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A Dissertation Entitled Distance Learning During Combat Deployment A Dissertation entitled Distance Learning During Combat Deployment: A National Exploratory Study of Factors Affecting Course Completion by Ann F. Trettin Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Higher Education _________________________________________ David Meabon, PhD, Committee Chair _________________________________________ Judy Lambert, PhD, Committee Member _________________________________________ Ronald Opp, PhD, Committee Member _________________________________________ Jennifer Reynolds, PhD, Committee Member _________________________________________ Amanda Bryant-Friedrich, PhD, Dean College of Graduate Studies The University of Toledo May 2017 Copyright 2017, Ann F. Trettin This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. An Abstract of Distance Learning During Combat Deployment: A National Exploratory Study of Factors Affecting Course Completion by Ann F. Trettin As partial fulfillment of the requirements for the Doctor of Philosophy Degree in Higher Education The University of Toledo May 2017 This study explored multiple factors related to the distance learning experiences of soldier-students who engaged in distance learning while deployed to a combat area. Data was gathered from 144 participants who completed an online questionnaire. Fifty- two factors potentially affecting the dependent variable of course completion were examined through a systems theory lens at the macro, mezzo, and micro levels. Nearly all factors found to have significant differences in those soldier-students who completed their distance learning course and those who did not complete their course were found in the higher education domain at the mezzo and micro levels. These factors included the Instructor behaviors of frequent contact and flexibility, student satisfaction, and program completion. In addition, half of this study’s participants reported experiencing role conflict as a result of their decision to study while deployed. The results of this study suggest the value of future research focused on role conflict, in both the higher education and military domains, for those soldier-students that simultaneously engage in distance learning and combat deployment. iii This research project is dedicated to the combat veterans of Operations Iraqi Freedom, New Dawn, Enduring Freedom and Resolute Support, the veterans who came before them, and those who will follow in their footsteps. iv Acknowledgments I want to share my appreciation for the guidance, patience and support of my dissertation chairperson, Dr. David Meabon, and the members of this Dissertation Committee. Thank you for the support of my husband, family, and friends. I am grateful to the soldier-students for their time and willingness to reflect upon their combat and learning experiences in order to complete the study questionnaire, in particular the members of Alpha Company, Warlords, 6th Battalion, 101st Combat Aviation Brigade, 101st Airborne Division, who previewed the study questionnaire and checked for accuracy and usability. I appreciate the administrators of the Iraq and Afghanistan Veterans of America, Servicemembers Opportunity Colleges, and the Student Veterans of America for their support and encouragement during the concept and data collection phase of this research. I am grateful for the new connections that were made, as a result of this research project, with colleagues who have similar research interests to my own. I especially want to thank my son, Matthew, for his service to our country and for noticing those struggling with academic and military role conflict while deployed to a combat area. His observations provided the initial concept for this exploratory study. v Table of Contents Abstract iii Acknowledgements v Table of Contents vi List of Tables xiii List of Abbreviations xv I. Chapter I: Introduction 1 A. Statement of the Problem 2 B. Significance of the Problem 3 C. Purpose of the Study 5 D. Conceptual Framework 7 E. Research Questions 8 F. Definition of Independent Variables 10 a. #1 – Military Macro 10 b. #2 – Military Mezzo 12 c. #3 – Military Micro 13 d. #4 – Higher Education Macro 13 e. #5 – Higher Education Mezzo 14 f. #6 – Higher Education Micro 15 g. #7 – Personal/Family Mezzo 17 h. #8 – Personal 17 G. Definition of Terms 18 vi H. Methodology 19 I. Assumptions, Limitations, and Delimitations 20 J. Summary 21 II. Chapter 2: Literature Review 23 A. Introduction 23 B. Conceptual Framework 25 C. Distance Education 28 a. History 29 b. Teaching 32 c. Learning 33 d. Course Design 34 D. Military Distance Learning 35 E. Military DL Students 38 F. Resilience 40 a. Resilient Individuals 41 b. Military Context 42 