/pdf/understanding-and-promoting-transformative-learning-a-guide-tiv9bj248p.pdf

Understanding and Promoting Transformative Learning: A Guide for Educators of Adults

Blended learning has been a feature of higher education practice and research for almost two decades This article takes stock of current blended learning research, contributing to the growing numb

/pdf/defining-the-nature-of-blended-learning-through-its-2cscufy27n.pdf

Defining the nature of blended learning through its depiction in current research

Learning technologies are implemented in higher education institutions to enhance teaching and meet external challenges and demands. The adoption of the technologies by academics, however, frequently falls short of organisational aspirations. Academics respond in different and sometimes unpredictable ways. To advance understanding of factors influencing adoption, we systematically reviewed literature regarding academics' adoption of learning technologies. One hundred and thirty-one articles met the inclusion criteria and were analysed. The findings suggest that adoption is a complex process that is influenced by the learning technology, academics, context and strategies. To advance our understanding of learning technology adoption, we call for studies that challenge the current research assumption and address methodological issues. To facilitate staff adoption, we identify a list of effective strategies derived from the literature.

Understanding academics' adoption of learning technologies: A systematic review

Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice

This article reports on the findings of senior leadership interviews in a nationally funded project on distributed leadership in the quality management of online learning environments (OLEs) in higher education. Questions were framed around the development of an OLE quality management framework and the situation of the characteristics of distributed leadership at the core of the framework. The project’s premise is that distributed leadership is a descriptive reality of managing OLEs given the various leadership parties involved and the complexities of the contemporary technological landscape. Leaders’ understandings of distributed leadership were examined—its nature, value and potential for advancing the quality management of OLEs. There was confirmatory evidence of its reality, but its meaning and value were not uncritically accepted. It can be concluded that building distributed leadership must start through deliberative formal leadership commitment and action starting at the highest levels of the institution.

/pdf/framing-and-enhancing-distributed-leadership-in-the-quality-46fx0iyqix.pdf

Framing and enhancing distributed leadership in the quality management of online learning environments in higher education

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 learning DOI: 10.1080/09687769.2010.529112

/pdf/transforming-distance-education-curricula-through-1wx6onfupn.pdf

Transforming Distance Education Curricula through Distributive Leadership.

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.

/pdf/transforming-distance-education-curricula-through-2yndftos4a.pdf

Betsy Lyon

Papers

Transforming Distance Education Curricula through Distributive Leadership.

Transforming Distance Education Curricula through Distributive Leadership