Distance Learning: Some Fundamental Questions for Public Affairs Education

Abstract

This article raises fundamental questions that should be asked about the implications of distance education for public affairs teaching and practice. The questions discussed relate to educational objectives, students and their needs, adult learning theory, human and organizational limiting factors, implications for faculty, and the challenges of accreditation. The authors draw on evidence from the literature, a large focus group, and field observation on their own campus to address these issues. They conclude that student socialization presents the most important questions of all. New electronic technologies are now forcing our field to reexamine closely the processes through which we socialize future generations of public servants.