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Enhancing Professional Socialization Through the Metaphor of TraditionMargaret Stout, Ph.D., is an Assistant Professor of Public Administration atWest Virginia University. Her research explores the role of public and nonprofitadministrators in furthering democracy and social and economic justice, withspecific interests in administrative theory, public service leadership and ethics,the nonprofit sector, and sustainable community development. Recentpublications can be found in Administrative Theory & Praxis, the InternationalJournal of Organization Theory and Behavior, and the Encyclopedia of PublicAdministration and Public Policy, 2nd Edition.316 Journal of Public Affairs Education
Staying Connected: MPA StudentPerceptions of Transactional PresenceLorenda A. NaylorUniversity of BaltimoreLaura A. WilsonUniversity of BaltimoreABSTRACTOnline education has increased exponentially in the past five years and is nowconsidered part of mainstream higher education. It has significantly changedbricks and mortar institutions, but has the change been effective? One of the mostcommon concerns regarding online education is the physical separation betweenteachers and students (Robertson, Grant, & Jackson, 2005; Moore, 1997). Inorder to bridge the physical distance of online education, Shin (2003, 2002)argues that universities should enhance transactional presence. However, little isknown about transactional presence and online public administration courses.This study examines Master’s of Public Administration (MPA) studentperceptions of transactional presence with two groups: faculty and peers. Findingssupport previous research of no significant difference between teaching mediumsin regards to student perceptions. Contrary to previous studies, neither ethnicitynor gender appear to play a prominent role in whether students are satisfied withthe contact they have with peers or with faculty.INTRODUCTIONOnline education in the U.S. has increased exponentially in the past five yearsand is now considered part of mainstream higher education for most academicinstitutions. In fact, some experts predict that traditional face-to-face classes willbecome a model of the past (Blustain, Goldstein, & Lozier, 1999; Drucker,1997, as cited in O’Malley & McGraw, 1999). In a 2007 report, OnlineEducation: Five Years of Growth, the authors found that online enrollment in atleast one course doubled at U.S. degree-granting institutions — from 1.6million in the Fall 2002 semester, to approximately 3.5 million students in theFall 2006 semester. This shows a compound annual growth rate of 21.6 percentfor online education, compared to a growth rate of 1.5 percent for the totalJPAE 15(3): 317–331 Journal of Public Affairs Education 317
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