Collaboration through Role Play among Graduate Students in Educational Leadership in Distance Learning

Autor/inn/en	Howard, Barbara B.; McClannon, Terry W.; Wallace, Paul R.
Titel	Collaboration through Role Play among Graduate Students in Educational Leadership in Distance Learning
Quelle	In: American Journal of Distance Education, 28 (2014) 1, S.51-61 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2014.868665
Schlagwörter	Cooperative Learning; Role Playing; Graduate Students; Instructional Leadership; Administrator Education; Distance Education; Educational Technology; Computer Simulation; Teamwork; Student Surveys; Student Attitudes; Instructional Effectiveness; Likert Scales; Reflection; Leadership Training; Leadership Qualities + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Rollenspiel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Instruction; Leadership; Bildung; Erziehung; Führung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Computergrafik; Computersimulation; Schülerbefragung; Schülerverhalten; Unterrichtserfolg; Likert-Skala; Führungslehre; Führungseigenschaft
Abstract	This project addresses the challenge of preparing educational leaders for future roles in administration in K-12 schools. Through a project-based learning scenario set in a 3-D virtual world, graduate students in school administration and instructional technology worked together in simulated school teams to develop proposals for integrating technology into a fictitious school. The scenario provided parameters within which each team developed a proposal to a superintendent for the use of iPads, which included developing plans for professional development, collaboration among faculty and staff, infrastructure to support the technology, alignment with curriculum, and budgets. Teams worked independently of classes to develop proposals that were then posted in the virtual world for review by instructors and other students. The simulation offered opportunities to develop shared leadership and skills in collaboration outside the usual comfort zone of graduate school classes. Student perception of the value of participation provided insight into the design of the project, which will inform future such collaborative efforts among faculty. Results of student surveys and written reflections are shared as examples of the types of data collected for this project. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10