Research Publications

iEducator 21st Century Digital Learning Corps: iED Effectiveness

The iED Effectiveness report, part three in a series, analyzes the effectiveness of the iEds in their first year and part of their second year of teaching online for the Michigan Virtual School. Of the 13 iEds, only two had previous experience teaching online (for one and two years, respectively). Two of the iEds reported some experience teaching in blended settings, and nine reported no previous experience teaching online. Further, the nine iEds with no previous online teaching experience almost unanimously stated that they never considered online teaching as a possible career option prior to hearing about MVS and the iEd program. This group of teachers were novice online teachers going into their first year of the iEd experience.

Meeting the Needs of Students with Disabilities in K-12 Online Learning

This report, 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, 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.

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 environment which focused on instructors who taught the courses.

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, seeking to encourage reflection, interaction, and growth. Blogs were selected as the unit of analysis as they presented an archive of data to be analyzed and, through the comments sections, afforded communication and connection between iEds and administrators.

Public Awareness and Views of K-12 Online Learning in Michigan 2016

Abstract

From December 7 to 12, 2016, Public Sector

Student Pathways Through Algebra 1 Courses

In 2016, the Institute for Learning Technologies (ILT) at Teachers College, Columbia University, received a fellowship from MVLRI to investigate learning pathways in Algebra 1A courses offered by Michigan Virtual School, with a focus on how students paced themselves throughout the semester, their online activity in different components of the course, and the difficulties encountered along the way.

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 about their work with students and colleagues, the mindsets they adopt when implementing change within their settings, and the benefits they anticipate by applying blended practices in their classrooms.

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

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.

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 K-12 face-to-face classroom.

Helping Online Students Be Successful: Mentor Responsibilities

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 mentors had the potential to be the deciding factor in whether students passed or failed their courses. However, in practice teachers reported that many mentors fell short and that the mentoring in their courses was just “pretty good” overall. As K-12 online enrollments increase, it is imperative that researchers, course providers, school administrators, online teachers, and on-site mentors work to improve the mentoring support that is provided to students. Although these efforts can be difficult, it is critical to the success of all online students.

Examining Teacher Education Programs and Field Experiences in K-12 Online Learning Environments

Little has evolved when it comes to how field experiences, or the practical, hands-on component of learning to teach, are structured. A study conducted in 2010, looking at how teacher education programs offered field experiences in K-12 online learning environments, found that only seven programs nationally, or 1.3% of responding programs, offered such an experience. In comparison, this report found a small expansion that includes 15 programs across nine states, representing 4.1% of responding teacher education programs. Despite being limited, there appears to be slow, targeted growth. Although signs of progress are noted, significant work remains to move the field forward with respect to K-12 online teacher preparation.

MVLRI 2015-16 Annual Report

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

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

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.