Abstract
The purpose of this paper is to identify the current institutional support mechanisms available to the military online learner, list the specific needs unique to the online military learner, and provide possible additions to address academic readiness of the this type of learner. It is important for the distance education institution’s service support structure to recognize and understand the military learner within the virtual environment to ensure lower attrition rates and the successful completion of online courses. Institutional staff members must be able to understand the unique nature of the military learner, so the support team is able to provide the military learner with the sound guidance and the necessary preparation for the virtual academic environment. The institution must be able to analyze each individual element of the distance education program as a whole, and they must be willing to implement the appropriate level of support for each learner before, during, and after each course. The goal of this paper is to provide an enhanced understanding of the military learner, identify the current areas of support (e.g. enrollment) being provided for online learners, and possible additions or enhancements to the student support infrastructure to specifically assist the military learner.
Introduction
With the increasing costs and limited personal time associated with obtaining a traditional in-class college degree, adult students are pursuing their degrees through non-traditional means such as an online course. For the military learner, online learning provides more of an accessible avenue to higher education. The course flexibility and cost savings that an online education offers is the preferred option for the prospective adult learner seeking to further their educational goals for a variety of personal or professional needs. As adult learners return to continue their educational goals, the institution must take a systems approach in regards to online learning. The institution’s distance educational system must be willing to address the following support areas: learning, teaching, support, management, and delivery technology (Moore & Kearsley, 2012). Each support area is essential to the overall successful operation of any distance education program and the online learner’s readiness and success in the academic environment.
The flexibility that an online course provides is ideal for the military learner’s life-style, because this type of learner is very mobile due to job requirements. Some military learners are returning veterans with a mental and/or a physical ailment, which may prohibit the veteran from attending a traditional classroom setting. With over two million veterans returning from Iraq and Afghanistan, the availability of the new Post 9/11 GI Bill and the reduction in military forces due to budgetary cuts; military personnel are returning to the academic environment for various reasons such as: self-improvement, post-career employment, or career advancement. Based upon the statistics in Vacchi’s research study in 2012, approximately 90% of military students (approximately 800,000) are pursuing undergraduate degrees at various traditional and non-traditional institutions of higher learning. The number of military online class enrollments has gradually increased from an average of 357 military students in 2009 to 823 military students in 2012 (Mcbain, Cook, Kim & Snead, 2012). In a 2011 an educational study from the U.S. Government Accountability Office, approximately 377,000 military members have applied for tuition assistance towards an online course offered through post-secondary institutions (Department of Veterans Affairs, 2013). As the number of online military student enrollments continues to increase, it is the institution’s responsibility to assist administratively in preparing the military student during their transition to the academic environment. But ultimately, the academic and administrative preparedness is the overall responsibility of the student .
Institutions have begun to provide a variety of support services tailored specifically to addressing the general needs of the non-traditional online student. However, some institutions are not as familiar in providing the necessary support for the unique needs of the military learner. Online learners, either with a military or a non-traditional background, share some of the same readiness issues and demographical backgrounds. Most online learners share the following common demographic traits: employed full time, married with dependents, and between the ages of 25 to 50 years old. However, military learners must deal with the stresses of being separated from family members for long periods of time due to deployments in addition to deploying to hazardous and remote regions of the world. Additionally, returning or prior service veterans must contend with physical and mental combat induced injuries. As more military members continue to return to institutions of higher learning, the institution will need to be able to address the specific interests and needs of this particular student demographic. Based upon McBain et al’s 2012 survey, the authors concluded that military students are primarily interested in streamlining and improving the transition process to the virtual academic environment, and military students desire an increase in awareness by the faculty and staff members in addressing the unique academic readiness and personal needs of military members especially the virtual student. As with any other prospective student, these needs range anywhere from financing to advisement to academic preparedness. This paper will assist the reader with recognizing the demographical aspects specific to the online military learner, as well as a providing better understanding of the needs unique to the virtual military learner. Follow-on sections will provide some recommended additions and enhancements to the existing student support structure in order to better serve the online military student.
