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Supporting Students with Disabilities in K-12 Online and Blended Learning

Appropriately supporting students in online and blended learning environments requires a great deal of instructional planning and preparation. The intent of this document is to supply educational teams content that will provide support for the planning, implementation, and evaluation of programs and services for students with disabilities enrolled in online and blended learning […]

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Blended Teaching Readiness: Phase 2 – Instrument Development

This research completes a two-year research process to create and empirically validate an instrument to measure K-12 Blended Teaching Readiness. This report details the process as well as the successful efforts to validate and make available an instrument for use by individuals, schools, districts, and universities. Additionally, the report documents the process of creating […]

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MVLRI Research in Review: K-12 Blended Teaching and Professional Development

Despite growth in online and blended learning there remains limited opportunities for formal teacher professional development in these areas. While there are resources they are largely patchwork and teachers often seek out informal […]

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K-12 Blended Teaching Readiness: Phase 1-Instrument Development

The adoption of blended learning in K-12 schools is on the rise.  With this growth in demand for blended learning, there is a greater need to prepare teachers who can facilitate successful learning in these environments. In order for educator preparation programs, districts, and schools to conduct effective professional development for future blended teachers, […]

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Professional Learning for Blended Education: Michigan Case Studies

This report shares the experiences of blended learning teachers in Michigan and is a result of interviews conducted to understand the experiences and professional learning choices. According to the teachers, blended learning helped build connections and collaborations with other educators, increased student agency and changed their practice in terms of instructional design and the […]

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District-Level Blended Learning Implementation: Readiness Points and Challenges

Serving as a capacity-builder throughout the state, Michigan Virtual engaged in a multi-year partnership with four school districts with the intent to accelerate blended and personalized learning in each unique district. This report examines the readiness and challenges of each school district as teachers, district leaders, and the Michigan Virtual team worked to systematically […]

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The Changing Roles of Educators Series: The Blended Teacher

This study, the second in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on teachers implementing elements of blended learning in their classrooms. The aim of this study is to understand better the ways in which teachers practicing blended learning think […]

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Transforming Rural K-12 Education Through Blended Learning: Student Perspectives

The Transforming Rural K-12 Education Through Blended Learning study provides a perspective of rural students who have engaged in a variety of forms of blended learning. Their perception is valuable to teachers and administrators who might currently be teaching a blended learning course or considering the option of teaching such a […]

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The Changing Roles of Educators Series: The Blended Learning Coach

[…] focuses on the relatively novel role of the blended learning coach. The researchers sought to understand more fully the driving motivations, philosophies, and general thought processes at play when blended learning coaches work with K-12 educators in Michigan to help bring about changes in K-12 instruction through the promotion of blending online and face-to-face […]

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The Role of Online Teaching in Michigan Teacher Preparation Programs

This report details how online K-12 teaching is represented in college level teacher preparation programs in Michigan through a case study methodology grounded in the TPACK framework. Teacher preparation program websites and syllabi were the primary data sources; overall online teaching specifically was not prevalent among required course […]

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Fuse RI: An Open Access Model of K-12 Blended Learning Implementation

MVLRI is studying and documenting Fuse RI, an open access state model for supporting and expanding K-12 blended learning in Rhode Island. Developed by the Highlander Institute in Providence, RI, Fuse RI is a national model for delivering tailored support to local school districts as they deepen their knowledge and implementation of blended learning […]

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Access for All: A Guide for Serving Students with Disabilities in Online and Blended Learning Environments

[…] disability groups in order to better understand the needs of each group, some common accommodations for students in each group, and considerations for each group related to online and blended learning environments. Also provided are the terminology and acronyms commonly associated with disabilities and special education, a synopsis of disability law, and a thorough […]

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Virtual Schools in the U.S.: Case Studies of Policy, Performance, and Research Evidence

In this new report, entitled Virtual Schools in the U.S.: Case Studies of Policy, Performance, and Research Evidence, the authors describe the enrollment, student characteristics, and performance of virtual and blended schools in each state, discuss the research related to virtual and blended school characteristics and outcomes, and examine recent legislative activities pertaining to […]

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Evaluation and Approval Constructs for Online and Blended Course Providers

from Canada’s province-based K-12 education systems.

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Examining Online Research in Higher Education: What Can We Replicate in K-12?

[…] and scholars to understand what is already known in a field is to undertake a review of the existing literature. The existing literature related to K-12 distance, online and blended learning is still developing. This report seeks to describe a series of studies that have been conducted with adult populations that may be of […]

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Quality Assurance in K-12 Online Learning Programs: Michigan Case Studies

This report presents case studies of three exemplar programs that represent major types of K-12 online and blended learning programs (supplemental, alternative, and charter). Each of these freestanding case studies explores the ways in which a successful program seeks to ensure quality and positive student outcomes, with a focus on the five iNACOL quality […]

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Limited Course Capacity

We’re sorry to inform you that we have reached capacity for several of our Semester 1 and Trimester 1 courses. You’ll notice when attempting to enroll students in our Student Learning Portal that some courses are unavailable. While we are no longer accepting new enrollments for these courses at this time, many courses continue to remain open for enrollment.

With many students across the state 100% remote, demand for our online courses is greater than ever before. Because every course we offer is taught by a Michigan-certified teacher, this high volume of enrollments has created capacity issues for our teachers who provide each and every student with individual feedback.

While the Michigan Virtual team anticipated and planned for significant increases in student enrollments this Fall, the increased demand we’ve experienced has been unprecedented. As a result, we are taking steps to hire even more part-and full-time teachers to support larger numbers of student enrollments for Semester 2 as well as for Trimester 2 and 3. 

For schools that still need online learning options this year, please fill out the form at the bottom of our virtual pathways page to meet with someone to discuss other solutions. While some of our teacher-led courses are full, we may still have the capacity to help you in upcoming terms or can discuss timing to implement a whole-school or collaborative program in which local teachers from your school/district use our online course content to teach students. We also have free course content and resources available for you to use.

We know this is an incredibly stressful time for all, and we’re sorry if the courses you’re looking for are unavailable. We never want to turn away a student who wants to learn from us. Our top concern, however, is student success, and we have a policy to not take on additional enrollments if we cannot guarantee that all students will have a quality online learning experience. 

We appreciate your patience and understanding as we navigate the unusually high volume of enrollments we are receiving.