Abstract
This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.Keywords: flexible and blended learning; distributive leadership; design-based research; fellowships; transformative change; transformative learningDOI: 10.1080/09687769.2010.529112
Highlights
Universities in the twenty-first century need to be responsive to the changing needs of societies by providing accessible and equitable learning and teaching options
The flexible learning model emerged in part due to globalisation and its associated market forces, changing student demographics, the demand for increased and constantly changing employment knowledge, decreasing government and increasing private funding for universities, and improvements in communication technology and a shift towards different learning spaces – both physical and virtual. In this development research (Reeves 2000) project, academics in the areas of education, environmental science, communication, computing and mathematics, commerce, philosophy and sociology participated in a Teaching Fellowship Scheme with the dual goals of transformational change of teaching and learning of courses/subjects using blended learning and transformative learning in relation to their beliefs about teaching and learning
In 2008 a Teaching Fellowship Scheme funded through the office of the Deputy ViceChancellor (Academic) commenced at Charles Sturt University (CSU)
Summary
The Flexible Learning Institute, Charles Sturt University, Albury, Australia (Received TCaAyLloTr_aAn_d5F2r9a1n1c2is.sgm 8 September 2010; final version received 30 September 2010). This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. A design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education
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