MVLRI’s research provides a foundation to examine, engage and explore educational practices in the industry.

MVLRI is dedicated to taking education techniques to the next level. We believe that with proper research, the ways we learn can continue to evolve to strengthen our futures.

The Changing Roles of Educators Series: The Blended Teacher

ABSTRACT 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

Examining Credit Recovery Experience at a State Virtual School

This report begins discussion on the topic of credit recovery by testifying to the concept that students who have different reasons for taking online courses perform differently. Specifically, the underperformance of credit recovery students was hypothesized; the contextual information was also explored, including enrollment patterns, demographic factors, and the learning

iEducator 21st Century Digital Learning Corps: iEd Blog Network Analysis

As discussed in iEducator 21st Century Digital Learning Corps: Program Design and Reflection (part one of the series), iEds were asked to contribute regularly to publicly available blogs (the focus of part two of this series). The purpose of the blogs was threefold. First, it served as a place for

Michigan’s K-12 Virtual Learning Effectiveness Report, 2015-16

Abstract Based on pupil completion and performance data reported by schools to MDE or CEPI, this report highlights 2015-16 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Over 90,000 K-12 students took virtual courses in 2015-16, accounting for over 453,000 virtual course enrollments. Local

Games Used in K-12 Schools: A Research Perspective

One of the threads in research for technology integration literature is the need to create more authentic and engaging learning experiences in schools (Boyle, 2016). One way to do this is through the use of games. Research has been conducted on the best practices and use of games in the

Helping Online Students Be Successful: Mentor Responsibilities

ABSTRACT In this research, we interviewed 12 online teachers and 12 on-site mentors who had high student pass rates in an attempt to identify the strategies that mentors used to improve student success in online courses. Online teachers believed that it was critical that mentors fulfilled their responsibilities and that

MVLRI 2015-16 Annual Report

The MVLRI 2015-16 Annual Report addresses 20 tasks to strengthen teaching and learning for K-12 education. View Publication

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

Access for All is designed to provide an overview of different 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 description of individualized education plans and 504 plans. In better understanding the needs of students with disabilities, it is hoped that virtual school educators will be better prepared to help all their students reach optimum success.

Professional Learning for Blended Education: Michigan Case Studies

Abstract 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. The case study based method was designed by using a combination of connecting with referred teachers and volunteers to create teacher profiles which

Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Teaching

Report #4: Teaching Abstract Currently, many prospective teachers are enrolling in online courses offered through their universities as part of their initial preparation. The coursework in these teacher education programs at institutions of higher education may consist individual classes online through a traditional university or completing degrees in fully online

Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Introduction to the Analysis of the iNACOL Program, Course, and Teacher Standards

Report #1: Overview Abstract While many acknowledge that participation in virtual schooling holds considerable potential for increased access to different types of courses, credit recovery, and personalization, there is no guarantee that these benefits will be realized without careful planning (Barbour, Archambault, & DiPietro, 2013). To improve service delivery online,

A Report to the Legislature, 2016

A Report to the Legislature addresses the requirements that are listed in Section 98 (6) of P.A. 249 of 2016. Download the Report

The Changing Roles of Educators Series: The Blended Learning Coach

ABSTRACT This study, the first in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on the relatively novel role of the blended learning coach. The researchers sought to understand more fully the driving motivations, philosophies, and general

Educating Students Across Locales

Researchers at MVLRI and the Virtual School Leadership Alliance investigated the enrollment and pass rates of students in all locales to see how well students performed. View Publication

iEducator: Program Design and Reflection

This report introduces and details the iEducator program and includes reflections from the administrative and instructional design teams involved in the development of the program, as well as reflections and feedback from the iEducators themselves. View Publication

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

Abstract In the present study, case studies of three Michigan program providers are presented. Each represents a major program type–Michigan Virtual (supplemental), Westwood Cyber High School (alternative), and Michigan Connections Academy (charter). Four questions are addressed in each case study. (1) What are the providers doing to ensure quality? For

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