Creating an optimal environment for distance learning in higher education: discovering leadership issues

Distance education is rapidly expanding globally, with open universities leveraging advanced computer technologies. Modern Europe sees numerous institutions offering distance learning programs, fueled by growing interest in technology-based education using satellite services and networking. Distance learning, utilizing electronic technologies, engages students in independent learning, bridging geographical and temporal divides. The study explores the potential of distance learning to foster leadership skills, challenging negative societal perceptions of this educational format and investigating the relationship between distance learning and leadership development. The study builds upon the work of Kurt Lewin, who studied the influence of group forces on individual behavior and leadership, noting that group dynamics can impact a leader's influence. In education, leaders act as mentors, often working in teams to discover effective teaching methodologies, including distance teaching. Leadership is viewed as a managerial decision-making process; management, the process of making effective decisions, even if unpopular. Good leaders foster collaboration, empower colleagues, and promote a sense of shared ownership. The study aims to identify specific leadership skills enhanced through distance learning, validating its positive influence on skill development.

The paper reviews several prominent leadership theories: the trait theory (leaders possess inherent qualities, including charisma), the situational theory (leadership styles vary depending on context), the behavioral approach (leaders adapt their behavior to the situation), and relational leadership theory (leaders prioritize group cohesion and collaboration). The relational leadership theory emphasizes shared tasks, goals, and settings as predictors of leadership. The study also touches upon leadership stereotypes, explaining how individuals use schemes (stereotypes) to process social information, leading to the formation of leadership expectations. Inconsistencies between these expectations and reality lead to causal attribution, role alignment, or labeling the individual as deviant.

The research employed a mixed-methods approach, combining quantitative and qualitative data analysis. Ethical approval was obtained from the Kazan Federal University Ethics Committee. 800 students (aged 18-20) from two Kazan universities participated. The study used a Leadership Stereotypes Questionnaire and an adapted Twenty Statements Test (TST). The questionnaire was divided into two blocks: one focused on leadership stereotypes and roles, and the other on dependence on others' opinions and factors influencing leadership perceptions. Data, found to be t-distributed, underwent correlation and cluster analysis using the STATISTICA program. Cluster analysis identified three leader types: absolute leaders (formal and informal), instrumental leaders (task-oriented), and expressive leaders (emotionally supportive). The TST, adapted to explore self-perception as a leader, revealed a high consistency of responses, with most respondents prioritizing personal traits (responsibility, kindness, intelligence, etc.) as defining characteristics of leaders. The study also incorporated inductive methods to understand distance learning implementation and system-based institutional analysis to assess its place in the education system.

The study's key finding is that distance learning positively impacts leadership skill development, refuting negative societal perceptions. The survey revealed that behavior (80%), open-mindedness and intelligence (50%), and appearance (15%) are the primary factors influencing leadership perceptions. The cluster analysis identified three types of leaders: absolute, instrumental, and expressive. Personal traits (responsibility, kindness, intelligence, etc.) were consistently emphasized as important leadership qualities. The study also showed that factors such as disability, illness, or unremarkable appearance do not hinder leadership skill acquisition in distance learning environments. Distance learning promotes inclusion and reduces societal pressure on personality formation, leading to increased student resilience and reduced dropout rates, indicating a stronger focus on knowledge quality and student engagement. The study further demonstrated the benefits of distance learning for both students and educators, including cost reduction, time savings, flexible scheduling, increased accessibility, improved education quality, and the creation of a unified learning environment.

The findings address the research question by demonstrating that distance learning offers a fertile ground for leadership development. The significance of these results lies in challenging prevailing stereotypes about distance learning and highlighting its potential to cultivate essential leadership qualities. The study’s findings are relevant to the field of education by promoting a more nuanced understanding of leadership development and the potential of distance learning to create inclusive and empowering learning environments. The effectiveness of educational organizations depends on leaders’ abilities to manage communication and provide access to information. Distance education efficiently develops these competencies, demonstrating its importance in educational institutions.

This study concludes that distance learning fosters leadership development by promoting inclusion, reducing societal pressures, and encouraging the development of key personal and interpersonal skills. The findings suggest that distance learning can be effectively integrated into university curricula to enhance leadership training. Future research could explore different pedagogical approaches within distance learning to further optimize leadership development outcomes, and investigate the long-term impact of distance learning-acquired leadership skills on career success and societal contribution.

The study's limitations include its focus on a specific age group (18-20) and geographical location (Kazan, Russia). The findings may not be generalizable to other demographics or regions. Additionally, the reliance on self-reported data may introduce bias. Future research should involve broader samples and employ diverse methodologies to validate and extend these findings.