Contemporary school leadership has always been considered to be one of the most pivotal factors conducive to school effectiveness as well as a driver of change and strategic innovation involving the development of a strong vision, attendant goals and a relevant plan for implementation, monitoring and review. However, the disruption in the provision of educational services caused by the recent COVID-19 pandemic global outbreak revealed deficits in school leadership theory that were largely associated with the adoption of proper crisis management skills by the vast majority of schools’ principals to readily adapt to a new reality and effectively confront upcoming challenges, at both instructional and organizational levels. Interestingly, although crisis management as a notion has been substantially elaborated on a theoretical level and successfully applied in different types of crises, it still has not gained a sustained focus within the field of educational leadership, as evidenced by the notable scarcity of related empirical research. This study addresses this gap in the research via a systematic review of scientific papers, published within the 2019–2022 timespan and compiled under the PRISMA framework, reporting on the challenges faced, the crisis management strategies employed and the personality traits that were most commonly associated with effective crisis leadership throughout the turbulent COVID-19 era.
Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identify which aspects of collaborative learning could successfully be integrated within a structured learning management system environment to safeguard high-quality online learning. Searches for the identification of relevant empirical studies were conducted via Science Direct, EdITLib, IRRODL, SpringerLink, IEEE Xplore Digital Library and Scopus using keywords such as learner interactions, online learning, virtual learning environments, student success, e-learner satisfaction and online education. The search yielded 22 key studies focusing on learner-centered types of online interaction in relation to their contribution to student success and satisfaction in virtual learning environments. Our presentation of relevant research is based on five key types of interactive relationships identified in the field of distance education and culminates in a discussion of potential implications for a successful online learning experience and learner satisfaction.
Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students' academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners' self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants' digital literacy level, learner satisfaction, computer anxiety and selfefficacy respectively. Statistical analysis of the results revealed an overall adequate level of students' digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners' digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course.
This study investigates the extent of identification and comprehension success achieved by Greek EFL high school students when encountering phrasal idioms during reading English as a foreign language. The study also examines the relationship of the above with five idiom type features, i.e. (i) contextual guessability, (ii) frequency of words in the idiom, (iii) interlingual similarity, (iv) transparency and (v) existence of an idiom in Greek and four learner factors: (i) L2 language proficiency, (ii) gender, (iii) motivation and (iv) field-independence/dependence. The results indicate that overall scores for L2 idiom identification and comprehension were remarkably low. Successful L2 idiom identification was found to correlate strongly but negatively both with frequency of occurrence of the component words of the idioms and with interlingual similarity while L2 idiom comprehension was found to correlate significantly positively with interlingual similarity only. No significant correlations were obtained between any of the four learner-related variables and the two main variables of L2 idiom identification and comprehension. Some pedagogical implications are also offered that mainly consist the practical implications of the study in terms of instructional practices and methodology employed in the teaching of English idioms in predominantly EFL contexts.
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