Helping to define educational practices online and in the classroom
Michigan Virtual Learning Research Institute (MVLRI) receives directives from the Michigan legislature to define the areas of research in blended and online learning each year. Research is conducted throughout the state, nation and internationally to incorporate a global perspective. Research is also conducted without regard to the provider to ensure that important findings are brought to light and practiced in our own backyard.
Each year MVLRI reports a summary of these findings in its Annual Report. This report, along with other research conducted through the Institute, informs educational policy in the state. Further research including focus groups of teachers, administrators and other school officials provides continuous feedback regarding the effectiveness of the policy as it is implemented in districts across Michigan. The effectiveness of all online learning programs is tracked in MVLRI’s annual Effectiveness Report. Many times the Effectiveness Report uncovers important aspects of online learning implementation that are not working, once again informing policy to ensure that Michigan’s students are receiving the best online education possible.
The work of the MVLRI is internationally recognized for providing accurate research that is utilized throughout the education industry to empower educators and support learners of all ages.
Latest Research Publications
Any time, any place, any pace: An introduction to the flexibility of K-12 virtual learning
Understanding Any Time, Any Place, Any PaceA significant draw of virtual learning for both students and their families is the promise of flexibility (Beck et al., 2014). There is some evidence that in
Michigan's K-12 Virtual Learning Effectiveness Report, 2024-25
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2024-25 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 90 data tables.
Artificial Intelligence and Student Usage in Online Learning: A Longitudinal Analysis of Usage Patterns, Achievement, and Perceptions in K-12 Virtual Education
This study follows more than 26,000 Michigan students over two years to see how they actually use AI in their online courses—and what happens to their grades when they do. AI adoption nearly doubled, with sophisticated “tool + tutor” use growing fastest, especially among high-achieving students. Early achievement gaps between AI users and non-users almost disappeared, yet teacher responsiveness and course design still mattered far more than any AI tool. The findings offer a grounded look at how AI is reshaping K–12 learning right now, without replacing the humans at the heart of it.
AI in Education: A 2025 Snapshot of Trust, Use, and Emerging Practices
This 2025 Michigan Virtual study of over 500 educators provides an updated look at attitudes toward AI in K-12 education. Use of AI continues to grow rapidly, with teachers increasingly adopting tools for tasks like lesson planning and student support, even as trust levels lag behind administrators. District policies and visions are beginning to take shape, though progress remains uneven and many schools are still in early stages. Educators see strong potential in AI for improving instruction and accessibility, but barriers such as limited time, training, and policy clarity persist. While skepticism remains among a subset of educators, most expect AI to play a significant role in education within the next five years, underscoring the need for ongoing professional development, trust-building, and thoughtful guidance.
Online Courses, Offline Grades: What Some Michigan Schools Are Doing
As online learning becomes a fixture in Michigan’s K–12 landscape, Michigan Virtual was curious about how student scores in online courses are interpreted and applied locally. While state law outlines general requirements for awarding credit, districts retain significant flexibility in how those grades appear on transcripts. This brief explores how eight Michigan districts are navigating those decisions—and why their approaches vary.
Out of Order, Still Out of Reach: Navigating Assignment Sequences for Michigan Virtual World Language Courses
In online asynchronous courses, students can submit assignments anytime during the enrollment window, often in any order they like. While previous research has focused on the timing of assignment submissions, Cuccolo & DeBruler highlighted how the order of assignment submissions is associated with lower course performance in STEM courses. This study expands that research to World Language courses, highlighting that students’ final course scores decreased as deviations from the pacing guide increased.
The Impact of Virtual Learning in Michigan Schools
Michigan’s K-12 Virtual Learning Effectiveness Reports provide annual analyses of virtual course enrollments, completion rates, and their impact on students. They detail findings across schools, courses, and student demographics, including data on enrollment totals, pass rates, and the influence of factors like poverty status. Each report includes extensive data tables to support these insights.