c. Resilience Training 44 G. Persistence 46 a. Military Learner Persistence 50 H. The Soldier Student 52 a. Active Duty Military 52 b. Citizen Soldiers 53 I. Military Education 56 vii a. Post 9/11 Veterans Education Assistance Act 57 J. Military Culture 58 K. Deployment 60 L. Unit Cohesion 63 M. Role Conflict 68 N. Using Social Media for Research 70 a. Sampling Frame 71 b. Facebook 73 O. Conclusion 74 III. Chapter 3: Methodology 76 A. Introduction 76 B. Selection of Participants 78 C. Instrumentation 79 a. Resilience Measurement Scale (CD-RISC 10) 79 b. Unit Cohesion Scales (DRRI-2 K1 and J) 79 c. Combat Environment Scale (DRRI-2 C) 80 d. Level of Risk and Combat Area Designation 81 e. Demographic Information 81 D. Online Surveys 82 E. Data Collection Background 83 F. Data Collection Process 84 G. Data Collection Procedure 87 H. Data Analysis 88 viii I. Data Integrity 88 J. Conclusion 89 IV. Chapter 4: Findings 91 A. Research Question #1: Military Macro 92 a. Combat Zone 92 b. Number of Times Deployed to a Combat Area 93 c. Length of Deployment 94 d. Level of Hazardous Duty 95 e. Resilience-strengthening Programs 96 f. Military Education Center (MEC) Support 97 g. Adequate Technical Help 99 h. Consistent Internet Access 100 i. Combat Environment (DRRI-2 C) 102 B. Research Question #2: Military Mezzo 103 a. Unit Members” Support of DLDCD 103 b. Unit Leaders’ Support of DLDCD 104 c. Role Conflict 105 d. Unit Relationships (DRRI-2 K1) 107 e. Unit Support (DRRI-2 J) 108 C. Research Question #3: Military Micro 109 a. Number of Deployment While Engaged in DLDCD 110 b. Military Affiliation 110 c. Military Rank 111 ix d. Military Occupation 112 D. Research Question #4: Higher Education Macro 114 a. Higher Education Institution 114 b. Pace of DL Course 117 E. Research Question #5: Higher Education Mezzo 118 a. Frequency of Instructor Contact 119 b. Timeliness of Instructor Response 120 c. Instructor Flexibility 121 d. DL Classmate Support 122 e. Ability to Engage in DL Teamwork 123 f. DL Course 125 F. Research Question #6: Higher Education Micro 126 a. DL Online and Offline Hours 127 b. Comfort with DL Course Options 129 c. Ability to Manage Academic Workload 130 d. Ability to Meet Academic Deadlines 131 e. Higher Education Goal Related to DLDCD 133 f. Program Completion 134 g. Expectations of DLDCD Met 135 h. Satisfaction with DLDCD Experience 136 i. Willingness to Engage in DLDCD Again 137 j. Degree Aspiration 138 k. Level of Education Completed Prior to DLDCD 138 x G. Research Question #7: Personal/Family Mezzo 139 a. Family Support 140 b. First Generation College Student 141 c. Parent Status 141 d. Family Size 142 H. Research Question #8: Personal Micro 143 a. Comfort with Basic Computer Applications 143 b. Level of Resiliency 144 c. Age 145 d. Gender 146 e. Race 147 f. Relationship Status 148 I. Conclusion 149 V. Chapter 5: Discussion 150 A. Research Findings 150 a. Military Macro 151 b. Military Mezzo 152 c. Higher Education Macro 152 d. Higher Education Mezzo 153 e. Higher Education Micro 155 B. Use of Social Media for Research 156 C. Lessons Learned 157 D. Recommendations for Future Research 159 xi E. Conclusion 160 VI. References 161 VII. Appendix 189 A. Distance Learning During Combat Deployment (DLDCD) 190 Survey B. Combat Zones 201 C. Education Services Officers (ESO) and Education Services Specialists (ESS) Responses to DLDCD Research 202 Participation Request D. College and University Representatives located at Military Education Centers (MEC) Responses to DLDCD Research 204 Participation Request E. Student Veterans of America Officers and Advisors 205 Responses to DLDCD Research Participation Request F. Military DLDCD Survey Social Media Exposure 207 G. Higher Education DLDCD Survey Social Media Exposure 214 H. Systems Framework Matrix of Independent Variables 255 I. Qualitative Data 256 xii List of Tables Table 1 DLDCD Survey - Social media exposure………………………… 87 Statistical Analysis of: Table 2 Combat Zone……………………………………………………... 93 Table 3 Number of Times Deployed to a Combat Zone………………….. 94 Table 4 Length of Deployment in Months while Engaged in DLDCD……. 95 Table 5 Compensation Category…………………………………………... 96 Table 6 Resilience-strengthening Programs……………………………….. 97 Table 7 Military Education Center Support and Adequacy……………….. 98 Table 8 Adequate Technical Help…………………………………………. 99 Table 9 Consistent Internet Access……………………...………………… 101 Table 10 Combat Environment (DRRI-2 C)………………………………... 102 Table 11 Unit Members’ Level of Support…………………………………. 104 Table 12 Unit Leaders’ Level of Support…………………………………… 105 Table 13 Role Conflict……………………………………………………… 106 Table 14 Unit Relationships (DRRI-2 K1)………………………………….. 108 Table 15 Unit Support (DRRI-2 J)……………………………………….....
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