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

How have pandemic shifts affected students from diverse backgrounds?

Arnett, T. & Cooney, J. (2022). How have pandemic shifts affected students from diverse backgrounds? Christensen Institute. https://www.christenseninstitute.org/wp-content/uploads/2022/06/Spring-2022-Factsheets-equity.pdf 

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The Land of Confusion: A Review of Online Student Funding.

The Land of Confusion: A Review of Online Student Funding. (2022). Digital Learning Collaborative. https://static1.squarespace.com/static/5a98496696d4556b01f86662/t/62bb6820601b0655a9028d17/1656449058557/Online+Student+Funding+DLC.pdf 

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“We Felt Like Pioneers”: Exploring the Social and Emotional Dimensions of Teachers’ Learning During Online Professional Development

Nash, B. (2022). “We Felt Like Pioneers”: Exploring the social and emotional dimensions of teachers’ learning during online professional development. Journal of Online Learning Research, 8(1), 101-125. https://www.learntechlib.org/primary/p/220426/ 

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The Collaborative Model for Teaching o-SEL: Preparing Educators to Design Online Environments for Social-Emotional Learning

Geesa, R.L., Robbins, K., & Shively, K. (2022). The collaborative model for teaching o-SEL: Preparing educators to design online environments for social-emotional learning. Journal of Online Learning Research, 8(1), 67-100. https://www.learntechlib.org/primary/p/220643/ 

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Teachers’ Reflections on Supporting Social and Emotional Learning: Desires, Practices, and Tensions in Fostering Family-School Ties

Miller, K. (2022). Teachers’ reflections on supporting social and emotional learning: Desires, practices, and tensions in fostering family-school ties. Journal of Online Learning Research, 8(1). https://www.learntechlib.org/primary/p/220634/ 

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A Toolbox of Adaptations for Online Delivery of SEL Programming

Currie, C., Rajanbabu, P., & King, D. (2022). A toolbox of adaptations for online delivery of SEL programming. Journal of Online Learning Research, 8(1). https://www.learntechlib.org/primary/p/220258/ 

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The Worst We Have Seen: Leveraging Social/Emotional Learning in K-12 Online & Blended Environments amid a Well-Being Crisis

Miller, K., Castañon, M. & Filiss, T. (2022). The worst we have seen: Leveraging social/emotional learning in K-12 online & blended environments amid a well-being Crisis. Journal of Online Learning Research, 8(1), 1-6. https://www.learntechlib.org/primary/p/220646/ 

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Through Community and Culture, Oxford Community Schools Makes Learning Student-Centered

Green, C., & Harrington, C. (2022). Through community and culture, Oxford Community Schools makes learning student-centered. Michigan Virtual University. https://michiganvirtual.org/research/publications/oxford-community-schools-makes-learning-student-centered/

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Recruitment and Retention of Online Teachers

Timke, E. & DeBruler, K. (2022). Recruitment and Retention of Online Teachers. Michigan Virtual University. https://michiganvirtual.org/research/publications/online-teacher-recruitment-retention

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Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning

Xing, W. (2022). Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning. Distance Education. https://doi.org/10.1080/01587919.2022.2088476 

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10 Publications

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