Leadership in Online Education Venues

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Introduction

E-learning is a relatively new medium of teaching in most post-secondary schools. The system poses various challenges to the leadership of the institutions. The challenges are especially about the quality of teaching and faculty management. Several studies have focused on this phenomenon. One such study is the one conducted by Jewell in 2007.

In this paper, the author will explore the ideas presented by Jewell (2007) and the implications of the survey on leadership practices in digital teaching medium. The author will also highlight possible opportunities for future studies in this field. The ideas by Jewell (2007) will be supported by data from three other texts. The texts include those by Bell and Federman (2013), Nworie (2012), and Ribble and Miller (2013).

New Concepts Learned from Jewell and their Adoption in E-Learning

Jewell (2007) focuses on job satisfaction and the perceptions held by employees and employers. The article dwells on learning centers located at varying geographical distances from the main campuses. In addition, Jewell (2007) addresses the issue of the leadership styles that are effective and self-satisfying to the faculties. Other notable factors that Jewell (2007) discusses include digital citizenship and changes in education. The ideas can be discussed about e-learning in general.

Digital Citizenship

Digital citizenship is an avenue through which the faculties involved can understand the advancement in technology at every stage of e-learning. The idea can be adopted to improve teaching. According to Jewell (2007), this requires a dynamic leader interested in quality education for the learners and the teaching staff.

Complexity Theory and E-Learning

The theory focuses mainly on the outcomes and performance of a leader. The performance is based on the learning context as opposed to the leader (Jewell, 2007). It requires an individual who is goal-oriented and who can put all the resources into perspective for improved outcomes.

Recommendations Made by Jewell

According to Jewell (2007), structural frameworks are mostly used by deans to offer leadership in the online space. As such, the internal and external needs of the faculty are not fully met. Consequently, Jewell (2007) notes that the success and sustainability of e-learning in postsecondary education are not pegged on the introduction of many programs. Instead, the author recommends the use of technology and the adoption of a leadership structure that is dependable and accountable.

A Review of Key Ideas Put Forth by Selected Authors

The ideas put forth by Jewell (2007) are supported by other scholars in this field.

Ideas by Nworie

According to Nworie (2012), e-learning requires a leadership model that supports programs put in place to meet the needs of learners and institutions. Nworie (2012) supports the importance of structural frames. In addition, leaders should understand themselves and their core values. The aim is to provide learning that meets the needs of present and future generations.

Ideas by Bell and Federman

Bell and Federman (2013) explain a learning system where the leadership promotes the safety of educational institutions. The leaders do this to provide a digital citizenship model that supports learners and faculty in their endeavor to acquire better education. Bell and Federman (2013) further argue that the effectiveness of a given leadership model can be gauged using three elements. The elements include delivery methods, learning features, and barriers to the adoption of e-learning.

Ideas by Ribble and Miller

Ribble and Miller (2013) suggest that leaders should ensure that technology is only used to improve the quality of education. It should not be used as a replacement for conventional teaching. The two authors also focus on digital citizenship. They view it as a leadership tool that is expected to connect students and staff to technology. The connection is established in a responsible, safe, and ethical manner.

How the Ideas from the Selected Texts Build on Jewell’s Recommendations

According to Jewell (2007), some of the factors that determine the quality of digital education include the theoretical framework adopted by the leaders, system thinking, and leadership framework. The recommendations made by Jewell (2007) with regards to these factors are supported by ideas from the selected texts.

Leadership Framework

Jewell (2007) recommends the proper use of leadership frames in providing guidance. There is a varying frequency in the use of leadership frames by the deans of different schools. Jewell (2007) observes that structural frames are used more frequently. Due to technological advancement and change, some structures become obsolete. As such, leaders are expected to show dynamism and understanding of the context within which they are working. Nworie (2012) backs this theory and explains that leaders should understand their core values. To this end, the management can provide programs that meet the requirements of the learners.

Adoption of System Thinking

Various factors determine the effective guidance and leadership in the provision of quality services (Jewell, 2007). Such factors include learning facilities and resources. Bell and Federman (2013) agree with this by arguing that the systems should have unique and specific functions. The functions should be integrated for proper leadership.

Situational and Transformational Theory

Jewell (2007) explains the relationship between leadership, human resource, and learning facilities. According to transformational theory, leaders should promote ethics at the workplace. They should be the moral models of their organization. According to Ribble and Miller (2013), the internet is expanding daily. The development calls for a dynamic leader who is conversant with the various leadership styles. The frameworks include delegation, direction, coaching, and support. The attributes are crucial to the success of e-learning where geographical space and technology come together.

Possible Research Opportunities Based on the Recommendations Made by Jewell and the Selected Authors

Enrolment in e-learning rose by approximately 4% in 2013 (Ribble & Miller, 2013). Public institutions enrolled more learners compared to private entities. As such, Ribble and Miller (2013) recommend that research should be undertaken to determine the factors that inform this discrepancy between public and private institutions. Bell and Federman (2013) and Jewell (2013) highlight the three aspects that can be used to measure the efficacy of leadership in online education. Based on this, the scholars recommend research to be undertaken to determine the effective delivery methods, factors influencing the effectiveness of distance learning, and barriers to the adoption of e-learning.

Conclusion

Proper and effective leadership is a major determinant of the success of e-learning. Leadership revolves around an ethical leader who has a moral obligation to the teachers and the learners. The four texts analyzed in this paper also highlight the importance of technology in e-learning. The ability to assess situations and provide leadership is also important to this form of learning. However, the response to the changing digital space should not be used to undermine the quality of teaching in general. Consequently, leaders should understand the four leadership styles needed to manage e-learning. In so doing, they can choose the strategies appropriate for the changing environment.

Reference List

Bell, B., & Federman, J. (2013). E-learning in postsecondary education. The Future of Children, 23(1), 165-185.

Jewell, M. (2007). A study of leadership frame use and online distant faculty job satisfaction. Retrieved from PROQUEST. (304732382).

Nworie J. (2012). Applying leadership theories to distance education leadership. Online Journal of Distance Learning Administration, 15(5), 2-10.

Ribble, M., & Miller, T. (2013). Educational leadership in an online world: Connecting students to technology responsibly, safely, and ethically. Journal of Asynchronous Learning Networks, 17(1), 137-145.

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