“…The primary purposes of offering online courses for K‐12 students are to expand educational access, provide curricular choices, offer high‐quality learning opportunities and achieve administrative efficiency (Barbour & Reeves, ; Berge & Clark, ; Cavanaugh & Blomeyer, ). During the past decade, a growing body of research has examined these potential benefits, focusing on teacher practices and teacher perceptions (eg, Lin & Zheng, ; Borup, Graham, & Davies, ; DiPietro, ; DiPietro, Ferdig, Black, & Preston, ; Murphy & Rodriquez‐Manzanares, 2009), various types of online interactions (eg, Borup, Graham & Drysdale, ; Hawkins, Barbour, & Graham, ; Oliver, Osborne, & Brady, ), social presence in online settings (eg, Nippard & Murphy, ), affordances for students (eg, Oliver & Kellogg, ) and students’ learning outcomes (eg, Kim, Park, & Cozart, ; Roblyer, ). However, due in part to the innate complexity of virtual schooling, these studies vary greatly in terms of both contexts and instructional models.…”