A systematic review of E-leadership and its effects on student learning in higher education

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Management in Education Pub Date : 2022-07-06 DOI:10.1177/08920206221111668

Zhang Yuting, Donnie Adams, K. Lee

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引用次数: 1

Abstract

A systematic review was conducted, covering an extensive exploration of previous literature from 2000 to 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 34 articles regarding e-leadership, e-leader, and other more general views of leadership for either technology usage in learning or virtual collaborative learning, were analyzed. The findings highlight various relevant insights in empirical and theoretical articles, revealing the evolvement of educational e-leadership research and e-leadership characteristics in practice. The researchers conclude that leaders in modern higher education should possess sufficient technological knowledge, e-skills, and e-leadership practices to provide a technology-enabled learning environment, which demands more e-leadership studies in the future. The study bridges perceptions from e-leadership, student learning, and educational technology fields; thus, it could be beneficial to policymakers and educational leaders in equipping with successful e-leadership practices in the new age of educational technology.

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高等教育中电子领导及其对学生学习影响的系统综述

进行了系统的回顾，涵盖了对2000年至2021年之前文献的广泛探索。根据系统评价和元分析的首选报告项目(PRISMA)方法，我们分析了34篇关于电子领导、电子领导和其他更一般的关于学习或虚拟协作学习中技术使用的领导观点的文章。研究结果突出了实证和理论文章中的各种相关见解，揭示了教育电子领导研究的演变和实践中的电子领导特征。研究人员认为，现代高等教育的领导者应该具备足够的技术知识、电子技能和电子领导实践，以提供一个技术支持的学习环境，这需要未来更多的电子领导研究。该研究将电子领导、学生学习和教育技术领域的观点联系起来;因此，在新的教育技术时代，为政策制定者和教育领导者配备成功的电子领导实践可能是有益的。

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来源期刊

Management in Education Social Sciences-Education

CiteScore

3.00

自引率

7.70%

发文量

期刊介绍： Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.