Pursuing Effective Facilitating Strategies: The Effect of Facilitator's Leadership Behaviors on Online Learning
Bodong Chen, OISE/University of Toronto, Canada ; Qiong Wang, Graduate School of Education, Peking University, China
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Based on various research of online teaching and learning, this study is aimed to establish a behavior system for facilitation in online learning based on a leadership theory – the Ohio State Leadership Studies – which classifies leadership behaviors into Consideration and Initiation of Structure. To test the effectiveness and adaptability of the behavior system in online education, we conducted a mixed-method study in an online teacher education program, combining case study and several quantitative techniques. We conclude that the leadership theory is adaptive to the study of online facilitation, and facilitating leadership behaviors in our system is significantly correlated to learning satisfaction, while its effect on engagement and perceived learning is not proved. This study might shed light on both designing online teacher education programs and preparing teachers or facilitators for online education.
Chen, B. & Wang, Q. (2010). Pursuing Effective Facilitating Strategies: The Effect of Facilitator's Leadership Behaviors on Online Learning. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2192-2199). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)