| The purpose of this study was to examine the effects of two primary distance learning media, video and on-line, on the satisfaction and the academic performance of Public Administration (PA) masters-level students. The study also sought to determine if certain characteristics (e.g., motivation, home support) could be identified which, together, would suggest a predictive profile of the "successful" PA distance learner. Survey data were collected from students in 18 Summer or Fall semester 1999 classes offered by schools of PA at four universities. The video and on-fine classes were compared to student responses from traditional classes in the same subject areas, offered by the same four institutions. Of the 335 students in the targeted classes, 229 (68.4 percent) responded to the survey. Of the 108 respondents who were distance learners, approximately 14 percent were subsequently inteviewed by phone.; The hypotheses were that (1) there would be no significant differences between distance learners and classroom students based on final course grade; (2) there would be no significant differences based on their satisfaction ratings; and (3) distance learners would be more mature, more motivated, and more self-directed than classroom learners. The study found that there was no significant difference, based on final grade, between the classroom and video students or between the classroom and on-line students; but that there was a significant difference between the video and on-line students. Subsequent statistical analysis suggested that this difference might be due to the schools' grading practices rather than to inherent differences between the two student groups. The study also found that there was no significant difference between the three groups' course and instructor satisfaction ratings. Statistical analysis failed to identify any characteristics or constructs that predicted "successful" distance learners, although on-fine students were significantly older, more likely to be working full-time or more, and somewhat more likely to have child rearing responsibilities than the classroom students. Follow up interviews suggested that the distance learners were enrolled in the video or on-line courses not from preference, but from necessity. Without distance learning, most could not be pursuing PA studies and, while they were grateful for the opportunity that distance learning media afforded, most would prefer traditional classes if circumstances permitted. The conclusion was that distance learners may differ little from their classroom peers, and that their participation in distance learning courses may be situational rather than a permanent preference or placement. |
