Digital Learning. Journal of Online Learning Research, 12(1), 73-96. https://www.learntechlib.org/primary/p/2128777/

Understanding Learner Interaction and Engagement in K–12 Online Learning: Complementary Frameworks and Future Directions

Borup, J., Archambault, L., Woo, L. & Graham, C.R. (2026). Understanding Learner Interaction and Engagement in K–12 Online Learning: Complementary Frameworks and Future Directions. Journal of Online Learning Research, 12(1), 45-72. https://www.learntechlib.org/primary/p/2128782/.

Framing Instructional Strategies as a Concept in Online Schools and Digital Programs

Rice, M., Rose, R. & Deschaine, M. (2026). Framing Instructional Strategies as a Concept in Online Schools and Digital Programs. Journal of Online Learning Research, 12(1), 31-43. https://www.learntechlib.org/primary/p/2128800/.

Leveraging Program Architecture for the Next Phase of K–12 Digital Learning Effectiveness Research

DeBruler, K. & Cuccolo, K. (2026). Leveraging Program Architecture for the Next Phase of K–12 Digital Learning Effectiveness Research. Journal of Online Learning Research, 12(1), 15-29. https://www.learntechlib.org/primary/p/2128765/

Gap: Building a Practitioner-Centered Research Agenda for K-12 Online and Blended Learning

Barbour, M., Borup, J. & DeBruler, K. (2026). Mind the (Digital) Gap: Building a Practitioner-Centered Research Agenda for K-12 Online and Blended Learning. Journal of Online Learning Research, 12(1), 1-13. https://www.learntechlib.org/primary/p/2128910/

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