LEADING ONLINE: An autoethnography focused on leading an instructional focus on student learning in an online school 

DOCTOR OF EDUCATION

WASHINGTON STATE UNIVERSITYDepartment Of Educational Leadership And Counseling PsychologyMay 2012

By Sally Ann Lancaster

The issue

• Rapid growth of online learning

• Lack of quality control standards

• Competition not collaboration

Rationale for study

• Provide recommendations for leaders to structure online learning teacher teams to positively impact student learning

• Provide voice to leaders of online learning programs as they grapple to understand the characteristics of meaningful instruction in an online environment

Context

• Rapid expansion of online learning absent quality research on effectiveness

• Alternative Learning Laws (ALE) allow for 3rd party involvement without strong accountability

• Washington Administrative Code (WAC) current focus on metrics, not measurement of student learning

Research questions

• What characteristics of an online learning environment

trigger teachers to focus on management issues rather

than learning issues?

• What conditions might be in place to help teachers

manage their online workload effectively so they can

shift discussions from management and metrics to

student-centered learning?

• What leadership behaviors need to be undertaken to

inspire a culture of support to engage teachers in

analyzing the teaching and learning process in the

online classroom?

Literature reviewed

• Growth of online learning

• State policy impacts

• Online learning quality standards

• Leadership in online learning

• Leadership frameworks

Methodology

Autoethnography: Better understand the story behind the data• Analytic Autoethnography: Emphasis not about self; rather

it is about searching for understanding of culture and/or society through self (Anderson 2006)

Socio-technical theory

• Changes in technology bring about changes in values, cognitive structures, life styles habits and communication which profoundly alter a society and its chances of survival (Trist, 1981)

Socio-technical theory

• As technical systems evolve and become increasingly complex, they eventually reach a steady state with the social system in which they can accommodate change without disruption (Passmore, 1988)

• Human needs continue to be secondary to technical and economic advancement as measures of the progress of society (Passmore, 2001)

Validity/Reliability

• Categories and themes were presented to three separate outside evaluators along with a subsection of the data set

• Each outside evaluator applied the definitions of the categories and themes and coded the data to determine inter-rater reliability

• Findings were triangulated through reliable sources such as journal entries, emails and anonymous evaluations

Limitations

• Broad array of online programs. Findings may not be transferrable across schools or districts

Data collection

• Journals• Field notes• Emails• Surveys• Documentation

Data analysis

• Six step data coding process (Cresswell)– Organize and prepare

– Read

– Detailed analysis, coding

– Generate a description of coding and themes

– Decide how descriptions and themes will be represented

– Make interpretations or meaning from data

Themes

• Infrastructure• Governance• Teaching and learning• Management

Infrastructure

• Learning management system• Technology support

Governance

• Compliance• Policy• Promotion

Teaching and Learning

• Course planning and design• Formative and summative assessment

Management

• Management for compliance• Communication• Issue resolution

Findings

What characteristics trigger teachers to focus on management issues?

– Infrastructure: LMS– Teaching and Learning: Course planning and design

(management)– Governance: Political systems driven by financial need

and accountability, metrics about money• Promotion: Important due to policy• Management: Required by policy and technology

Findings

What conditions help teachers manage their online workload effectively and shift from management to student-centered learning?

– Infrastructure: Technology manages, teachers teach– Governance: Performance based measures for

compliance, clear measures for student success– Clarity of course layout and design: Guidelines about

modifying and restructuring– Management: Clear tracking tools, integration of LMS with

SIS

Findings

What leadership behaviors need to be undertaken to inspire a culture of support to engage teachers in analyzing the teaching and learning process in the online classroom?

– Clear consistent message, clear definition of program, roles, responsibilities that is consistent among all stakeholders

– Structure professional conversations around learning metrics– Provide pressure relief when needed– Remove barriers from teachers’ role such as funding,

infrastructure and formatting

Socio-Technical Findings

Increased time for student

Efficient technology

Socio-Technical Findings

Inefficient technology

Decreased time for student

Socio-Technical Findings

• Learning not technology should be the driver

Recommendations for school leaders

• Guided by a clear vision and compelling purpose• Facilitate processes for teachers to come together to

discuss student learning• Provide human contact and daily checks with students

Suggestions for future research

• Future studies should address how existing measures of online learning and corresponding management and structural procedures impede student achievement.

• Research the impact of state/district policy on student learning with a goal of creating performance centered metrics of success.

• Explore ways that policy decisions can drive student achievement rather than data management.

A heartfelt thank you for supporting this work

Questions?