The aim of this article is to establish the extent to which the concept of e-leadership has taken off as a lens through which to study leadership for technology-enhanced learning (TEL) in higher education. Building on a previous study conducted in 2013, this article thus covers an exploratory review of the literature for the period 2103-2017. It analyses 49 articles which explore both the specific concept of e-leadership as well as other work dealing more generally with leadership and organisational change for TEL in higher education. The findings show that while none of the empirical studies identified in the literature refer explicitly to e-leadership, there are a number of interesting insights to be found in the theoretical articles. The results also highlight the widely different interpretations and applications of the concept of e-leadership and the consequent need for the definition to be refined. The paper concludes with recommendations for further multidisciplinary research at the intersection of the fields of educational technology and educational management, focusing on values, strategy, organisation and leadership interactions at meso level, the economy and public policy at macro level, and teaching and learning at the micro level, as well as for research in Leadership Development for TEL.

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Dawn or dusk of the 5 th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)

This article reports on an e-learning readiness study that was carried out to assess the organizational and individual factors of the two major stakeholder groups (teachers and students) in the sec...

Teachers' and Students' Views on E-Learning Readiness in Kuwait's Secondary Public Schools.

When designing highly interactive distributed systems such as e-learning environments, a system-of-systems (SoS) perspective enables dynamic adaptation to situations of use and thus user-centeredness during operation. Each system, e.g., a mobile device for accessing a learning management system, can still be operated as a separate system, e.g., displaying the latest feedback from peers, while being run as part of a federated system, e.g., synchronizing a learning group for a tutoring session taking into account individual availability of participants. This type of coupling requires interoperability assurance of systems, in particular federating various devices and cross-over features (e.g., linking learning content to posts on social media platforms) in dynamically evolving environments. We demonstrate the utility of bigraph-based handling of SoS. relationships allow not only the representation of dynamic interaction but also the re-specification of these systems through behavior adaptations. This abstraction supports cross-system decomposition as well as composition of interaction patterns for the purpose of emergent behavior. We show the potential of this approach orchestrating two distributed and independent systems, with orchestration enabling directly respondence to changes in a federated system's context.

System-of-systems support — A bigraph approach to interoperability and emergent behavior

Learning analytics (LA) collects, analyses, and reports big data about learners to optimise learning. LA ethics is an interdisciplinary field of study that addresses moral, legal, and social issues; therefore, institutions are responsible for implementing frameworks that integrate these topics. Many of the ethical issues raised apply equally to educational data sets of any size. However, in this study, we focus on big data that increases the scale and granularity of data gathered. The purpose of this study is twofold: (a) to critically review the published (2011–2018) scientific literature on LA ethics issues and (b) to identify current trends and answer research questions in the field. This study’s research questions are as follows: what is essential in LA ethics for key educational stakeholders, and what should a proposed checklist for LA ethics include for specific educational stakeholders? After systematically searching online bibliographic databases, journals, and conferences, a literature review identified 53 articles from a sample of 562. The selected articles, based on critical and qualitative content analysis, were exhaustively analysed. The findings demonstrate the shortage of empirical evidence-based guidelines on LA ethics and highlight the need to establish codes of practices to monitor and evaluate LA ethics policies. Finally, this work proposes a useful checklist as an instructional design model for scholars, policymakers, and instructional designers, so that trusted partners may use LA responsibly to improve teaching and learning.

Ethical issues in learning analytics: a review of the field

Abstract Distance education as one of the new and perspective forms of completing higher education increases in popularity around the world. At the same time, the development of this model of education generates new problems: organization of the study process and information security. Distance learning allows solving a problem of accessibility of higher education in case of social issues, working hours, etc. Therefore, distance education is of major importance in increasing the learning efficiency. The Latvian model of distance education is passing the stage of formation and approbation in the market of educational services. However, the creation of system of distance education should not be the final step for higher education institutions as such; furthermore, this process would not be developed without students. Therefore, the objective of the present research is to find out the opinion of the students on the expediency of distance education. More than 850 students from Poland, Lithuania, Latvia, Serbia and Belarus have participated in the research. Results of the research have revealed that the traditional form of education based on communication between the lecturer and the student is more demanded among the students. At present, distance learning, unfortunately, cannot be characterised by stable demand. In order to increase the demand for such model of education, public presentations and discussions should be made, and media support is also necessary.

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Analysis of the Demand for Distance Education at Eastern and Central European Higher Education Institutions

The International Handbook of e-Learning, Volume 1 provides a comprehensive compendium of research and theory in all aspects of e-learning, one of the most significant ongoing global developments in the entire field of education. Covering history, design models, instructional strategies, best practices, competencies, evaluation, assessment, and more, these twenty-seven contributions tackle the tremendous potential and flexibility inherent to this rapidly growing new paradigm. Past and present empirical research frames each chapter, while future research needs are discussed in relation to both confirmed practice and recent changes in the field. The book will be of interest to anyone seeking to create and sustain meaningful, supportive learning environments within todays anytime, anywhere framework, from teachers, administrators, and policy makers to corporate and government trainers.

Mohamed Ally

Papers

International Handbook of E-Learning Volume 1: Theoretical Perspectives and Research

International Handbook of E-Learning Volume 2 : Implementation and Case Studies

Blended Learning and Teaching—A Panacea for Students With Learning Disabilities Edith Gotesman