Perspectives on Distance Technology in Leadership Education: Transfer, Meaning, and Change

Abstract

While the use of distance technology has been touted as having the potential to reform leadership preparation, there is little to no research on students’ experiences or outcomes in educational leadership. The authors sought to understand, through a descriptive survey design, whether or not distance technology is a viable competitor to face-to-face instruction. The purpose of the study was to gain perspectives from students in leadership preparation programs as consumers of instructional distance technology and to understand perceptions of the impact of distance technology on transfer of knowledge to practice. Findings provide readers with insider knowledge from consumers who utilize distance technology and indicate that while students feel online course experiences have been equally successful as compared to face-to-face instruction, they do not find that online courses have an advantage over face-to-face instruction.

Effective Preparation Program Features

“…For example, surveys of human resource directors indicated they were reluctant to hire principals with on-line credentials (Richardson, McLeod, & Dikkers, 2011a, 2011b). However, students had similar views in evaluating on-line versus face-to-face delivery modes in three survey studies (Chapman, Diaz, Moore, & Deering, 2009; Ritter, Polnick, Fink, & Oescher, 2010; Sherman, Crum, & Beaty, 2010). Ritter et al’s (2010) study, using the Classroom Community Scale, found that students perceived face-to-face and blended as producing more sense of community, but there was no difference in the evaluation of learning outcomes.…”

Focus and Delivery of Doctoral Programs in Educational Leadership

“…In addition, the majority agreed that their online coursework was as rigorous as face-to-face learning, that they experienced high levels of interaction with instructors and classmates, and that they felt they had been part of a learning community. Respondents also reported effectiveness of learning in preparing them to provide leadership, with weaker confidence in their knowledge and skills related to leading change than in other areas (Sherman, Crum, Beaty, & Myran, 2010). To develop a useful research base for decision making, further research in this area is essential.…”

Comparing Student Engagement in Online and Face-to-Face Instruction in Health and Physical Education Teacher Preparation

“…According to Banks and Faul (2007), there was no significant difference in knowledge gained in different instructional delivery modes. Yet research suggests that students have satisfaction in distance education assessments (Sampson, Leonard, & Coleman, 2010Sherman, Crum, , & Beaty, 2010). According to Pribesh, Dickinson, and Bucher (2006), students scored comparably in distance learning and face-to-face learning; however, students scored less favorably on project-based learning in distance courses compared to face-to-face courses.…”