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Article
Relational Leadership: Promoting Lifelong Service and Meaningful Learning
Author(s)
Beth Teagarden Bair, Richard Bair
Full-Text PDF XML 687 Views
DOI:10.17265/2160-6579/2019.03.002
Affiliation(s)
University of Miami, Florida, United States
ABSTRACT
In 2015, a university in rural Maryland offered an
undergraduate service-learning leadership
course, which collaborated
with a service-learning community of
practice. This interdisciplinary
leadership course initiated and sustained personal and critical reflection and social interactions by integrating Computer-Medicated
Communication (CMC) technology through Blackboard
to provide support to students as they interpreted their service
experiences. The design of this study was to describe the perceptions of the service-learning
students’ use of CMC technology to reflect
on their service experience and social interactions within the service-learning community. In this descriptive case study, the
in-depth content analyses of collected
data from private journals and
public discussions in Blackboard led to the distribution
of a questionnaire to all participants
and the execution of interviews regarding
the participants’ lived experiences.
Once the participants responded, the researcher transcribed and assessed
the results, coded emerging themes, and analyzed the trends.
The triangulation of sources maintained the reliability of the findings, which demonstrated increased student engagement as result of social interactions and reflection in Blackboard. As the participants shared their
lived experiences, they predominantly
reflected on their personal growth and development,
a strong community of practice, the value of relationships, and how technology enhanced their communication.
KEYWORDS
Computer-Mediated Communication, online, relational leadership, service-learning, social constructivist theory
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