Podcast

John Jacobs, the Director of the Wisconsin eSchool Network, joins us for this episode. He paints for us a picture of the digital learning landscape in Wisconsin and explains how his organization fits into that landscape, helping multiple entities across the state form a holistic approach to digital learning in the K-12 public school space. He talks with us about the benefits of partnering with the Wisconsin eSchool network and the exciting research efforts that they are undertaking in the coming year.

In this episode, we’re talking with two researchers about a project they are currently working on to develop a tool to assess readiness for blended teaching. Charles Graham from Brigham Young University and Jered Borup of George Mason University join us to discuss the first phase of this project, including how it came about, how it’s being developed, and how it might be practically applied in an educational setting.

In this episode, we are joined once again by John Watson of the Evergreen Education Group. Since the last time John joined us, he and his team have produced some new research reports, three of which we discuss in our conversation today. As always, Evergreen’s work does a great job painting an overall picture of what’s happening in K-12 blended and online learning, including how providers of online courses are evolving, the reasons that students are giving for enrolling in blended and online schools, and the ways that teachers are incorporating technology and digital learning tools into their instruction.

This webinar session presents findings from a study of enrollment patterns and student outcomes in Ohio’s full-time online charter schools. Presenter Dr. Andrew McEachin, RAND Corporation

In this episode, we’re talking with Kim Loomis of the Clark County School District in Clark County, Nevada. Kim serves as the Director of Online and Blended Learning, and shares with us the history and evolution of digital learning… Read more

This session presented findings from a study investigating the relationship between students’ achievement and their attitudes in a self-paced blended mathematics course. Presenter Dr. Phoebe Balentyne, Northern Illinois University

This session highlighted findings from a study investigating student pacing and engagement in online Algebra I courses, including the difficulties posed and opportunities provided by online course flexibility.

This session shared findings from a narrative inquiry that explored various aspects of presence in a blended middle school classroom, helping to inform the preparation and support of blended teachers in K-12 settings.

This session focused on the opportunities afforded by participating in professional learning workshops from Quality Matters, a nationally recognized organization ensuring quality in online courses.

Representatives from MVLRI discuss analysis and findings on a wealth of data collected for this annual report on virtual learning in Michigan.