A systematic review of E-leadership and its effects on student learning in higher education

Abstract

A systematic review was conducted, covering an extensive exploration of previous literature from 2000 to 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 34 articles regarding e-leadership, e-leader, and other more general views of leadership for either technology usage in learning or virtual collaborative learning, were analyzed. The findings highlight various relevant insights in empirical and theoretical articles, revealing the evolvement of educational e-leadership research and e-leadership characteristics in practice. The researchers conclude that leaders in modern higher education should possess sufficient technological knowledge, e-skills, and e-leadership practices to provide a technology-enabled learning environment, which demands more e-leadership studies in the future. The study bridges perceptions from e-leadership, student learning, and educational technology fields; thus, it could be beneficial to policymakers and educational leaders in equipping with successful e-leadership practices in the new age of educational technology.