Using Online Learning for Credit Recovery: Getting Back on Track to Graduation

This research paper illustrates how schools and programs are using online learning to provide credit recovery for students with a wide spectrum of academic needs. The report investigates credit recovery and its impact on today’s students, state and district approaches to providing credit recovery, as well as case studies of exemplar programs and lessons learned. […]

Continue Reading Using Online Learning for Credit Recovery: Getting Back on Track to Graduation


Blending Learning: The Evolution of Online and Face-to-Face Education from 2008–2015

This report explores the development of blended learning from 2008-2015, the evolution of definitions across blended learning models and effective blended instructional strategies grounded in case studies. The paper depicts how schools are implementing blended learning, increasing student engagement and academic success, and using digital content and curricula for data-driven instructional models while empowering youth. […]

Continue Reading Blending Learning: The Evolution of Online and Face-to-Face Education from 2008–2015


iNACOL Blended Learning Teacher Competency Framework

This report includes the key competencies and effective practices of teachers in successful blended learning environments? This research identifies 12 key competencies, organized into 4 larger domains: mindsets, qualities, adaptive skills, and technical skills. This tool is helpful for educators to understand their evolving role in blended learning environments, and it offers insights into the knowledge, skills […]

Continue Reading iNACOL Blended Learning Teacher Competency Framework


An International Perspective of K-12 Online Learning: A Summary of the 2006 NACOL International e-Learning Survey

This report is designed to provide a study of the state of K-12 online learning in 17 countries, with research and writing performed by Allison Powell and Susan Patrick. These countries were surveyed on issues such as funding, content, initiatives, professional development, obstacles, and trends. View a short summary or read this report and identify international […]

Continue Reading An International Perspective of K-12 Online Learning: A Summary of the 2006 NACOL International e-Learning Survey


Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education

This paper provides a scan of the literature to expand the knowledge base for the field of online, blended, and competency-based education. The goal of the paper is to explain the nuances of key terms used across the field of K-12 education related to personalized, blended and competency education, and how the ideas integrate in order […]

Continue Reading Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education


iNACOL’s New Learning Models Vision

This brief summarizes iNACOL’s New Learning Models, which personalize learning using competency-based approaches. Supported by blended and online learning modalities, teachers use technology to differentiate instruction and engage students in deeper learning. By adapting instruction to reflect a student’s level of mastery, blended and online models have the potential to keep students engaged and supported […]

Continue Reading iNACOL’s New Learning Models Vision


A Roadmap for Implementation of Blended Learning at the School Level: A Case Study of the iLearnNYC Lab Schools

This roadmap was designed to provide guidance to NYCDOE school administrators in implementing blended learning programs in their own schools. Over the 2012-13 school year, iNACOL worked with 8 NYCDOE Lab Schools, each with its own blended learning model, to create this roadmap to improve blended learning implementation. This roadmap has the following goals: Provide […]

Continue Reading A Roadmap for Implementation of Blended Learning at the School Level: A Case Study of the iLearnNYC Lab Schools


Goals, Guidelines and Standards for Student Scientific Investigations

This publication provides a set of quality guidelines for developing and evaluating student scientific investigations, through both online and face-to-face platforms. These guidelines were based on key ideas from the National Research Council’s America’s Lab Report, the National Science Education Standards, and AAAS Project 2061’s Benchmarks for Scientific Literacy, along with input from the research […]

Continue Reading Goals, Guidelines and Standards for Student Scientific Investigations


Examining Communication and Interaction in Online Teaching

How do communication and interaction work in an online teaching environment? This document answers this question, drawing on quality online teaching literature, school policies regarding online teaching practices, and professional development programs for online teachers. Online teaching is a complex professional practice. In addition to content knowledge and pedagogical skills, online teachers must be qualified […]

Continue Reading Examining Communication and Interaction in Online Teaching


A Summary of Research on the Effectiveness of K-12 Online Learning

This memo examines the outcomes of existing studies on K-12 learning effectiveness, and it provides a literature review of these studies. A number of rigorous studies have asked the question, “Is online learning effective?” However, there is not a single, large-scale, national study comparing students taking online courses with traditional students, using control groups in […]

Continue Reading A Summary of Research on the Effectiveness of K-12 Online Learning