Institution
Regent University
Education•Virginia Beach, Virginia, United States•
About: Regent University is a education organization based out in Virginia Beach, Virginia, United States. It is known for research contribution in the topics: Servant leadership & Population. The organization has 662 authors who have published 1323 publications receiving 28540 citations.
Papers published on a yearly basis
Papers
TL;DR: In this article, the authors posit that the primary difference between transformational leadership and servant leadership is the focus of the leader, and the extent to which the leader is able to shift the primary focus of leadership from the organization to the follower is the distinguishing factor in classifying leaders as either transformational or servant leaders.
Abstract: This article examines transformational leadership and servant leadership to determine what similarities and differences exist between the two leadership concepts. The authors posit that the primary difference between transformational leadership and servant leadership is the focus of the leader. The transformational leader's focus is directed toward the organization, and his or her behavior builds follower commitment toward organizational objectives, while the servant leader's focus is on the followers, and the achievement of organizational objectives is a subordinate outcome. The extent to which the leader is able to shift the primary focus of leadership from the organization to the follower is the distinguishing factor in classifying leaders as either transformational or servant leaders. This article also looks at the next stage of developmental issues in servant leadership, such as the challenges facing empirical investigation and measurement, and the changes that are occurring in current thinking about the servant leadership approach. Ultimately, the case is made that although different, both transformational leadership and servant leadership offer the conceptual framework for dynamic leadership.
1,386 citations
TL;DR: In this article, the concept of learning community is applied to the virtual classroom by taking on the issue of how best to design and conduct an online course that fosters community among learners who are physically separated from each other.
Abstract: This article challenges the belief that strong sense of community is limited to the traditional classroom and proposes that the virtual classroom has the potential of building and sustaining sense of community at levels that are comparable to the traditional classroom. Drawing on research literature, the concept of learning community is applied to the virtual classroom by taking on the issue of how best to design and conduct an online course that fosters community among learners who are physically separated from each other. Course design principles are described that facilitate dialogue and decrease psychological distance, thereby increasing a sense of community among learners.
1,347 citations
TL;DR: In this paper, the authors present a framework for categorizing and appraising the functional and accompanying attributes of servant leaders, and construct a formative, rational servant leadership attribute model.
Abstract: Servant leadership is an increasingly popular concept in the repertoire of leadership styles. While an intuitively attractive concept, it is systematically undefined and not yet supported by empirical research. Reviews the servant leadership literature with the intent to develop a preliminary theoretical framework. Builds a foundation for categorizing and appraising the functional and accompanying attributes of servant leaders. Once categorized, a formative, rational servant leadership attribute model is constructed. The authors call for further development of the model and empirical research to support it.
1,246 citations
TL;DR: In this paper, the authors used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments.
Abstract: Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.
1,041 citations
TL;DR: It was concluded that the Classroom Community Scale is a valid and reliable measure of classroom community and that this instrument yields two interpretable factors, connectedness and learning.
Abstract: The purpose of this study was to develop and field-test the Classroom Community Scale and to determine its validity and reliability for use with university students taking courses at a distance via the Internet. The 20-item Classroom Community Scale measures sense of community in a learning environment. Data were collected from 375 students enrolled in 28 different courses, offered for graduate credit via the Blackboard e-learning system by a private university. It was concluded that the Classroom Community Scale is a valid and reliable measure of classroom community and that this instrument yields two interpretable factors, connectedness and learning.
961 citations
Authors
Showing all 726 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| Daniel I. Sessler | 119 | 973 | 60318 |
| John M. Davis | 110 | 790 | 51526 |
| Ahmed Ibrahim | 50 | 567 | 13445 |
| Kenneth A. Kavale | 44 | 130 | 7677 |
| Gregory I. Liou | 41 | 101 | 5659 |
| Samir N. Khleif | 34 | 92 | 3782 |
| Hasan Korkaya | 32 | 78 | 7606 |
| Alfred P. Rovai | 32 | 44 | 8304 |
| Stephen D. Perry | 26 | 90 | 2766 |
| Amany Tawfik | 25 | 55 | 1300 |
| Dail Fields | 23 | 51 | 3062 |
| Michael K. Ponton | 22 | 52 | 1977 |
| Mohammed Abdelsaid | 21 | 46 | 1214 |
| Mark A. Yarhouse | 21 | 82 | 1259 |
| William J. Brown | 20 | 51 | 2060 |
Related Institutes (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2026 | 1 |
| 2025 | 11 |
| 2024 | 7 |
| 2023 | 28 |
| 2022 | 60 |
| 2021 | 74 |