Literature Review
The following provides a review of published electronic and text based materials as well as various governmental websites. The first section will focus on online student readiness and success. The second section will focus on specific online learner needs. Subsequent sections will focus on current student support services, the differences and similarities between military and non-traditional learners, and specific support services for the online military member. For the purpose of this paper, military members are defined as active duty, reserve, and veterans from all five branches of the United States Department of Defense, and non-traditional learners are defined as students with no military background.
Student academic readiness
The concept of academic readiness online learning differs greatly compared to the traditional face-to-face academic environment. A lack of readiness can severely hinder the student’s progress to the point of academic failure. There is a variety of institutional services available to the student to ensure the online learner is properly prepared to succeed in the online environment. Readiness, as defined by the Collins English Dictionary (2013), is ‘making the necessary preparations prior to undertaking a new task’. In order to ensure academic readiness, the prospective learner may require assistance with a physical or mental need. For students with disabilities, institutions need to ensure their courses comply with the Rehabilitation Act of 1973 (Section 504 and 508) in accordance with United States Law (WebAim.com, 2013). Section 504 deters disability discrimination to educational, while Section 508 ensures that any procured electronic or information technology is accessible to those with disabilities. Prospective online students will need to assess their personnel academic readiness through mental and technological preparedness. This assessment can assist the student in assessing their current technologies, study habits, goals, and learning preferences. Some online institutions may require prospective students take a learning assessment or a pre-requisite course to ensure academic readiness. Additionally, these institutions may offer academic refresher courses, virtual orientations, or virtual ‘test-drives’ of academic courses (UMUC, 2013). As stated by Syracuse University Veteran’ web page (2013), transitioning military members may face at least two challenges as the member transitions from the military to the civilian environment. The first challenge is in translating the veteran’s military skills and experience into similar terms understood by civilians, so the military member can easily adapt their skills for employment opportunities or an academic program. The other challenge is developing the necessary interactive social skills for success in the corporate sector or academic setting. The military learner has a strong desire to complete their college degree through the most expeditious method possible, and military members want to receive college credits based upon their prior military experience and trade schools (Starr-Glass, 2011). Student counseling centers offer a variety of services such as financial aid, tutoring services, and various other academic services (Moore & Kearsley, 2012) in order to assist traditional and non-traditional students. Academic advisors and instructors can measure the probability of student success by applying some of the following criteria: intent to complete a course, completion of tasks in a timely manner, and previous course completions (Moore and Kearsley, 2012). Moore and Kearsley (2012) also suggest using Kember’s Model of Student Completion to assist in tracking the progress of the online learner. Moore and Kearsley discuss that Kember’s Model of Student Completion (p. 159, 2012) consists of the following attributes in assessing current and prospective students: entry characteristics (e.g. prior educational background), social integration, external attributes or surrounding environment, academic integration (self-motivation), academic incompatibility, grade point average, a cost versus benefit analysis, and overall educational outcome. Kember’s model can also assist the instructor and counseling staff in identifying possible challenges and tailor assistance for each individual learner. Kember also suggests that by using an intrinsic motivational approach for each individual academic course, the student will increase the probability of success in the virtual as well as the traditional academic environment (Moore and Kearsely, 2012).
Designing for readiness
Instructors and instructional designers are integral in preparing the student for success in the virtual environment. Designers and instructors need to be mindful of the possible technical limitations of students during the course design process. Wang and Gearhart discuss that a designer’s job does not conclude once the course is designed, but the designer must be available for any technical support for students (p 277, 2006). Like instructors, course designers need to ensure the course is designed around the current technological capabilities and entry point characteristics of the virtual learner (Wang and Gearhart, p 19, 2006). Since some students might consist of deployed military personnel with limited internet connectivity, designers should be mindful of file sizes, web pages, and various other forms of multi-media (Wang and Gearhart, p 19, 2006). Another vital aspect in the design process is establishing a virtual student orientation. Students can use a virtual orientation to familiarize themselves with various communication tools, and the instructor can assess students for additional refresher training, and designers can provide additional technical assistance (Wang and Gearhart, 2006). Student anxiety can be lessened, as long as the design of the material is organized and complete with clear objectives, and the students and instructor are accessible via some form of electronic communication (Moore and Kearsley, p 120, 2012).
