Emergent leadership: is e-leadership importance in the quality of virtual education?
DOI:
https://doi.org/10.5944/ried.18.1.13798Palavras-chave:
Distance education, leadership, virtual environments, web based instruction.Resumo
In the last years, the school management systems have become an important tool for the efficacy of the e-leader. These systems emphasize an information and e-communication flow between all organization departments. The aim of this study is to emphasize how the new technologies can help the teachers. Also, the use of the information and communication in schools and the future of the teaching regarding to the new functions and roles of the teachers in the next stage of distance education is analyzed. The e-leader or e-mentor is specifically studied. This paper defines and analyzes a new emergent paradigm of leadership. The leadership that has arisen more than one decade ago. Special attention to the next topics is paid: The first section is a wide review of the theoretical framework in order to understand this new way of work related to the tutors and the leader in the virtual environment, also, the literature to construct a global comprehension of what constitutes the e-leadership in the organizations is reviewed. The second section analyzes the main strengths and skills of the e-leader and his importance in the distance education management. We focus on the delimitation of dimensions to characterize the different types of virtual teams. Finally, the general question which guides this research is: Will the virtual leadership bring along with it a real progress for the e-education? We live in the e-generation.Downloads
Referências
Anderson, A., McEwan, R., Bal, J., & Carletta, J. (2007). Virtual team meetings: An analysis of communication and context. Computers in Human Behavior, 23(5), 2558-2580.
Clark, R. (2000). Evaluating distance education: Strategies and cautions. Quarterly Review of Distance Education, 1(1), 3-16.
Carreno, I. (2008). E-mentoring and e-leadership importance in the quality of distance and virtual education Century XXI. Paper from m-ICTE 2009: Research, Reflections and Innovations in Integrating ICT in Education. Retrieved from http://www.formatex.org/micte2009/book/728-732.pdf.
Carreno, I. (2009 August) E-tutor and Distance University of XXI Century. In Seminario Internacional RED-U 2-08: “La acción tutorial en la Universidad del siglo XXI”.
Carreno, I. (2011). Management in educational networks: the importance of virtual leader. RELADA-Revista Electrónica de ADA-Madrid, 5(2).
Collaborative, T.S.S.A. (2001). Technology standards for school administrators.
Darabi, A., & Sikorski, E. (2006). 14 Validated Competencies for Distance Teaching. Distance Education, 27(1), 105-122(18) Publisher: Routledge, part of the Taylor & Francis Group.
Dexter, S. (2008). Leadership for IT in schools. In International handbook of information technology in primary and secondary education, pp. 543-554. Springer US.
Dias, S., Diniz, J., & Hadjileontiadis, L. (2014). E-Learning Exequibility in the Information and Knowledge Society. In Towards an Intelligent Learning Management System Under Blended Learning, Springer International Publishing, pp. 3-19.
García Aretio, L. (2003). Comunidades de aprendizaje en entornos virtuales: La comunidad iberoamericana de la CUED. In M. Barajas (Coord.). La tecnología educativa en la educación superior, (pp. 171-199). Madrid: McGraw-Hill.
Hallinger, P. (2006). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329-352.
Hallinger, P., & Snidvongs, K. (2005). Adding value to school leadership and management. A review of trends in the development of managers in the education and business sectors. Nottingham, England: National College for School Leadership. Retrieved from http://www.ncsl.org.uk/media/1CA/77/ adding-value-to-school-leadership-andmanagement.pdf
Johnson, P., Heimann, V., & O’Neill, K. (2001). The “wonderland” of virtual teams. Journal of Workplace Learning, 13(1), 24–30.
Lu, M., Watson-Manheim, M., Chudoba, K., & Wynn, E. (2005). Virtuality and Team Performance: Understanding the Impact of Variety of Practices. Journal of Global Information Technology Management, 9(1). McFarlane, D. A. (2011). The leadership roles of distance learning administrators (DLAs) in increasing educational value and quality perceptions. Online Journal of Distance Learning Administration, 14(4).
Malvey, D., & Hamby, E. (2004). E-Leadership: An Investigational Study of a New 21 st Century Leadership Phenomenon-Organizational Strategies for Transitioning to E-Leadership Systems.
Association on Employment Practices and Principles, 169. Mladenova, M. & Kirkova, D. (2014). Role of Student Interaction Interface in WebBased Distance Learning. In ACHI 2014, The Seventh International Conference on Advances in Computer-Human Interactions, pp. 307-312.
Moyle, K. (2006). Leadership and learning with ICT: Voices from the profession. Teaching Australia-Australian Institute for Teaching and School Leadership.
Peters, L., & Manz, C. (2007). Identifying antecedents of virtual team collaboration. Team Performance Management, 13(3/4), 117-129.
Silvio, J. (2004). Towards the articulation of learning and non-virtual. Conference offered at the 3rd International Congress on University Teaching and Innovation. June 30 to July 2, 2004. Gerona, Spain.
Richey, R., Fields, D., & Foxon, M. (2001). Instructional design competencies: The standards (No. IR-111). Syracuse, NY: ERIC Clearinghouse on Information & Technology.
Sun, P., Tsai, R., Finger, G., Chen, Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
Zenun, M., Loureiro, G., & Araujo, C. (2007). The Effects of Teams’ Co-location on Project Performance. In Complex Systems Concurrent Engineering, London: Springer, 717-726.
