Serving online learning communities; the African leadership challenge

Online learning communities have increased rapidly across the world. Internet technologies transformed the way educational leaders teach, coach, supervise, manage or direct online learning communities. A new type of leader is required for understanding the needs and requirements of distance learners. This calls for a compassioned kind of leader, able to reconcile educational dilemmas such as high-tech versus hi-touch and standard content versus adaptation of content; a leader that is responsive, proactive, and relevant to the community. This paper examines servant-leadership and its implications for online learning communities in African higher education where cross-cultural understanding is key. With reference to the past and present of servant-leadership in African communities, there is a challenging need for empowerment, motivation and nurturing distance learners in Africa and beyond. A parallel between servant leadership and African leadership approaches like RARE (Responsible, Accountable, Relevant and Ethical) total leadership are drawn for application in the African context. Looking ahead, it is concluded that avenues for future research on online learning communities should include amongst others social inclusion, multilingualism, localization of content and sensitisation in the use of technology.