- Effective Practices in Online Learning, Student Pacing
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.
- Effectiveness Reports
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2023-24 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.
- AI
The integration of technology into education has faced resistance for over a century, with each new innovation—from calculators to artificial intelligence (AI)—meeting skepticism from educators. This meta-analysis examines the predictors of technology adoption among teachers, extending foundational frameworks like the Technology Acceptance Model (TAM) to include modern AI tools. By analyzing over 60 studies, the research identifies key factors such as self-efficacy, perceived usefulness, technological complexity, and ethical concerns that influence adoption. With a particular focus on AI, the study explores how barriers like cost, time, and required pedagogical shifts amplify resistance, while highlighting the importance of training, institutional support, and transparency in fostering acceptance. These findings aim to equip educators, policymakers, and developers with actionable insights to bridge the gap between innovation and classroom practice, ensuring technology enhances learning while addressing teachers' concerns.
- Effective Practices in Online Learning, Research in Review
This publication synthesizes three years of original research from the Michigan Virtual Learning Research Institute to further our collective understanding of topics such as effective practices, mentors, professional learning, and AI.
- Effective Practices in Online Learning
This study focused specifically on understanding the relationship between teacher communication and relationship-building practices in the first four weeks of an online course. Pairing communication data pulled from the student learning portal, survey data, data from focus group interviews, and a review of best practices and Michigan Virtual instructional policies gave researchers a holistic view of teacher-student communication patterns and recommendations for relationship-building in an online environment.
- Online Teaching and Professional Development
Educators’ perceptions of the utility of information and beliefs about their ability to leverage what they’ve learned are important aspects of their experiences in professional learning (PL) courses, as they are associated with engagement and implementation of course content. A survey sent out to educational professionals who recently completed a pedagogy-focused PL course from Michigan Virtual revealed that just under half of respondents plan to implement what they’ve learned in their classrooms and strongly believe in their ability to be reflective practitioners and implement specific strategies in their teaching pedagogy.
- AI
The integration of AI in education has the potential to revolutionize the learning experience for students. AI-powered tools and platforms can provide personalized learning experiences tailored to individual students' needs, learning styles, and abilities.
- AI
This 2024 Michigan Virtual study of over 1,000 educators reveals varying attitudes toward AI in K-12 education. While administrators showed higher trust and prioritization of AI (trust levels ~58/100), teachers demonstrated lower trust (43.7/100). About 50% of educators already use AI professionally, despite only 30% of districts having AI policies. Main concerns included student misuse, privacy, and ethics, while opportunities were seen in content creation and personalized learning. With 80% of educators expecting AI to significantly impact education within 5 years, the study emphasizes the need for professional development and clear implementation guidelines.
- Effective Practices in Online Learning
This study delves into effective strategies used by virtual programs and teachers to support disengaged and struggling students, noting significant overlap with strategies for all students and highlighting the critical roles of parental and mentor support, intervention, and communication. The report covers strategies employed by experienced virtual teachers, programmatic supports, professional development sources, and considerations for supporting virtual learners.
- Online Teaching and Professional Development, Student Pacing
Pacing, or the timing of students’ assignment submissions, has been shown to have an important relationship to course performance. Less is known about how the submission order or sequencing of assignment submissions relates to course performance. This study found that the order in which students submitted assignments in their online STEM courses is related to their final grades, with students who submitted all assignments in line with pacing guide recommendations outperforming peers who did not. Indeed, students’ final grades decreased as deviations from the pacing guide increased.
- Effectiveness Reports, Michigan
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2022-23 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 80 data tables.
- AI, Michigan
This groundbreaking study examines how Michigan educators view artificial intelligence in the classroom, revealing that while K-12 teachers tend to be more hesitant about AI compared to administrators and curriculum designers, those who regularly use AI technologies generally hold more positive attitudes. The research highlights AI's potential for personalizing learning and empowering teachers as facilitators, while acknowledging concerns about equity, academic dishonesty, and the need for clear implementation guidelines. These insights suggest that increasing K-12 teacher familiarity with AI through training and establishing protocols for responsible use could be key to successful integration.
- Online Teaching and Professional Development
Professional learning (PL) for educators is essential for promoting connections, pedagogical growth, and fulfilling recertification requirements. Investigating educators’ engagement with PL courses is crucial for ensuring its effectiveness. This study showed that most educators were satisfied with their PL courses and found audio/visual course elements particularly engaging and helpful for learning.
- Effective Practices in Online Learning
This report offers a detailed analysis of online Career and Technical Education programs in Idaho, Missouri, and Arkansas, shedding light on their goals, curriculum, instruction, and alignment with industry standards. It also highlights essential strategies to enhance success in online CTE programs, emphasizing the critical role of these programs in providing flexible learning opportunities and preparing students for the evolving job market, thus contributing to workforce development and education.
- Effective Practices in Online Learning
This study explores synchronous online learning in five U.S. states (K-12, enrollments 20 to 14,000+). Key considerations include relationships, scheduling, supports, infrastructure, and data. Synchronous learning enhances structured scheduling, supports real-time interactions, streamlines infrastructure, and facilitates data-informed decision-making. Understanding these factors is critical for effective implementation in virtual education.
- Michigan, Online Teaching and Professional Development
Through the strategic implementation of personalized professional learning, Plymouth-Canton Community Schools (P-CCS) has successfully transformed its approach to educator professional development. Through a blend of in-house curriculum creation, external resources and partnerships, technology utilization, and opportunities for educator choice based on feedback as well as their unique needs and aspirations, they've cultivated a culture of enthusiastic engagement and reflective growth.
- Mentoring
This report utilized Michigan Virtual student learning interfaces and survey data to examine the navigation patterns of Michigan K-12 mentors within student learning interfaces and their perceptions of student support practices. Findings suggest that mentors’ student loads vary based on specific factors. Mentors consider relationship building, motivating students, and monitoring student progress as effective practices. Furthermore, mentors reported varying degrees of usage of tools within the student learning interfaces.
- Michigan, Student-Centered Learning
Hamilton Community Schools (HCS) in Michigan has developed an innovative work-based learning program to prepare students for future employment and expose them to in-demand career pathways. The program aims to close the skills gap and provide greater access to educational training opportunities. HCS collaborated with businesses and higher education institutions to create a multi-year program focused on experiential and project-based learning. Students have the chance to explore high-wage careers through site visits, job-shadowing, and apprenticeships, gaining the necessary skills for informed decisions about their futures.
- Effective Practices in Online Learning, Student Pacing
This report investigates online course outcomes in high free or reduced-price lunch (FRL) schools vs. others. Students in high FRL schools had lower grades, delayed access, and fewer assignments submitted. Early engagement indicators significantly influenced final grades, highlighting the need for timely interventions to promote equity in online education.
- Michigan, Student-Centered Learning
With their Portrait of a Graduate and Strategic Plan as guiding principles, Fraser Public Schools began a deliberate journey towards competency-based education. By prioritizing policies, pedagogy, structures, and culture, Fraser has taken steps towards making their vision for CBE a reality—empowering students to discover their passions and become lifelong learners.
