JOURNAL OF PUBLIC AFFAIRS EDUCATION - naspaa

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Enhancing Professional Socialization Through the Metaphor of Tradition Margaret Stout, Ph.D., is an Assistant Professor of Public Administration at West Virginia University. Her research explores the role of public and nonprofit administrators in furthering democracy and social and economic justice, with specific interests in administrative theory, public service leadership and ethics, the nonprofit sector, and sustainable community development. Recent publications can be found in Administrative Theory & Praxis, the International Journal of Organization Theory and Behavior, and the Encyclopedia of Public Administration and Public Policy, 2nd Edition. 316 Journal of Public Affairs Education
Staying Connected: MPA Student Perceptions of Transactional Presence Lorenda A. Naylor University of Baltimore Laura A. Wilson University of Baltimore ABSTRACT Online education has increased exponentially in the past five years and is now considered part of mainstream higher education. It has significantly changed bricks and mortar institutions, but has the change been effective One of the most common concerns regarding online education is the physical separation between teachers and students (Robertson, Grant, & Jackson, 2005; Moore, 1997). In order to bridge the physical distance of online education, Shin (2003, 2002) argues that universities should enhance transactional presence. However, little is known about transactional presence and online public administration courses. This study examines Master’s of Public Administration (MPA) student perceptions of transactional presence with two groups: faculty and peers. Findings support previous research of no significant difference between teaching mediums in regards to student perceptions. Contrary to previous studies, neither ethnicity nor gender appear to play a prominent role in whether students are satisfied with the contact they have with peers or with faculty. INTRODUCTION Online education in the U.S. has increased exponentially in the past five years and is now considered part of mainstream higher education for most academic institutions. In fact, some experts predict that traditional face-to-face classes will become a model of the past (Blustain, Goldstein, & Lozier, 1999; Drucker, 1997, as cited in O’Malley & McGraw, 1999). In a 2007 report, Online Education: Five Years of Growth, the authors found that online enrollment in at least one course doubled at U.S. degree-granting institutions — from 1.6 million in the Fall 2002 semester, to approximately 3.5 million students in the Fall 2006 semester. This shows a compound annual growth rate of 21.6 percent for online education, compared to a growth rate of 1.5 percent for the total JPAE 15(3): 317–331 Journal of Public Affairs Education 317
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Summer 2009 Volume 15, No. 3 JPAE J
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the University of Wisconsin-Oshkosh
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Public Values As a Core Element of
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Introduction of Government Process
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