Melissa has worked for Michigan Virtual since February 2018. After graduating from Michigan State University in 2013, she has worked professionally as a clinical laboratory specialist, and she still lurks the halls of a hospital on an occasional weekend. Melissa lives with her husband and young children and is loving the life of being a wife and mom. She enjoys catching a good movie, camping and being outside.
In a two-phase pilot across Michigan schools, educators used Khanmigo, an AI-powered tutor and teaching assistant, to explore how AI might support teaching and learning. Their reflections surfaced both opportunities and challenges. The big takeaway? AI has potential, but only with intentional support.
Cuccolo & Green’s (2025) report highlighted the relationship between students’ assignment submission patterns and final course scores. Given that pacing has important implications for student performance, knowing what assignment submission patterns look like across schools with varying demographics could help prompt early identification and intervention. As such, this blog explores students’ assignment submission patterns based on school-level demographic information.
In this blog, MVLRI researchers synthesize the key findings from two research studies about student assignment submission patterns in Michigan Virtual online courses.
In this interview, MVLRI researchers discuss key findings from a report highlighting how personalized, consistent, and timely communication in online courses can help students feel more connected to their online teachers and may also impact their success in the course. This blog also explores practical strategies for communicating effectively and building relationships with online students.
This blog digs into the key findings from two MVLRI research studies exploring educator engagement with professional learning (PL), their beliefs about implementing what they’ve learned, and insights into continuing to tailor PL to meet educators’ needs.