This is the first of a two-part conversation with Michael Barbour, one of the most cited researchers in K-12 distance and online learning. Michael is assistant dean for academic innovation and integration at Touro University California, and has spent nearly three decades studying the design, delivery, and support of K-12 distance, online, and blended learning — as well as the policy and governance structures that shape it. His work has brought him before legislatures and policymakers around the world.

In this episode, we put a foundational assumption on the table: that research gives teachers answers. Michael makes a clear and generous case that it doesn't — and that both researchers and classroom teachers share responsibility for that misunderstanding. The distinction he draws between best practices and promising practices isn't semantic. It has real consequences for how leaders build cultures of evidence-informed decision-making, and how teachers are trained to engage with research in the first place.

From there, the conversation moves into some of the most persistent misconceptions in the field — including the idea that distance learning only works for certain types of students, and the often-overlooked role that local support plays in whether any online program succeeds or fails. Michael also challenges the assumption that face-to-face teachers have a natural engagement advantage over their online counterparts, and makes a compelling case for why the distance environment may actually offer more tools for meaningful connection — not fewer.

"The best that we can hope for in all honesty is that research might lead us to a promising practice as a starting point." — Michael Barbour

Topics covered:

• 00:00 — Michael's origin story in K-12 distance learning
• ~04:00 — Why teachers don't engage with research, and why researchers share the blame
• ~10:00 — Best practices vs. promising practices: why the distinction matters
• ~17:00 — Who distance learning actually works for
• ~21:00 — The role of local support in online program design
• ~24:00 — Engagement, belonging, and the myth of the visual cue
• ~30:00 — What "personalized learning" actually looks like in K-12 online contexts

Links and resources:

• DLAC Research Agenda Summary — referenced early in the conversation
• NEPC Newsletter: AI and Personalization in K-12 Online Learning — Michael's recent piece on what personalized learning actually means in practice
• Discover more virtual learning opportunities at CILC.org with hosts Tami Moehring and Allyson Mitchell.
• Seth Fleischauer’s Banyan Global Learning combines live virtual field trips with international student collaborations for a unique K12 global learning experience.