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Drawing on Entwistle (1987) and Shulman (1987), it identifies key influences on learning leaders’ adjustments, including learners’ prior knowledge, self-confidence, abilities, motives, and shifts between teacher-initiated and learner-initiated learning. It argues that none of the identified alignments are static, requiring continuous educational re-alignment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-leaders-teaching-and-learning-frameworks-in-flux-impacted-by-the-global-pandemic-special-issue-2021/598259/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-leaders-teaching-and-learning-frameworks-in-flux-impacted-by-the-global-pandemic-special-issue-2021/598259.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which theoretical frameworks does the article use to analyze learning leadership?","Question",{"text":112,"@type":113},"It builds on established frameworks by Entwistle (1987) and Shulman (1987) to identify influences on how learning leaders need to adapt.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What major learner-related factors are identified as influences on learning leaders’ adjustments?",{"text":117,"@type":113},"The article highlights learners’ prior knowledge, self-confidence, abilities, and motives as key influences.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe the effect of COVID-19 on education and learning leadership?",{"text":121,"@type":113},"COVID-19 is described as driving massive upskilling and increasing IT-literacy, while requiring learning leaders to continuously reconsider alignments because none of the factors remain static.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598259,1792189713,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Volume 4 7 (4) Special Issue 2021  \nLearning Leaders: Teaching and Learning Frameworks in Flux Impacted by the Global Pandemic  \nLeaders en d’apprentissage : cadres d'enseignement et d'apprentissage en flux influencés par la pandémie mondiale  \nMargaret J. Cox, King’s College London Barry F. Quinn, King’s College London  \nAbstract  \nThis article builds on the work of EDUsummIT2019’s thematic working group 2 (TWG2) focus on “Learning as Learning Leaders: How does leadership for learning emerge beyond the traditional teaching models?” Using the well-established theoretical frameworks of Entwistle (1987) and Shulman (1987) the most significant influences on how learning leaders need to adjust to accommodate the dramatic increase in remote online learning are identified. The major influences include learners’previous knowledge, self-confidence, abilities and motives, and changes between learning initiated by teachers and that by learners.  \nCOVID-19 has caused a massive upskilling of people in all facets of society from children to grandparents, from media to consumers, and from policy makers to practitioners. None of the alignments nor factors identified in this article are static and learning leaders need to perpetually reconsider the factors identified to achieve successful learning outcomes. The ongoing challenges for educators in this changing world are in a permanent state of flux with an increasing IT literate society across all formal and informal sectors of education.  \nKeywords: Learning leaders ; Theoretical frameworks; Pandemic impact; Educational re-alignments  \nRésumé  \nCet article s'appuie sur le travail du TWG2 d'EDUsummIT2019, qui s'est concentré sur  \n\"L'apprentissage en tant que leaders d'apprentissage : Comment le leadership en matière d'apprentissage émerge-t-il au-delà des modèles d'enseignement traditionnels ?\" En utilisant les cadres théoriques bien  \nCJLT/RCAT Vol. 47 (4)  \nétablis d'Entwistle (1987) et Shulman (1987) nous avons repéré les influences les plus significatives sur la façon dont les leaders d'apprentissage doivent s'adapter à l'augmentation spectaculaire de  \nl'apprentissage en ligne réalisé à distance. Il s'agit, entre autres, des influences majeures sur les connaissances antérieures, la confiance en soi, les habiletés et les motifs des apprenant ·e·s, ainsi que des changements entre l'apprentissage initié par les enseignant·e·s et celui initié par les apprenant ·e·s.  \nL'un des avantages identifiés est que la COVID-19 a entraîné une montée en compétence numérique massive des personnes dans toutes les sphères sociétales, des enfants aux grands-parents, des médias aux consommateurs, et des décideurs politiques aux praticiens. Aucun des alignements ou des facteurs repérés dans cet article n'est statique et les leaders d’apprentissage doivent reconsidérer en permanence ces facteurs pour obtenir de bons résultats d'apprentissage. Les défis que doivent relever les éducateur·rice·s dans ce monde en mutation sont en constante évolution, avec une société de plus en plus informatisée dans tous les secteurs formels et informels de l'éducation, ce qui, avant la COVID-19, dépassait nos attentes les plus folles.  \nMots-clés : Leaders d'apprentissage ; Cadres théoriques appliqués au numérique ; Impact de la pandémie; Réalignements éducatifs  \nIntroduction  \nEDUsummIT2019’s Working Group 2 (TWG2) identified an important broadening of contexts for learning across the world. This has increasingly been facilitated by pervasive learning technologies, mainly involving what is frequently referred to as technology enhanced learning (TEL), usually applied in formal educational settings. Laurillard et al. (2009) defined TEL as any computer-based technology used for learning, including virtual reality (Luo et al., 2021), inside and outside formal learning contexts which can be stationary or mobile, depending upon the devices being used by individuals and groups of learners. Previous researchers demonstrated that the ","cbCaiaU7oXiuGfSI","https://ap.wps.com/l/cbCaiaU7oXiuGfSI","pdf",338208,"English","# Introduction\n## Technology-enhanced learning (TEL) and leadership contexts\n## The research base and evidence sources\n# Analytical frameworks and identified influences\n## Learner-related influences\n## Shifts between teacher-initiated and learner-initiated learning\n# Pandemic-driven change and ongoing flux","[{\"question\":\"Which theoretical frameworks does the article use to analyze learning leadership?\",\"answer\":\"It builds on established frameworks by Entwistle (1987) and Shulman (1987) to identify influences on how learning leaders need to adapt.\"},{\"question\":\"What major learner-related factors are identified as influences on learning leaders’ adjustments?\",\"answer\":\"The article highlights learners’ prior knowledge, self-confidence, abilities, and motives as key influences.\"},{\"question\":\"How does the article describe the effect of COVID-19 on education and learning leadership?\",\"answer\":\"COVID-19 is described as driving massive upskilling and increasing IT-literacy, while requiring learning leaders to continuously reconsider alignments because none of the factors remain static.\"}]","Learning Leaders: Teaching and Learning Frameworks in Flux Impacted by the Global Pandemic - Special Issue 2021 | PDF",1792086592]