Methods and character traits which characterize successful leaders in digital learning environments are evolving as research and results around successful approaches are revealed. In my own experience as a student and an educator in blended and distance learning contexts, leaders who have the ability to engage and inspire learners and colleagues are the most effective. They create an environment of respect, and as a result entice followers to “produce more effort if they perceive their leader as a positive role model whose actions demonstrate integrity” (Castelli, 2016, p. 221). This integrity can inspire followers to enthusiastically contribute their own skills and knowledge to aid in positive developments in the organization.

I have always been someone who needs to see consistency in my leader, supervisor or instructor’s values and vision. Although I am capable of adapting and fitting in to a workplace or class community, as an adult learner and employee I have struggled when it is evident that the values and vision of my leader don’t align with my own. If I can’t see their dream as my own (O’Toole, 2008), I have trouble fully giving my all.

What is my approach as a leader?

I have been an adult education instructor for the past 10 years, focusing on language, cultural and employment related learning. Upon reflection, I have been successful through my ability to adapt my approach to learners from all over the world. When working with a new class on a unit I have previously taught, I try to “recognize the best solution to address problems based on current realities rather than actions based on the past” (Khan, 2017, p. 180). The problems in this case are skills needed for life in Canada.

As a leader of my learners, I have also created a situation of trust and increased credibility though candidly sharing my own experiences and failures (Castelli, 2016). I feel by relating my own experiences to real contexts where my learners need to develop skills, that further establishes my integrity, and promotes a safe environment for my learners to openly reflect on their own challenges. I have repeatedly had feedback that these examples, and the lessons I impart based on them, create an openness in my classes which doesn’t exist in many others. Yukl and Mahsud (2010) also affirm this when they stated, “empathy for the feelings of others is essential for determining how to influence and motivate them” (p. 88).

How have digital technologies changed my approach?

Engaging and motivating learners in distance learning contexts definitely involves an adjustment. The necessity of determining the values, motivations and learning styles of my learners without being the same room as them, has resulted in more effort to connect with them through a video chat soon after they enter the program. This effort in making a personal connection hopefully reduces early student anxiety, and shows my willingness to support and mentor my students.   I also monitor closely the types of activities that learners seem to engage with and succeed more in, and use that data to aid in future course developments. I am acutely aware that in order to be successful as a leader, making mistakes is part of the process (Huggins, 2017).

An area that I know will help me to be a more effective leader is to further develop ways to understand needs as well as prior knowledge and competencies of learners in order to inform my online design choices. I am aware that “one who teaches also learns as part of the same process” (Gibson, Tesone, & Buchalski, 2000, p. 60), and I need to get better at gathering feedback from learners on design and engagement choices for courses I create and teach. More active reflection on my own biases and assumptions as well as eliciting constructive criticism from colleagues and those I educate can also aid in my growth as a leader.

What theories of leadership are most appropriate for digital learning environments?

There are definitely aspects of both adaptive and reflective leadership which can apply effectively to online learning. As private companies and educational institutions use technology in new and innovative ways to educate and train, “it may be necessary for a leader to influence people to change their assumptions and beliefs about what is appropriate and effective” (Yukl & Mahsud, 2010, p. 84). In a world of intense competition and constant change, adaptive leaders react to current challenges and are open to new ideas, rather than falling back on previous decisions (Khan, 2017). Creativity and innovative practice are and will be a requirement for success.

Reflective leaders who constantly evaluate their own assumptions and are very clear communicators with learners and staff are also very useful in online learning contexts. Communication is different online, and creating that connection through consistent behaviour, transparency, clear direction and feedback, inclusiveness and willingness to change (Castelli, 2016) leaders can create an environment where engagement, connection and trust can occur with followers. Involving learners and colleagues in this reflective practice can help promote a shared purpose, and as a result create situations of improved performance and renewal (Castelli, 2016). Online learning contexts where students or those being trained feel they can be actively involved in the methods and process of their own learning (or the organization on a whole) can greatly benefit from this reflective leadership theory.

 

References

Castelli, P. (2016). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217-236.

Gibson, W., Tesone, D. V, & Buchalski, R. M. (2010). The Leader as Mentor. University of Hawaii. Leadership.

Huggins, K. (2017). Developing Leadership Capacity in Others: An Examination of High School Principals’ Personal Capacities for Fostering Leadership. International Journal of Education Policy and Leadership, 12(1).

Khan, N. (2017). Adaptive or Transactional Leadership in Current Higher Education: A Brief Comparison. The International Review of Research in Open and Distributed Learning, 18(3).

O’Toole, J. (2008). Notes Toward a Definition of Values-Based Leadership. The Journal of Values-Based Leadership, 1(1).

Yukl, G., & Mahsud, R. (2010). Why flexible and adaptive leadership is essential. Consulting Psychology Journal, 62(2), 81–93. https://doi.org/10.1037/a0019835