Transforming distance education curricula through distributive leadership

Article


Keppell, Mike, O'Dwyer, Carolyn, Lyon, Betsy and Childs, Merilyn. 2011. "Transforming distance education curricula through distributive leadership." Journal of Asynchronous Learning Networks. 15 (4), pp. 9-21.
Article Title

Transforming distance education curricula through distributive leadership

ERA Journal ID20306
Article CategoryArticle
AuthorsKeppell, Mike (Author), O'Dwyer, Carolyn (Author), Lyon, Betsy (Author) and Childs, Merilyn (Author)
Journal TitleJournal of Asynchronous Learning Networks
Journal Citation15 (4), pp. 9-21
Number of Pages13
Year2011
PublisherOnline Learning Consortium
Place of PublicationNewburyport, MA. United States
ISSN1092-8235
1939-5256
Web Address (URL)http://jaln.sloanconsortium.org/index.php/jaln/issue/view/27
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 centered on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organization. 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 analyzed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.

Keywordsflexible and blended learning; distributive leadership; design-based research; fellowships; transformative change; transformative learning
ANZSRC Field of Research 2020390405. Educational technology and computing
390499. Specialist studies in education not elsewhere classified
460908. Information systems organisation and management
Public Notes

This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Originally published in ALT-J, Research in Learning Technology
Vol. 18, No. 3, November 2010

Byline AffiliationsCharles Sturt University
Institution of OriginUniversity of Southern Queensland
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