Distance education MBA students: An investigation into the use of an orientation course to address academic and social integration issues.

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dc.contributor.authorKanuka, Heatheren
dc.contributor.authorJugdev, Kamen
dc.date.accessioned2007-01-22T21:20:22Z
dc.date.available2007-01-22T21:20:22Z
dc.date.issued2006-06
dc.description.abstractDistance education programs warrant the use of innovative intervention practices to enhance student learning experiences. Academic and social empathy by faculty has been shown to enhance student retention in programs along with their critical thinking abilities. Using Holmberg’s (2001) theory of teaching-learning conversations as the guiding theoretical framework, the purpose of this study was to assess whether an intervention activity (a week-long orientation course) increases academic and social empathy for students entering a distance-delivered MBA programme. Empathy was measured through seven academic and social integration indicators. Using pre and post surveys (n=102), the results reveal that an orientation intervention can be effective for facilitating social and academic empathy.en
dc.description.refereedYesen
dc.format.extent67922 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationOpen Learning, 21(2), 2006,153-166en
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/30188
dc.identifier.issn0268-0513 (print)
dc.identifier.issn1469-9958 (online)
dc.identifier.urihttp://hdl.handle.net/1880/44241
dc.language.isoengen
dc.publisherRoutledgeen
dc.publisher.corporateUniversity of Calgaryen
dc.publisher.facultyEngineeringen
dc.subjectEngineeringen
dc.subjectProject Managementen
dc.subject.otherDistance educationen
dc.subject.otherMBA programmesen
dc.subject.otherOrientation activitiesen
dc.subject.otherSocial and academic empathyen
dc.titleDistance education MBA students: An investigation into the use of an orientation course to address academic and social integration issues.en
dc.typejournal article
thesis.degree.disciplineCivil Engineeringen
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