The virtual military student
As the United States Government continues to reduce spending costs, and the Department of Defense has implemented cost cutting measures due to the conclusion of the wars in Afghanistan and Iraq, and the Department of Defense is reducing its presence through base closures in overseas locations and the reduction of military personnel; current and former military members are finding themselves at a crossroads in their career. In order to remain competitive for career retention review boards, the interest in secondary education has gradually increased over the past decade. In a survey that polled 690 college institutions from the American Council on Education, the survey concluded that the average student enrollment per institution consisted of 453 military students and 370 veterans (McBain, et al, 2012). However, the current number of virtual military students is unknown, since institutions have not kept accurate records on this demographic in accordance with the American Council on Education’s report (McBain, et al, 2012). As the Department of Defense decreases the size of its forces, they are seeking a leaner and more intelligent force to operate its new technologies (Vacchi, 2012). Since the military is an all-volunteer force, service members are seeking ways to become more viable to retention boards within each military branch, so the member can maintain their current position within the armed forces. As discussed in a study by Daniel (2012), he states that countries have a vested interest in increasing student completion rates in online education, and hold the institution accountable for providing the necessary resources and accessibility for each student. McBain et al’s 2012 survey found that 62% of the institutions offered some type of support specific to supporting military learners. So it is imperative for each institution to establish some type of suitable support system for the online military learner in order to provide the student with a positive learning experience.
Military experience with virtual education
Online distance education became a more widely accepted alternative to traditional education with the inception of the Advanced Distributed Learning initiative in 2004(Duncan, 2005), as a method of providing training to military members regardless of time or place. Prior to the Advanced Distributed Learning initiative, senior military leaders believed that distance education lacked the necessary interaction that only the traditional classrooms could provide (Duncan, 2005). Traditional military training typically took place in the form of a formal classroom environment or during on-the-job training prior the advent of virtual learning. However, over the preceding years leadership has become more accepting of computer-based training. The United States Navy uses their version of an online learning management system in order to provide professional military training to members regardless of time and location (Navy E-learning, 2013). The concept behind the United States Navy’s virtual learning management system, also known as Navy E-Learning, is in assisting their personnel in remaining current according to their job requirements as well as advancing their careers. The concept of distance education is nothing new to military members, because service personnel have used some form of distance education, such as mail-in correspondence or virtual learning over the course of their career.
Communication and readiness
Frequent two-way communication is another factor contributing to a student’s success, especially for students using virtual environments to reach their educational goals (Wang & Gearhart, 2006). The instructor usually serves as the initial point of contact for online students; because instructors are able to recognize possible disruptions and challenges to the learning process stemming from the learner’s surrounding environment or lack of preparedness. However, in order for communication to be effective, the online student must be forthcoming in communicating any difficulties to the instructor and institutional staff.
Learner anxiety
Anxiety is another behavior that is inherent to both traditional and virtual learners. Anxiety can be detrimental to a learner’s success, if it is not addressed expeditiously by the instructor or student (Moore and Kearsley, 2012). Learner anxiety is a natural behavior stemming from the fear of not being able to meet personal goals, classroom expectations, at a new institution, or it can occur at any time during a course (Moore & Kearsley, 2012). For the virtual military student, this anxiety could also be a result from being within the online environment with fellow learners outside their normal social group, so the military learner might be inhibited or conscientious in relating with their fellow online learners (Bonar & Domineci, 2011). Those outside the military may have a difficult time understanding the level of professional responsibilities and discipline that a military member possesses (Vacchi, 2012). Military members have a tendency not to ask for assistance, since this type of behavior is considered a sign of weakness (Bonar & Domineci, 2011). By not asking for assistance, their personal anxiety can continue to build, which may eventually lead to subsequent failure of the course or program. Moore and Kearsley (2012) indicate that the instructor should ensure that the expectations are understood immediately and provide positive constructive feedback to alleviate some of the learner’s anxiety.
Conforming to virtual environment
The virtual environment is highly compatible with a military member’s busy life-style and their operational schedule, since it provides a variety of flexible options to service members desiring to continue with their life-long learning goals. Distance learning was developed to provide those that lack the necessary resources to attend an institution of higher learning the opportunity to attend classes (Moore & Kearsley, 2012). This is especially true for veterans returning from war. As a consequence of the ongoing wars in Afghanistan and Iraq, Bonar and Domenici (2011) state that approximately 30% of returning military members suffers from either post-traumatic stress disorder or depression. Other returning service members are returning as amputees or suffer from a traumatic brain injury. Disabled veterans are typically busy with their treatment, which further occupies their already busy schedule. Therefore, a traditional course could potentially be difficult to schedule around their treatment schedule.
