18.7: Case Study - Developing E-Learning Programs in K–12

A case study of K–12 educators in British Columbia conducted by the author as part of doctoral research (LaBonte, 2005) provides insight into how leaders in the BC e-learning community supported implementation of educational technologies. Educators in BC were attempting to create flexibility and innovation within the public education system through the use of educational technologies and were challenged to create conditions for adaptation and change. The study focused on identifying decision-makers and leaders in the BC e-learning community and describing characteristics of these leaders. These leaders were found to have a desire to learn, seek challenges, take risks, and to improve learning. BC e-learning leaders had a clear vision, were highly motivated and hard working, finding it difficult to say “no”. They were focused on learning, exhibited clear and consistent communications, were passionate about what they did, and had a clear focus on strategic goals. These leaders within the evolving BC e-learning community exhibited characteristics attributed to transformational leaders.

E-learning programs flourished in British Columbia in part to accommodate Tapscott’s (1998) “net generation,” but more importantly because of policy changes initiated by the Ministry of Education under the stewardship of a new government. Change was precipitated from both ‘top down’ and ‘bottom up’ approaches. The Ministry of Education was spearheading a “choice” agenda, whereby parents and students would have different options for required schooling. Technology was seen as a key part of the choice agenda. In an effort to foster change and innovation, policy was changed to release a cap that restricted the number of distance learning (e-learning) programs in the province. Policy changes were made that reduced restrictions and created conditions that stimulated new ways of providing learning opportunities for learners. At the same time, despite a critical lack of resources to support these new and emerging learning approaches and structures, a shared vision, collective goals, and passionate belief in the ability of educational technology to support change held by these leaders was compelling enough to continue to drive the change and implementation of e-learning in BC K–12 schools.

A summary of core findings of the study determined four distinct insights:

• Leaders within the BC e-learning community believed educational technologies were a catalyst for changing how learning is organized and supported.
• Policy was a key influence in development of e-learning in the K–12 sector, and was found to precede change and reform.
• Features of transformational leadership were evident in leadership practice within the BC e-learning community at both provincial and school levels.
• There was a tension between top-down and bottom-up leadership approaches that could be attributed to a lack of resources provided to support program implementation.

The case study reaffirmed the key role leaders play in change, and confirmed that without a clear vision, collaborative leadership, and an adequately resourced system-wide approach, organizations could commit precious funding to e-learning without much success. In short, the study affirmed the importance of transformational leadership as a process to encourage change and implementation of new e-learning technologies while ensuring fiscal responsibility.