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Abstract

The importance of providing students with skills necessary for success in distance education classrooms is uncontested; however, few universities have done so. This case study sought to answer two questions: (a) What was the impact of communication apprehension (CA) on distance education students who experience the trait; and (b) What was the impact of a skills training session on interaction in a distance education course? Findings indicate that communication apprehensive students could not be motivated to interact regardless of interventions; however, non-CA students did benefit from the skills training session. An outline for a recommended skills training session based on recommendations from the literature and this study is included along with implications for educational practice.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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