**Leadership in Implementing Technology-Enhanced Learning in Educational Institutions**

John Wall

[30] White T., Coetzee E.. Postgraduate supervision: email as an alternative. Africa Edu‐

[31] Wolf R. Judging Educational Research Based on Experiments and Surveys [Internet].

[32] Zhao F.. Postgraduate supervision: A process of knowledge management [Internet]. 2001. Available from: E-journal:UltiBASE, 2001-providersedge.com [Accessed: 4th

2005. Available from: Paris: UNESCO http://www.unesco.org/iiep

cation Review. 2014;11(4)

392 E-Learning - Instructional Design, Organizational Strategy and Management

October 2014]

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/61108

#### **Abstract**

Conventional designs of educational programs are usually based on implicit instruc‐ tional design approaches that look equally at all learners. However, research indicates that learning is a complex activity involving a number of different aspects. Using tech‐ nology to deliver and support learning adds another layer of complexity. In a rapidly changing environment a template to map the implementation of blended learning is proposed to contribute to the ongoing debate in higher education in implementing blended learning approaches. In a challenging economic environment, some of the key strategic leadership challenges that institutions must address are articulated. Much of the research into deploying e-learning initiatives suggests that it is a complex undertaking and that educational institutions are at various stages in the develop‐ ment and deployment of technology-facilitated initiatives. A number of key leader‐ ship challenges are outlined that academic leaders must address in delivering the curriculum using technology. A proposed framework for deploying blended learning coupled with a template for educational managers to embrace in their strategic de‐ ployment of technology in delivering the curriculum is presented.

**Keywords:** E-learning, blended learning, leadership