Traits of the virtual learner
Kenner and Weinerman (2011) discuss that older students will generally possess four non-traditional learning attributes such as financial independence, having a family of their own, being employed full-time, as well as being enrolled part-time in a college program. There is also typically a large gap in the adult learner’s professional and academic careers, as discussed by Kenner and Weinerman (2011), so the adult learner might experience difficulty in adjusting to the virtual academic environment. If the institution has an open enrollment policy, the institution must recognize that each online learner will possess varying levels of needs and skills (Smith, 2003). If the online learner is unable to conform to the institutional requirements, the learner’s academic future will suffer.
In order to understand the online military learner, institutional support staff members must have some demographical background knowledge about this type of online learner, so the institution is capable of providing and developing the appropriate level of support for the online military learner. In fiscal year 2011 alone, the Department of Veterans Affairs reported that 923,836 veterans applied for educational benefits towards higher education (Department of Veterans Affairs, 2013). However, this number does not include the number of active duty personnel attending institutions of higher learning.
A majority of online students are typically between the ages of 25 to 50 and married with children, while they maintain a fine balance between their home life and full-time job . Baskas (2011) believes that adults typically become more reflective and passionate about life-long learning, as they transition between the ages of 40-45. In the web article “Our Country’s Best Deserve Nothing Less: Five Elements to Effectively Meet the Higher Education Needs of Veterans” (Cropsey, 2013), the article highlights the fact that 48% of military learners pursuing undergraduate degrees are married, while 47% of these learners are raising children. In addition to the common adult learner demographics listed above, the online military student must deploy to other countries or on ships for six or more months either scheduled or unscheduled. During these deployments, the learner faces classroom accessibility issues due to either poor communications equipment or limited access to the Internet. Additionally, this lack of communication adds to the anxiety of the member, and it gives the member a sense of isolation. This feeling of isolation could distract the student to the point of completing academic tasking. Two-way communication can be potentially disrupted completely at any time or as required by operations. The military refers to this condition as “River City”, and the communication centers limit or shut-down all outgoing and incoming communications to prevent sensitive data from being leaked such as a death or significant operation. For military members in leadership positions, they must not only deal with their own personal issues, but they must also assist in the professional growth and development of their subordinates to maintain combat readiness. For any military member in a leadership position, they must be willing to go into stressful and sometimes hostile environments, and the member must be able to contend with issues and lead during those situations (Starr-Glass, 2013). Since these hostile environments are potentially life-threatening based upon the author’s experience, the deployed member may be unable to communicate for extended periods of time due to personal safety, and the student must maintain a sense of normalcy while interacting within the classroom (Starr-Glass, 2013). In other words, the mission overrides any personal extra-curricular activities (Starr-Glass, 2013). These issues can detract from the either the current or potential military learner from pursuing courses of higher learning.
Analysis
This section focuses analyzing issues and solutions to challenges facing current and prospective military students in the virtual academic environment. Follow-on sections will focus some of the various support services available to this type of student. As either a veteran or active duty service member begins to embark upon their journey into higher education, the military member must be able perform numerous hours researching their academic interests for their degree and overall goal. Prospective students must base these decisions based upon their academic interests, college affordability and financing options, course delivery method, course flexibility, and credit transferability. As the military is institutional by nature, this type of learner is used to a set routine and highly disciplined. However, the vast array of post-secondary degrees and colleges can be overwhelming to the prospective military student.
Where to start
The military learner should begin by using their service related website, such as the Rating Roadmaps (Navy College Office 2013), if the military member desires to pursue a degree that aligns with his or her current specialty. If the member desires to pursue a degree outside their specialty, the Kuder Journey website offers a ‘interest inventory’ survey in order to assist the learner with finding a degree based on their interests (Kuder Journey, 2013). After the military member decides upon a degree major, the student must undertake other decisions based upon finances, academic requirements (e.g. SAT requirements or placement exams), time requirements, and the method of course delivery. Of all the decisions for the military learner to ponder over, Berling (2013) believes that the following five elements contribute to the overall success of military and non-traditional learners in the academic environment: flexible course schedules, clear and concise program expectations, aligned degree programs, frequent feedback from instructors, and acknowledgement or credit for experience.
