Exploring the Impact of Distance Learning on MPA Students

Abstract

This study examined the effects of two primary distance learning media, video and on-line instruction, on the satisfaction and academic performance of public affairs master's-level students as compared to their peers in classrooms. The study found that the students' course media had no significant influence on final course grades and that there were no significant differences between the three groups' ratings of satisfaction with their classes. The study also failed to identify any characteristics or constructs that could predict successful public affairs distance learners. Follow-up interviews suggested that the distance learners were enrolled in the video or on-line courses not because of preference but because of necessity. Although students indicated that they were grateful that distance learning media enabled them to enroll in an MPA program, almost all stated that they would prefer to attend traditional classes if their circumstances permitted it. The author concluded that PA distance learners may differ little from their classroom peers and that their participation in distance learning courses may be situational rather than a permanent, lifetime preference.