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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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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/

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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

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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

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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

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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


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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/

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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/

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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/

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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/

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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/

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