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

Citation

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/

Abstract

This article examines a Pre-COVID practitioner-led intervention at a large, Texas statewide virtual charter high school serving over 2,000 students, many from economically disadvantaged and diverse backgrounds. The school faced high attrition, low academic growth, and limited student engagement; hindered by minimal interaction and reliance on email communication and static vendor curricula. In response, teachers implemented multi-modal communication (phone calls, texts, emails), created supplemental instructional resources (videos, guides), prioritized relationship-building, and expanded live instructional sessions and 1:1 tutoring. Quantitative data showed increased participation, responsiveness, assignment completion, and a moderate correlation between time in the learning management system (LMS) and improved unit test performance, especially in later, more challenging units. Qualitative feedback indicated students receiving personalized outreach and additional resources were more likely to persist and succeed. Findings highlight the importance of relationship-building, tailored resources, and varied communication methods. Scalability depends on teacher workload, accurate contact information, and institutional support. This study found that effective engagement in virtual settings requires intentional outreach, flexibility, and ongoing reflection on student needs and responses; all methods that can still significantly impact student engagement in virtual education institutions in the Post-COVID era.

Authors

• Michaine, Ashley

Reference Type

Journal

Keywords

• K-12 online learning
• Student engagement
• Virtual schools