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

Citation

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

Abstract

Learning "any time, any place, and at any pace" is often described as the core promise of online learning, but has traditionally been understudied in K-12 populations. Across three reports, we’ve explored how specific aspects of this flexibility are related to student outcomes and course progression. This synthesis highlights themes that have emerged across the reports, along with additional analyses that provide insight into how these constructs converge. Despite the ability to submit assignments at any time, students, especially those who went on to fail their courses, concentrated submissions during weekday school hours, likely signaling a usage of school-based structures and supports. Relatedly, both the timing of students’ first assignment submission, and the proportion of assignments completed by week 4 distinguished students who failed from those who demonstrated content mastery. The order of students’ assignment submissions also had implications for their course performance; as deviations from course pacing guides increased, final course scores fell. These findings highlight the interconnectedness of time, place, and pace, while underscoring the importance of monitoring the volume and order of students’ assignment submissions early and consistently. Because submission gaps stabilize by week 4, weeks 1-3 are likely practical windows where mentors and instructors should focus their monitoring and intervention efforts. 

Authors

• Cuccolo, Kelly
• DeBruler, Kristen

Reference Type

Report

Keywords

• K-12 online learning
• Student pacing