Research Publications
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.
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 role of the teacher. This collection of teacher profiles provides a unique perspective of how many of the early teacher innovators considered how to integrate blended learning into their personal learning contexts.
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 This report includes a summary of the need for this research and a summary of the methodology but focuses primarily on the findings specific to the iNACOL Teaching Standards.
Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Courses
Report #3: Courses The purpose of this report is to describe the findings of an expert panel aiming to offer improvement suggestions for the online course standards.
Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Programs
Report #2: Programs The purpose of this report is to share findings from an expert panel about improving the program standards’ applicability to online learning.
A Report to the Legislature, 2016
This report is submitted in compliance with Section 98 (6) of Public Act 249 of 2016, which requires the Michigan Virtual University (MVU) to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual School (MVS) for the preceding fiscal year.
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 This report is part of a series of four reports and includes the introductory information and methodology for the review process. The other three reports in the series are the reviews of the iNACOL National Standards for Quality Online Teaching, iNACOL National Standards for Quality Online Courses, and iNACOL National Standards for Quality Online Programs as well as implications, conclusion, and suggestions for further research for each specific set of standards.
The Changing Roles of Educators Series: The Blended Learning Coach
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 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 instruction.
Educating Students Across Locales: Understanding Enrollment and Performance Across Virtual Schools
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.
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.
Statewide Blended Learning Implementation: Voices From Fuse RI Stakeholders
This report is the second in a series focused on research being conducted with the Highlander Institute on their Fuse RI project, a statewide blended learning implementation initiative in Rhode Island, RI.
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 metrics cited above.
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 course.
Public Awareness and Views of K-12 Online Learning in Michigan 2015
From August 20–August 24, 2015, Public Sector Consultants, Inc. (PSC) conducted a telephone poll with 800 adult residents of Michigan to obtain their opinions about online learning opportunities for public school students in Michigan. This survey is a follow-up to a similar poll conducted by PSC in 2014. It was designed to include common questions for comparison purposes, as well as new questions to build on the 2014 survey results. This summary provides highlights of the 2015 survey, along with comparisons to 2014 when appropriate.
A Report to the Legislature, 2015
This report is submitted in compliance with Section 98 (6) of Public Act 85 of 2015, which requires the Michigan Virtual University (MVU) to provide, not later than December 1 of each fiscal year, a report to the House and Senate Appropriations Subcommittees on State School Aid, the State Budget Director, the House and Senate Fiscal Agencies and the Department of Education that includes specific information related to the Michigan Virtual School (MVS) for the preceding fiscal year.
Supporting Online Learners: Michigan Mentor Program Case Studies
A mentor can make all the difference whether you’re a new employee on a job or a young person looking for guidance from a caring adult. In online learning, a good mentor can be the difference between passing and failing. A case study of mentor programs conducted by MVLRI describes what mentoring looks like in a particular school, develops a set of profiles that illustrate the range of mentoring programs across the state and provides points of comparison for mentors, instructors, administrators, parents and students about alternative support structures and strategies for online learners.
Accountability in K-12 Online Learning Course Access Programs: Stakeholder Recommendations for Policy and Practice
K-12 online learning continues to grow in primary and secondary schools, while educational policy strives to keep up with the ever-changing environment. Specifically in the state of Michigan, a recent statewide analysis of online learning showed that over 76,000 students took at least one virtual course in the 2013-14 school year, accounting for over 319,000 virtual enrollments.
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 at their own pace.
Recruiting, Training, Supporting, and Evaluating Online Teachers: A Cross-case Analysis of Teaching Infrastructure Across Virtual Schools
The Michigan Virtual Learning Research Institute conducted a study of the similarities and differences across Virtual School Leadership Alliance member programs with a focus on teacher recruitment, hiring, training, support, evaluation and retention.
Michigan's K-12 Virtual Learning Effectiveness Report, 2013-14
Based on pupil completion and performance data reported by school entities to the Michigan Department of Education (MDE) or the Center for Educational Performance and Information (CEPI), this report highlights 2013-14 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils.
Michigan's K-12 Virtual Learning Effectiveness Report, 2014-15
Based on pupil completion and performance data reported by school entities to the Michigan Department of Education (MDE) or the Center for Educational Performance and Information (CEPI), this report highlights 2014-15 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils.
Categories
- AI (7)
- Blended Teaching & Learning (14)
- Effective Practices in Online Learning (27)
- Effectiveness Reports (13)
- Mentoring (7)
- Michigan (44)
- Motivation & Social Emotional Learning (6)
- Online Teaching and Professional Development (21)
- Program Evaluation / Quality / Policy (27)
- Research in Review (11)
- Special Populations (13)
- Student Centered Learning (10)
- Student Pacing (13)