The Effects of Collaborative Learning, Academic Communication Quality, and Academic Leadership On Knowledge Transfer Effectiveness In Distance Education Programs

Abstract

The objective of this research is to examine the effect of Collaborative Learning, Academic Communication Quality and Academic Leadership on Knowledge Transfer Effectiveness in Distance Education Programs. This research was conducted with a quantitative approach by using survey technique to students of the Distance Education Program at higher education institutions in Indonesia. The respondents were determined by purposive sampling with the following criteria: active students, participated in a Distance Education Program for at least one semester, used a Learning Management System or digital learning platform, and experienced participating in online learning activities and academic communication. The data were subjected to multiple linear regression analysis. Data were collected through a questionnaire distributed through Google forms. The findings revealed that Collaborative Learning, Quality of Academic Communication and Academic Leadership had a significant positive impact on the Effectiveness of Knowledge Transfer. The results indicate that the effectiveness of knowledge transfer in remote education depends on students’ collaborative interactions and the quality of academic communication and the academic leadership support for the creation of a positive learning environment. The results also indicate that institutions of higher education that provide Distance Education Programs should be expected to increase collaborative learning activities, improve clarity, consistency, responsiveness, and quality of feedback in academic communication, and build academic leadership that promotes digital learning, faculty competency development, knowledge sharing, and continuous improvement.