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Providing Distance-Learning Support Through Collaborative Relationships PROCEEDINGS

, University of North Texas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to determine the impact of distance-learning support structures on the learning experience of 30 teacher-leaders enrolled in a master’s degree program that emphasized National Board Certification preparation and leadership development. A mixed-methods research designed was implemented by using pre-existing data, the Leadership Practices Inventory (LPI), and a survey designed by the researcher. The results of the study indicate that partnering with school districts can have a positive effect on the leadership development of teachers returning to graduate school. In addition, institutions of higher education taking actions such as collaborating with organizations to provide mentors, communicating with organizations to identify organizational goals, and creating supportive cohorts can improve the learning experience of distance-learning students.

Citation

Smith, D. (2011). Providing Distance-Learning Support Through Collaborative Relationships. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 924-929). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2018 from .

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