Open Access Repository

Authentic Leadership in Immersive Learning Environments: Teachers as Affective, Cognitive, and Pedagogical Enablers

Crawford, J ORCID: 0000-0002-2191-6216, Butler-Henderson, K ORCID: 0000-0002-6082-2108 and Carr, AR ORCID: 0000-0001-8201-7890 2020 , 'Authentic Leadership in Immersive Learning Environments: Teachers as Affective, Cognitive, and Pedagogical Enablers', in RZ Zheng (ed.), Cognitive and Affective Perspectives on Immersive Technology in Education , IGI Global, United States, pp. 85-106.

Full text not available from this repository.

Abstract

Immersive learning environments require effective facilitators to enable student learning. In currentliterature on immersive learning, there is limited insight on the role that teacher behaviors have onfostering learning. Despite this, there is considerable literature on the role of the teacher as a leaderin contemporary classrooms. This chapter focuses on the authentic leader behaviors in teachers andhow this may affect student success. While student learning can be viewed from many perspectives, thischapter focuses on three perspectives: affective, cognitive, and pedagogical. The literature enables theestablishment of the belief that teachers who embody authentic leader behaviors are likely to be moresuccessful in facilitating student learning within an immersive learning environment. Implications andfuture research opportunities are also highlighted as a result of the theory generation in this chapter.

Item Type: Book Section
Authors/Creators:Crawford, J and Butler-Henderson, K and Carr, AR
Keywords: Immersive learning environments, ILE, higher education, university, academic, student
Publisher: IGI Global
DOI / ID Number: 10.4018/978-1-7998-3250-8.ch005
Copyright Information:

Copyright 2020 IGI Global

Related URLs:
Item Statistics: View statistics for this item

Actions (login required)

Item Control Page Item Control Page
TOP