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Cross Disciplinary Learning in Distance Higher Education: Empowerment for Sustainable Research Prowess among Professionals in the African Sub-Region

Cross Disciplinary Learning in Distance Higher Education: Empowerment for Sustainable Research Prowess among Professionals in the African Sub-Region

Jonathan O. Osiki
Copyright: © 2010 |Pages: 20
ISBN13: 9781605668529|ISBN10: 1605668524|ISBN13 Softcover: 9781616924331|EISBN13: 9781605668536
DOI: 10.4018/978-1-60566-852-9.ch017
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MLA

Osiki, Jonathan O. "Cross Disciplinary Learning in Distance Higher Education: Empowerment for Sustainable Research Prowess among Professionals in the African Sub-Region." Comparative Blended Learning Practices and Environments, edited by Eugenia M. W. Ng, IGI Global, 2010, pp. 345-364. https://doi.org/10.4018/978-1-60566-852-9.ch017

APA

Osiki, J. O. (2010). Cross Disciplinary Learning in Distance Higher Education: Empowerment for Sustainable Research Prowess among Professionals in the African Sub-Region. In E. Ng (Ed.), Comparative Blended Learning Practices and Environments (pp. 345-364). IGI Global. https://doi.org/10.4018/978-1-60566-852-9.ch017

Chicago

Osiki, Jonathan O. "Cross Disciplinary Learning in Distance Higher Education: Empowerment for Sustainable Research Prowess among Professionals in the African Sub-Region." In Comparative Blended Learning Practices and Environments, edited by Eugenia M. W. Ng, 345-364. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-852-9.ch017

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Abstract

Adequately selecting and applying the multi-model structure from the backdrop of cross-disciplinary learning in stimulating professionals’ research empowerment in distance higher education, is a regular focus of research. How the benefits of research is developed, nurtured, continuously enhanced, and sustained in value-driven academic activities is the direct consequence of learners’ emotionality. The study argues that distance learners learn meaningfully when their emotionality is adequate. Using the emotional spiral model, the study in a pre-test, post-test, control quasi-experimental research design evaluated the impact of behaviour techniques subsumed psychotherapeutically in facilitating learners’ emotional stability for inducing research competences. The distance learners were initially screened for their fears in research activities and quantitative abilities, and then subsequently allotted into four independent intervention sub-groups. Under the vantage application of psychotherapy, for a four-week out of a six-week maximum teaching-learning encounter, prior to the post-evaluation (i.e. post-test) period, the learners were exposed to the benefits of the reframing techniques, rational emotive bahaviour techniques, assignment method, and the control technique (i.e the non-treatment) group. Utilizing the analysis of variance statistical method at the 0.05 alpha, the findings showed that the participants’ research prowess improved tremendously with a statistically significant treatment effect [F (4, 1052) =7.52; P

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