High-Trust Leadership and Blended Learning in the Age of Disruptive Innovation: Strategic Thinking for Colleges and Schools of Education

Holland, Denise D.; Piper, Randy T.

doi:10.12806/v15/i2/t2

Cited by 11 publications

(4 citation statements)

References 67 publications

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“…Hoskins ( 2011 ) noted that leaders of distance and continuing education who already understand the process of transitioning away from traditional in-person teaching need to support K-12 efforts in such shifts. Basham et al ( 2013 ) and Holland and Piper ( 2016 ) made similar calls for leadership in BT implementation. Basham noted that “leadership is required if online and blended learning is to meaningfully impact education” (p. 57).…”

Section: Resultsmentioning

confidence: 82%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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Despite evidence concerning the widespread growth of K-12 blended teaching and the impact that emergency remote teaching during the COVID-19 pandemic has had on the spread of K-12 online and blended teaching, we could find no systematic reviews focused on preparing K-12 teachers for blended teaching. Previous literature reviews, such as those from Halverson et al. ( 2012 ) and Drysdale et al. ( 2013 ), have noted the lack of research focused on K-12 blended teaching contexts. This systematic mapping review (Grant & Booth, 2009 ) of 88 K-12 blended teacher preparation articles focused on identifying trends in author impact according to citation count and number of publications, journal impact according to number of publications, prevalence of research methods, and prevalence of research themes according to research questions and findings. The analysis provides a valuable snapshot of current literature, sets a foundation for a deeper thematic analysis of K-12 blended teacher preparation literature, and identifies some potential areas for future K-12 blended teaching research.

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Section: Resultsmentioning

confidence: 82%

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

et al. 2021

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“…Student leadership development was focused upon by Holland and Piper (2016), through the theoretical framing of the technology integration education (Holland and Piper, 2014) and by Luo et al (2022).…”

Section: Perception Of Leadership In An Online Education Settingmentioning

confidence: 99%

Leadership in Online Education: A Scoping Review

Awais

2023

EJEL

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Over the last two decades, we have witnessed a growing interest in online learning. There is an increased focus on online education research due to the COVID-19 pandemic, as the crisis led to online education platforms becoming a necessity for educationists and students. This article reviews online education, purely, in the context of leadership. Past reviews have focused on concepts surrounding online learning such as technology, pedagogy, and student satisfaction. However, limited attention has been drawn to leadership exclusively in relevance to online education. The scoping review analyses 63 articles published between 2002-2022 to answer two research questions. First, what are the research concepts, theories, models, and frameworks operationalized in the publications within this topic domain? Second, who are the stakeholders and leaders identified in literature? Through synthesizing alternative research perspectives in the field of leadership, education, and information and communication technology (ICT), this review identifies four categories of research literature relevant to the topic domain. Following themes emerged from the analysis of the publications: impact of leadership on online education; student experience in an online leadership programme; impact of online education on leadership development of actors in an online education setting; and perception of leadership in an online education setting. Based on the review, an agenda is proposed for future research to enhance our understanding of the role of leadership in online education and elucidate the relationship between leaders and online learning in educational institutions. A lack of focus on the key leaders in the existing literature is made apparent, and further empirical research is recommended. This review makes a theoretical contribution by consolidating existing research in leadership in online education through the synthesis categories and identifying future research pathways. The findings have practical implications for leadership in online education in educational organizations through identification of stakeholders and the entities in leadership positions.

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“…Trust is a vital component in any move to bring about organisational change, even more so when technology is involved (Holland & Piper, 2016;Jameson, 2014;Jameson et al, 2022a;Martins & Baptista Nunes, 2016). Remote, distributed teams need to know they are trusted by leadership to work autonomously without being subjected to constant surveillance.…”

Section: Building a Culture Of Trustmentioning

confidence: 99%

Leadership 2030: Renewed visions and empowered choices for European university leaders

Olcott¹,

Arnold

Blaschke³

2023

European Journal of Open, Distance and E-Learning

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This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.

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High-Trust Leadership and Blended Learning in the Age of Disruptive Innovation: Strategic Thinking for Colleges and Schools of Education

Cited by 11 publications

References 67 publications

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

Leadership in Online Education: A Scoping Review

Leadership 2030: Renewed visions and empowered choices for European university leaders

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