Kember’s Model of Student Completion
As discussed by Moore and Kearsley, Kember’s Model of Student Completion is one method in laying the foundation for student success (p 159, 2012). Kember’s model was chosen, since it relates to distance education and student retention. Learners typically enter with a set of pre-determined traits (e.g. family, job, etc), which these traits determine the track which of the two model tracks the student pursues (Moore and Kearsley, 2012). The positive track consists of social and academic integration, while the negative track consists of external attribution and academic incompatibility, and academic incompatibility affects the overall outcome of the course (e.g. grade point average). Those with positive predetermined traits tend to follow the positive model track, while students possessing negative traits follow the negative track. The costs versus benefit section of the model, assists students in determining the continuation of their studies. If the student desires to continue their academic goals, he or she will ‘recycle’ to the beginning of the model (Moore and Kearsley, 2012). However, these positive and negative variables remain fluid during the student’s tenure, and these variables can change instantaneously. Since the instructor is the primary point of contact for the student, two-way communication is key to ensuring the student remains on the positive track.
The necessary support
Additionally, military learners specifically face three additional challenges due to the frequent mobility and social norms associated with their jobs. These challenges consist of appropriate advising, trained staff and faculty, and credit transferability (Cropsey, 2013).Institutional support programs must be willing to address the following three key concerns regarding military students to ensure a successful academic transition. In other words, students feel that administrative, academic counseling, and technology support services are critical to a student’s success in the virtual academic environment. While a majority of the support services are tailored to address these issues, they must be able to continue to analyze and enhance their support services specific to the both non-military and military learners.
A traditional school’s support services are convenient and more constructive in regards to the traditional student, since the student may use these services in-person. However for the virtual learner, distance and time present a different set of challenges for the online learner in obtaining similar services. Although most institutions offer live support to virtual students during normal business hours, a majority of issues typically arise after the support services have closed for the day (Harrell, 2008). Institutions will need to design these student support services, so they can be more accessible by the virtual military student regardless of time. As another possible solution, instructional designers can provide trouble shooting guides in order to work around common issues. Both traditional and non-traditional institutions have not kept accurate records of student veterans. Online administrative support services for students should include at a minimum admissions, finances, and academic records. Institutions need to also focus on academic counseling services and technical support.
Student Admissions
The services provided by student admissions, is one of the critical components contributing to student success in the virtual environment. Admission services are one of the first steps that students must undertake prior to enrolling in any post-secondary institution. One error in the online admissions process can seriously delay the prospective virtual student’s enrollment. The virtual admissions process should be simplistic in design, so that the student requires little to no assistance from a staff member, and the student has the ability apply to the institution outside the normal business hours.
Financial services
As the costs associated with obtaining a post-secondary education continue to increase on an annual basis and the limited amount of personal financial resources available to the military member, finances could pose a challenge for any prospective or current student. Staff members at financial service departments are more familiar with the vast array of financial options available to the non-traditional student. However, staff members may not be as familiar with the available resources for current and former members of the armed services. In the event a service member withdraws due to deployment, most institutions have a policy in place, so there is no financial penalty pending against the military student. However, the responsibility is ultimately upon the service member, since he or she needs to maintain communication with both the financial department and financial backer, in order to avoid paying a withdrawal penalty. For institutions lacking a refund policy for early withdrawal from a course due to deployment, and the military member is using governmental financial backing (e.g. tuition assistance); he or she will be mandated to pay the government for the cost of the course. If the member fails to pay the money back, the military student’s command will be issued a letter of indebtedness. This type of letter could adversely affect a member’s professional career such as a security clearance or non-judicial punishment. Additionally, the service member is ineligible for tuition assistance, until the debt is cleared (Navy College, 2013). The finance department needs to also be flexible in regards to the use of the GI Bill, since the veteran’s administration tends to delay payments for a member’s class. In an article published by Reynolds, he stated that some veterans waited months to weeks for their Post 9/11 and Montgomery GI Bill payments to be processed (2013). Non-payment for courses can delay course progression, but it can be discouraging to the military member’s motivation in the classroom. Unlike the traditional veteran learner using the Post 9/11 GI Bill, the virtual military student does not receive a housing stipend (Department of Veterans Affairs, 2013), which the loss of this benefit may complicate the financial situation of virtual learner further. Younger veteran and military learners lack experience in planning out a budget or exploring financial options, so the financial counselors are a critical to the financial fitness of its veteran customers.
