Rethinking Connection: Master of Public Administration Student Perceptions of Transactional Presence

Abstract

In order to decrease the physical distance found in online education, it is important to ensure transactional presence (Moore, 1997; Shin, 2003, 2002). Moreover, the Network of Schools of Public Policy, Affairs, and Administration has required preconditions of online courses that include student interactions with faculty and peers. This cross-sectional study assesses Master of Public Administration student perceptions of transactional presence with two core groups: peers and faculty. Findings indicate that neither race (p = .794) nor gender (p = .196) play a significant role in student satisfaction with peers or faculty members, and that overall satisfaction in contact with peers and professors is influenced by the frequency of contact, but the effect is only marginally significant. Our findings suggest that the flexibility inherent in the online format may be paramount to students’ decision to engage in online learning.

Keywords:

• Online education
• connection
• transactional presence

Additional information

Notes on contributors

Lorenda A. Naylor

Lorenda A. Naylor is an associate professor with the University of Baltimore, College of Public Affairs, School of Public and International Affairs. She received her PhD from American University in Washington, DC; a Master of Public Health from the University of Kansas; and a Master of Public Administration from Kansas State University. She conducts research in the area of social equity and public administration pedagogy.

Laura A. Wilson-Gentry

Laura A. Wilson-Gentry is the associate dean of the College of Public Affairs at the University of Baltimore. She received her Doctorate of Public Administration from the University of Oklahoma with a specialization in research methods and statistics. Her academic research interests include the pedagogy of public administration and social safety net programs.

Blue Wooldridge

Blue Wooldridge is a professor and a member of the graduate faculty at L. Douglas Wilder School of Government and Public Affairs, Virginia Commonwealth University. He is a fellow, member of the board of directors and of its executive committee, chair of the standing panel on social equity and governance, and chair of the membership committee of the National Academy of Public Administration. He is a member of the board of management of the International Association of Schools and Institutes of Administration and its regional vice president for North America.