Online MBA Orientation Program: Some Best Practices

Abstract

T online executive MBA program at Athabasca University’s Centre for Innovative Management is celebrating its 10th anniversary in 2004. In that time, we have acquired an excellent understanding of helpful practices for delivering an online, distance education program, and we are continually learning with each new intake of MBA students. Our MBA program begins with a one-week online orientation course, introducing all incoming students to the online learning environment using Lotus Notes technology, to the discussion databases students use to collaborate with each other, and to techniques for engaging in effective interactions. This article discusses some of the practices that we have developed and used to improve our orientation course and to enhance this initial learning experience for our MBA students. Athabasca University’s Centre for Innovative Management has three program intakes per year, with an enrollment of 80 to120 students per intake. Students are automatically enrolled in the orientation course. To familiarize students with our online learning environment, the course mirrors the format of our academic, eight-week courses. For example, we provide a work plan for the week and set daily learning objectives, and students are expected to complete and submit assignments online. A single instructor or “coach” facilitates the orientation course and is a graduate of our MBA program. Our coaches have a keen interest in teaching as well as reinvesting in the program as alumni. The orientation course is mandatory for students to proceed to the first academic course of the program. The orientation course has three goals: • to familiarize students with the technology, the learning medium (customized Lotus Notes databases), and the university’s processes so that they can effectively engage with the online course material and their course colleagues • to provide students with time management and organizational tools and techniques that will help them throughout the program • to develop students’ confidence in their abilities so that they can succeed in a graduate-level learning environment. Students may worry about not being able to keep up with “younger and brighter” students, or they may have concerns about their ability to learn.