Student Perceptions of the Online Certificate in Applied Public Administration

Data Analysis

Because the sample size is small, I did not run regressions or calculate means. Instead, I constructed cross tabulations by degree program and students’ reported level of experience with online learning. Breaking down the results by degree program is instructive in this case, as the classes in the program are mostly based on graduate courses in our MPA program and mostly constructed by faculty teaching primarily in the MPA program. Presenting differences in preferences and perceptions among undergraduate, graduate, and non-degree seeking students helps us gauge whether our approach is effective for each type of student. Breaking down the results by extent of online learning experience helps us gauge whether our approach is effective for students whose primary experience is face-to-face, as well as students with extensive online experience. In the next section, I discuss the results.

Results

Tables 2a and 2b provide information about respondents’ online learning preferences broken down by degree program and online learning experience. The results in table 2a indicate that graduate students respondents generally prefer learning in the classroom, rather than at home or in a public place, but they value the flexibility online classes offer. Undergraduate students were more split on their preferences for learning in the classroom, as 40% of respondents indicated they preferred learning in the classroom, while 40% expressed no preference and 20% indicated they do prefer learning outside the classroom. Non-degree seeking students mostly expressed no preference.

Respondents were mixed in their preference for the 5-week 1-credit course format of the program (unique among online public affairs programs) Roughly a third of respondents were ambivalent about the format, while another third preferred the format over the traditional semester length, and another third did not prefer it. Breaking the results down by degree program, undergraduate students tended to be more positive about the format, while graduate students were less so.

Table 2a: Online learning preferences by degree program

Table 2b reveals some interesting patterns for online learning preferences by previous online learning experience. First, students with no experience do not prefer learning at home or in a public place to learning in the classroom. Students with some online experience (which constitute 73% of the sample) were more split, with roughly 45% indicating they prefer the classroom, 36% expressing no preference, and 18% indicating they do prefer learning outside the classroom.

Table 2b: Online learning preferences by online learning experience

Tables 3a and 3b present results for students’ perceptions of the quality of the Online Certificate in Applied Public Administration program, broken down by degree program and by extent of online learning experience. Table 3a indicates that, overall, respondents had positive perceptions of the quality of the program and their interactions with students and instructors. Interestingly, a majority of respondents, across degree categories, indicated that the courses in the program were a replacement for more traditional face-to-face courses. However, the results show that respondents were more divided on whether the quality of the courses meet or exceed the quality of face-to-face classes. Most graduate students, 57%, indicated they somewhat agree, but nearly 30% indicated they disagree.

Table 3a: Perceptions of Quality by Degree program

Table 3b breaks down perceptions of quality by the extent of respondents’ online learning experience. Generally, the results do not reveal any major differences between the different levels of experience. However, students with no online learning experience (a very small proportion of the sample) indicated negative perceptions in a few notable categories, including “the course(s) were responsive to my learning needs”, “I feel more comfortable participating in the discussion forums online than I do speaking up in face-to-face classes”, and “The quality of the courses meet or exceed the quality of traditional face-to-face classes”.

Table 3b: Perceptions of Quality by Online Learning Experience

Conclusions

The survey results generally show positive results for respondents’ perceptions of the quality of the online program. Across the board, responses from non-degree seeking students and students with no prior online learning experience were less positive, but students in these categories represented a small proportion of the sample. However, responses from these students may indicate that students with less prior online and/or postsecondary experience may need additional attention to ensure they have a positive experience in the program.

The small sample size significantly limits the extent to which the results can inform the development of the program. While the results are generally positive, there may be selection bias, as students completing the survey may have been more likely to have a positive experience in the program. An important next step, then, is to attempt to collect another wave of survey data and perhaps implement new techniques to collect a higher proportion of students.

References

Barth, T. J. (2004). Teaching PA Online: Reflections of a Skeptic. International Journal of Public Administration, 27(6), 439–455.

Ginn, M. H., & Hammond, A. (2012). Online Education in Public Affairs: Current State and Emerging Issues. Journal of Public Affairs Education, 18(2), 247–270.

Hannay, M., & Newvine, T. (2006). Perceptions of distance learning: A comparison of online and traditional learning. Journal of Online Learning and Teaching, 2(1), 1–11.

Nollenberger, K. (2015). Comparing Alternative Teaching Modes in a Masters Program: Student Preferences and Perceptions. Journal of Public Affairs Education, 21(1), 101–114.