TY - CONF

T1 - Reflections of leaderful classroom practices with international students on a blended learning/distance learning programme

AU - Hardy, Claire

AU - Egitim, Soyhan

PY - 2021/11/27

Y1 - 2021/11/27

N2 - Remote teaching and learning is not a new way to educate and teach. With the occurrence of COVID-19, more teaching and training have turned to online methods for delivering and educating students and trainees. This has brought about a number of challenges but also presented opportunities. This presentation will share reflections on how a blended learning PhD programme became fully online and embraced a collaborative leadership (CL) approach to help engage students and ensure the highest standard of education delivery. CL can be defined as a “leaderful practice” where anyone can become an initiator and contribute to the group success (Raelin, 2011). It involves shared, inclusive, and transformational tenets of leadership and allows the most informed and capable members to lead the charge in different circumstances. By engaging and encouraging CL with students, several beneficial outcomes were observed including strong group cohesion, student support for one another, student engagement and progress in the modules, as well as final assignment outcomes. Furthermore, ways to enhance these activities in the future have also been identified based on feedback and discussion with students. Several other opportunities have also been considered in light of discussions with my co-presenter who is an expert in CL. In this joint presentation, the presenters aim to shed light on this alternative approach to teaching by sharing this example with SIETAR conference delegates and opening up discussions for how others may be able to adopt this approach themselves.

AB - Remote teaching and learning is not a new way to educate and teach. With the occurrence of COVID-19, more teaching and training have turned to online methods for delivering and educating students and trainees. This has brought about a number of challenges but also presented opportunities. This presentation will share reflections on how a blended learning PhD programme became fully online and embraced a collaborative leadership (CL) approach to help engage students and ensure the highest standard of education delivery. CL can be defined as a “leaderful practice” where anyone can become an initiator and contribute to the group success (Raelin, 2011). It involves shared, inclusive, and transformational tenets of leadership and allows the most informed and capable members to lead the charge in different circumstances. By engaging and encouraging CL with students, several beneficial outcomes were observed including strong group cohesion, student support for one another, student engagement and progress in the modules, as well as final assignment outcomes. Furthermore, ways to enhance these activities in the future have also been identified based on feedback and discussion with students. Several other opportunities have also been considered in light of discussions with my co-presenter who is an expert in CL. In this joint presentation, the presenters aim to shed light on this alternative approach to teaching by sharing this example with SIETAR conference delegates and opening up discussions for how others may be able to adopt this approach themselves.

M3 - Speech

T2 - 36th Annual Conference, SIETAR JAPAN

Y2 - 27 November 2021 through 28 November 2021

ER -