How students emerge as learning leaders in small group online discussions. (2nd March 2020)

• Record Type: Journal Article
• Authors: Kim, Min Kyu; Lee, In Heok; Wang, Yinying
• Is Part Of: Journal of computer assisted learning. Volume 36:Number 5(2020)
• Page Start: 610
• Page End: 624
• Publication Date: 2020-03-02
• Subjects: asynchronous discussion -- leader role -- leadership style -- learner engagement -- learning leader -- online learning; Computer-assisted instruction -- Periodicals; 371.334
• DOI: 10.1111/jcal.12431
• Languages: English
• ISSNs: 0266-4909

Abstract

Abstract: In this study, we examined the role of leadership styles and multi‐dimensional learner engagement in how students emerge as learning leaders in asynchronous online discussions. Grounded in the conceptual framework of two dominant leadership styles of transformational and transactional leadership, this study applies the two leadership styles—transformational leadership and transactional leadership—to the Leader Identification Method (LIM) which defines three types of leader roles (i.e., full, transactional and attractive facilitator) in online learning. We collected data from 20 students enrolled in a graduate‐level online course that required participation in 12‐week discussion activities. Results of the longitudinal data analyses show that person‐focused, transformational leadership and active participation in online discussions were significant factors that enabled students to emerge as learning leaders. Students are more likely to become leaders by exhibiting transformational leadership behaviour and productively interacting with one another in an online discussion community. Lay Description: What is already known about this topic: Students learn through social interactions in an asynchronous discussion forum. Building a learning community involve students who play different leadership roles. Various learner traits could interact with leadership emergence. Student leadership influences individual and group learning in an online community. What this paper adds: This study operationalizes learning leadership in the context of online discussions. This study proposes the Leader Identification Method (LIM) to detect learning leaders. This study suggests measurable models of leadership styles and learner engagement. The study analyzes a comprehensive model of leader emergence longitudinally. Implications for practice: LIM can be a means for practitioners to differentiate learning leaders from non‐leaders. Trackable data can inform practitioners of students' leadership style and engagement. Leadership development needs to focus on positive emotion and transformational leadership. The conceptual framework guides future studies for learner leadership in online learning.