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This chapter employed a systemic meta-synthesis literature review to reflect on the transactional variables of the theory of transactional distance (TTD) in addressing barriers to student engagement in the open and distance learning (ODL). Literature sources were obtained from unlimited databases around the globe; however, articles published before 2015 were not included in this review. Through the literature review, the authors identified barriers to student engagement in the ODL through the lens of TTD. The identified barriers to student engagement are presented according to three transactional variables of the TTD and later classified concerning student engagement dimensions. Findings suggest that key instructional dialogue barriers emanate from the teacher and student personality. For program structure, the authors found the poorly designed courses while for learner autonomy there are situational, institutional, and dispositional barriers. The identified barriers to student engagement in ODL revealed the interrelatedness of the transactional variables and the strong link with the student engagement dimensions. By integrating the transactional variables of TTD and student engagement dimensions, this chapter identified possible strategies to address barriers to student engagement in the ODL.

Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an in-person to a distance mode. It begins with a brief history of distance learning, considering both the technologies used and the dominant pedagogical approaches employed. This is followed by a survey of the impact of Michael Moore's theory of transactional distance, which considered the consequences of separating the learner from peers and instructor. Contemporary work on Moore's contribution includes transaction and participation, activity theory, and transactional presence. A second major aspect of distance learning has been the attempt to introduce social presence into learning environments. The history of social presence is explored, as are its levels and consequences for the learner. Contemporary aspects of social presence reviewed include communities of inquiry. While Web 2.0 has spectacularly resulted in connectivity, it remains unclear as to whether this automatically resulted in more strongly connected learners. Connectivist approaches are considered and distinctions made between technological connectivity and pedagogical engagement. It is argued that the full and exciting potential of Web 2.0 in distance learning requires a commitment to the distanced learner, balancing learner autonomy and teacher presence, promoting meaningful social engagement, and meeting the specific needs of the distance learner.

Objective of the study is to determine the factors effecting successful women leadership and to draw a comparison between Thailand and Malaysia. Primary data were collected from both countries. Quantitative research approach was used in this study by using a cross-sectional research design. Population of the study was based on the textile companies of Thailand and Malaysia. Employees of textile companies were selected as the respondents. Partial Least Square (PLS) was used for data analysis. Results of the study found that learning autonomy, emotional intelligence, political differences and organization culture (OC) are the major factor which effect on successful women leadership in both countries. Moreover, in both countries, learning autonomy, emotional intelligence and OC have positive role in successful women leadership, however, political differences effect negatively on successful women leadership. Additionally, there is a difference between both countries, in case of moderating role of political differences and OC. In Thailand, OC has positive role to enhance women leadership through emotional intelligence. In case of Malaysia, political differences weaken the positive relationship between the emotional intelligence and successful women leadership.

In this chapter, we consider some of the key ideas that impact on the creation of online learning environments. By exploring some aspects of theory, namely connectivism and its relation to wider ideas of community-building, heutagogy, and motivation, we articulate some of the factors that have influenced the authors’ practice in creating online learning. We illustrate these influences by outlining examples of three courses which we have been party to creating, so that interlinked theory and practice are in evidence. By looking at a teacher education program, a childhood practice program, and a short access course, we provide examples of some of the ways in which we have scaffolded the development of learning communities, encouraged students to have autonomy over the direction of their learning, and engaged students to maintain their motivation for learning. At times, these three dimensions are interpenetrating, and in two of our case studies, longevity and ongoing improvements have enabled the authors to have confidence in the quality and value of these courses, while the third focuses on a newly created course.

This chapter determines the impact of potential leaders in enabling professional independence to teachers in Autonomous Educational Institutions located in rural areas across the globe. The performance of students and institutions is majorly driven by the quality of teachers. Students perceive that a teacher should develop a responsible bond with students by sharing valuable knowledge following principles of ethics. Autonomous Institutions perceive that a teacher should commit toward their duties being a loyal person. Higher Education Commission of India governs and promotes same set of norms for regulation and academic standards (University Grants Commission, 2020).

Teachers with content-focused teaching and experienced teaching positively impacted on the development and achievement of students. Teachers play a vital role in the development of students’ personality and build their abilities to overcome challenges in professional and personal life events (Harris & Sass, 2008). So a teacher should be motivated to deliver their responsibilities with dedication and institutions should provide autonomy to both teachers and students for better growth of each individual. Quantitative research methodology is applied using Questionnaire as an instrument to measure three variables, namely teacher-learner autonomy, values-driven culture, and need of transformational leadership. Targeted population includes teaching, non-teaching staff, scholars, and students from autonomous higher educational institutions located in rural and semi-urban areas. The outcomes detail about the need of autonomy to teachers and students in institutional environment and the type of culture that inculcates ethics and morals in the lifestyle of students and teachers for positive transformation.

Based on the premise that computers have now become cultural and cognitive artifacts with which and not from which learners interact on a daily basis, this chapter focuses on best practices in preparing and engaging digital natives to become tomorrow’s leaders of a global knowledge economy that is increasingly dependent on electronic modes of communications. Using a study based on online tools in a writing course taught at the University of Victoria (Canada), we take a qualitative interpretative stance to explain the opportunities and challenges of learning and teaching in such environments. We comment on such aspects as the need to properly address learner’s functional skills (or lack off), the various tools that can be used to engage and motivate learners, and the need to go beyond methods based on delivery in order to better focus on the development of multiliteracies, in particular critical literacy and functional literacy. Our argument, grounded in cognitive and sociocultural theories of learning, favors an interdisciplinary approach while focusing on disciplines that are typically housed in the humanities, in particular second language academic programs. Our discussions and conclusions move from these case studies to a more general reflection on the extent to which electronic environments are reshaping higher education.

The chapter illustrates why blended learning should be the minimum threshold that teachers of higher education should meet to address the students' dynamic needs, demands, and preferences. It shows how COVID-19 disrupted the status quo of the global education system, warranting schools to transition to online education fully. The chapter starts by addressing the pre-COVID-19 learning strategies. Schools mainly adhered to traditional face-to-face teaching in classrooms. Nevertheless, the COVID-19-related restrictions (lockdowns) coerced them into introducing e-learning, which was a new experience for most teachers and students. This situation made educators realize they can successfully incorporate virtual learning into their pedagogy, allowing them to implement a blended system. Moreover, the section identifies the main blended learning models that teachers can use depending on their choices, students' preferences, and institutions' resources and capabilities. These frameworks are face-to-face driver, rotation, flex, online lab, and self-blend methods. They have different approaches as well as merits and limitations. The chapter contributes to active and transformative learning by introducing more attractive, relevant, and flexible teaching methods. Owing to the flexibility of the models, the number of students enrolling in diverse programs in the post-COVID-19 era has increased. The chapter highlights various strategies that educators can apply to ensure that learners achieve optimal outcomes from blended learning. Moreover, the segment highlights the prerequisites and compatibility of blended learning for economics classes. Before unveiling blended learning, professors should ensure that students can access digital devices and the internet and understand the operating software. Thus, educators should at least consider using this model in the post-COVID-19 era.

This chapter explores the concept and application of learner-centered leadership. The exploration of learner-centered leadership requires rethinking the purposes and actions of school leaders, and its application implies new knowledge and skills for aspiring administrators and new models for professional development for those already on the job. The chapter explores foundational concepts on leadership and their application to a U.S. Department of Education funded project on administrator preparation and professional development.