Author: mvlriorg

Jemma Bae Kwon & Kristen DeBruler Online gradebooks situated within a learning management system (LMS) go far beyond simply a space to record student grades. They offer a dynamic tool for monitoring student progress. For gradable course content (either auto- or instructor-graded), reports can be easily generated detailing how many course points a student attempted… Read more

This is the seventh in a series of blog posts written by Michigan Virtual’s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected]

Human chain paper with light and shadow on wood table
Human chain paper with light and shadow on wood table

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This is the fifth in a series of blog posts written by Michigan Virtual’s Regional Mentor Leaders to bring to life what mentors do to build and maintain a supportive online learner environment to help students be successful. If you are a mentor and would like to share a strategy, a success story, or another topic that illustrates how you support students, please email [email protected]

Ripe Apples in Orchard ready for harvesting
picture of a Ripe Apples in Orchard ready for harvesting,Morning shot

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Richard Thompson is the Dean of Students and Director of Operations at Swartz Creek Academy. The Academy is an alternative education school in Swartz Creek, Michigan, that provides students an opportunity to earn their diplomas by taking courses in online or blended formats. Richard’s program emphasizes rigor, responsibility, and growth when working with students in… Read more

Richard Thompson - Mentor, Swartz Creek Academy

What are Data Practices? Data are powerful, both in science and science education as well as in our everyday lives. By preparing students to think about data, students can question the claims of scientists, news media, and experts in marketing by questioning what data were collected – and how. Moreover, by preparing students to think… Read more

For the last few years, MVLRI & TLA have been co-hosting the preconference K-12 Research Community Meeting at iNACOL. We hope to see you this year! We have several great panels planned, including: a funders panel featuring IES and Jobs for the Future; a research panel with authors featuring those doing research both in academia… Read more

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Matt Daly is the Director at SOAR Academic Institute in South Redford, Michigan. SOAR serves students in grades 6 through 12 with a fully online curriculum and provides support to students through on-site mentoring and coaching. Enrollment for the 2017-18 school year is nearly 150 students, 60% of whom are behind in course credits and… Read more

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Authors Andrew Vanden Heuvel, Michigan Virtual Kristi Peacock, Michigan Virtual Kristen DeBruler, Michigan Virtual Learning Research Institute Anecdotal evidence from course designers and Michigan Virtual School® (now known as Michigan Virtual™) instructors suggested that some students were not fully engaged with their online course materials. There was a commonly held belief by instructional staff and designers that some… Read more

Authors Yining Zhang Michigan State University Chin-Hsi Lin The University of Hong Kong In recent years, online courses have become a major alternative method for at-risk students’ credit recovery (CR) efforts. According to a report released by the International Association for K-12 Online Learning (iNACOL), CR has become a major reason for students to choose… Read more

Anecdotal evidence from course designers and Michigan Virtual™ instructors suggested that some students were not fully engaged with their online course materials. There was a commonly held belief by instructional staff and designers that some students were picking and choosing which assignments to do and only did the minimum required to get their desired grade. It was thought that some students were spending only as much time in the course as absolutely necessary, and even when in the course, not taking full advantage of all course materials.

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