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

Abstract

Distance education programmes 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 programmes along with their critical thinking abilities. Using Holmberg’s theory of teaching–learning conversations as the guiding theoretical framework, the purpose of this study was to assess whether an intervention activity (a one‐week 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‐surveys and post‐surveys (n = 102), the results reveal that an orientation intervention can be effective for facilitating social and academic empathy.

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