Snow days don’t have to be lost educational opportunities. Teach Blended!

There has been a lot of buzz around the virtual no-attendance day concept. The idea being that rather than lose educational opportunity students can take advantage of continued access to education through virtual opportunities. Visit “Inside One District’s Virtual Snow Days” or “Goodbye to snow days, hello to school at home.

IVS is currently offering several courses for educators who want to learn how to develop quality blended learning opportunities to make the most of this trend:

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(* indicates courses which are currently free)

Teaching Online 101: Teaching in an Online Learning Model *

  • A “Must Take” Course for New Online or Blended Learning Teachers!
  • Even though you may be bringing years of teaching skills and experience with you, you are likely at the beginning of your experience with online and/or blended learning. This two-part series presents best practices and applicable strategies that will allow you to become comfortable and proficient in this new environment.

Teaching Online 102: Advanced Strategies for Online or Blended Instructors

  • Part 2 of this series continues to present best practices and applicable strategies of slightly more advanced areas of online instruction, from addressing academic integrity to building cohesive learning communities.

Teaching in a Blended Learning Model *

  • This course is designed for teachers who are new to blended learning or school leaders ready to embark on this new adventure. This self-paced course focuses on expanding skills by demonstrating specific strategies to optimize instruction.

Designing Blended Learning

  • Transition your teaching to blended learning experiences where some portion of learning occurs online and outside the classroom setting.
  • This six week facilitated course consists of interactive lessons, discussion boards, and the development and submission of a final project/action plan. Plan to spend at least 3-5 hours per week completing weekly assignments.

Online Learning journal – Call for Proposals: Special Issue on K-12 Online Education

Originally posted by MVLRI, on February 09, 2015

A special issue of Online Learning, the official journal of the Online Learning Consortium (formerly Sloan-C), will be published in December 2015. This issue will focus on K-12 online learning.

Submission deadline: June 30, 2015

Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for nearly two decades, and is known to many by its former name, theJournal of Asynchronous Learning Networks. With the rebranding of Sloan-C to the Online Learning Consortium there has been an interest in broadening the scope of the journal. One of the areas of focus in the journal this year is the field of K-12 online learning. This special issue, to be guest edited by professors Michael Barbour and Anissa Lokey-Vega, is a step in embracing and serving the K-12 community through advancement of new scholarship in this area.

Within the past four years all 50 states and the District of Columbia have developed significant online learning opportunities for K-12 students (Watson, Murin, Vashaw, Gemin, & Rapp, 2013). K-12 online student enrollments in the US have grown from approximately 40,000 to more than four million in a period of 15 years (Ambient Insights, 2011; Clark, 2001). Similar growth has occurred internationally, particularly in Australia, Canada, New Zealand, and several Asian nations (Barbour, 2014). While there is a developing body of research that supports the practice of K-12 online learning, most scholars agree that practice is out-pacing the availability of useful research (Cavanaugh, Barbour, & Clark, 2009; Hill, Wiley, Nelson, & Han, 2004; Rice, 2006).

The focus of this special issue of Online Learning is to present rigorous research specific to the context of K-12 education including systematic inquiry into promising practices, various schooling models, measures of quality, teacher preparation, and teacher professional development.

Examples of potential topics for this special issue include, but are not limited to, the effective design, delivery, and support of K-12 online learning; building bridges between pre-college and higher education through online education; effective models of blended learning; effective practice in supporting exceptional K-12 learners; longitudinal outcomes for K-12 online learners; studies of teacher preparation and teacher professional development practices, and emerging research methods in K-12 online or blended learning.

Important Dates
Submissions for this special issue are due June 30, 2015, and should be submitted via the Open Journal System for the Online Learning Consortium at The anticipated publication of the issue is December 1, 2015.

Instructions for Submitting

  • To submit a manuscript please visit the Open Journal System website and create an account/log into your account. Please be sure that your profile’s “author” box is checked.
  • When you have logged into your account, go to the User Home page and select [New Submission]. Please choose the Section entitled: K-12
  • Authors with questions may contact Anissa Lokey-Vega ( or Michael Barbour ( about the special issue. For technical questions regarding manuscript submission contact Beth Meigs (

Call for Reviewers
If you are interested in becoming a reviewer for this special edition of the journal, please click on the link below to register for OJS, the journal review system for Online Learning, to apply.

  • Register for OJS
  • Provide contact information and under “Register as,” select “Reviewer: willing to conduct peer review of submissions.” In the space provided, indicate your interest in K12 issues.


  • Ambient Insight. (2011). 2011 Learning technology research taxonomy: Research methodology, buyer segmentation, product definitions, and licensing model. Monroe, WA: Author. Retrieved from
  • Barbour, M. K. (2014) History of K-12 online and blended instruction worldwide, in R. Ferdig and K. Kennedy (Eds.) Handbook of Research on K-12 Online and Blended Learning, (pp. 25-50). Retrieved from
  • Cavanaugh, C., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of literature. International Review of Research in Open and Distance Learning, 10(1). Retrieved from
  • Clark, T. (2001). Virtual schools: Trends and issues – A study of virtual schools in the United States. San Francisco, CA: Western Regional Educational Laboratories. Retrieved from
  • Hill, J. R., Wiley, D., Nelson, L. M., & Han, S. (2004). Exploring research on Internet-based learning: From infrastructure to interactions. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448.
  • Watson, J., Murin, A., Vashaw, L., Gemin, R., Rapp, C. (2013). Keeping pace with K-12 online and blended learning: A guide to policy and practice. Evergreen, CO: Evergreen Consulting. Retrieved from


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