Learning Leaders: Teaching and Learning Frameworks in Flux Impacted by the Global Pandemic


  • Margaret Cox King’s College London
  • Barry Quinn King’s College London




learning leaders, theoretical framework, pandemic paroxysms, educational re-alignments


This 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.
COVID-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.

Author Biographies

Margaret Cox, King’s College London

Margaret Cox, Emeritus Professor of Information Technology in Education based in both the Faculty of Education, Communication and Society and the Faculty of Dentistry, Oral and Craniofacial Sciences at King’s College London. She has authored/co-authored over 250 publications in the field of technology enhanced learning and related areas of education, science, psychology, and physics over the last 40+ years.

Barry Quinn, King’s College London

Barry Quinn is Professor of Restorative Dentistry and Dental Education, School of Dentistry, Institute of Life Course and Medical Sciences, Faculty of Health and Life Sciences at the University of Liverpool, UK. His research examines interprofessional education, technology enhanced simulation with haptics and virtual reality, as well as evidence-based assessment of surgical skills and the use of deliberate practice to enhance performance in surgery.


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