Student advisory services
Academic counseling services are another crucial element to the success of the virtual student. The use of this service is difficult within the online environment, since the counselor and student may never meet ‘face to face’. The online counseling service needs to incorporate a more focused approach in regards to accessibility for the mentally and physically disabled students, administrating academic placement tests, student orientation, and tutoring services. As mentioned previously, counselors may lack the necessary knowledge in order to fully assist military learners with war related disabilities such as post-traumatic stress disorder or amputations. In accordance with the American Council on Education’s (ACE) website, a military member with a war induced disability is typically ashamed to discuss a disability (Disability Services, 2013). In other words, most military veterans associate that by acknowledging a mental or physical disability will tie in with the stigma of being helpless. The ACE website also highlights the fact that some veterans are unaware of the extent of their war related injuries, or the service member may feel unqualified for certain disability programs, since the Veterans Administration has yet to provide a finalized disability rating (Disability Services, 2013). For some students with disabilities, the online environment is the only option (Harrell, 2008). In sharing a similar trait with the non-military learners, military students usually have a prolonged period of being absent from the academic environment in addition to multiple wartime deployments, so the transition to the academic environment can be difficult. Additionally, the member may need remedial academic courses based upon the academic advisor’s recommendations from placement exams. A lack of knowledge and advisory skills by staff members will lead to a less than satisfactory academic experience for the military learner.
Academic advisors play an important role in assessing a student’s readiness within the online environment. According to Harrell, advisors have access to numerous tools to assess and evaluate a prospective student’s learning traits - such as their style of learning, computing abilities, software expertise (e.g. Microsoft Word), and ability to complete academic tasking – in order to check the student’s capability for success within the virtual environment (2008). The University of Maryland University College provides math and writing placement tests via their testing center, and these placement tests assist in determining if the student possesses the necessary critical thinking skills for course completion (Student FAQS, 2013). For those students labeled as a risk due to negative feedback, it is the advisors responsibility to provide a list of resources for at-risk students. Some institutions have restricted access to virtual classes for those students with a certain grade point average, or students that have successfully completed a certain number traditional courses. Harrell also states that the use of these assessment tools have increased student success rates and retention within the virtual learning environment (2008).
Technology
The use technology is another vital component associated with online courses, because the virtual learner may lack familiarity with either the use of an institutions website to include online courses, or the virtual learner may lack the necessary technological hardware and/or software necessary to successfully navigate the full functionality of the institution (e.g. an outdated personal computer). Similar to other student services, the hours for technical assistance could be available during business hours. Therefore, the availability of services resulting from limited business hours may significantly impact the flexibility being offered in the online environment. The technical assistance department is crucial in providing the appropriate support to ensure full functionality of their institution’s website. In accordance with Harrell’s article on student success, the online learning environment is new to many students, so online students will not only have to navigate the elements of the course, but they must also be able to navigate the technology associated with its delivery (2008). The technological elements of course delivery typically consist of synchronous and asynchronous software, some type of learning management system, chat, or electronic mail. Before and during the course, many students may experience difficulties in using these educational applications. If the student lacks the necessary hardware or software to properly access course work, technical assistance needs to be knowledgeable in regards to solutions and necessary work a rounds to reliably access the functionality of the virtual environment. Most deployed military students are restricted to their government computer, and the student is further restricted by the associated approved software for that particular governmental network. The United States Navy uses the Navy and Marine Corps Internet system (NMCI), and this particular system is approved to only use the Internet Explorer 7 browser and various other outdated browser applications due to security protocols. Instructional designers need to understand these technical limitations of the military student, and a design team must ensure flexibility is incorporated into each course during the design process. Whether the student is a novice or expert at using these types of applications, technical assistance should be made available to support the virtual learner at any time. As mentioned previously, deployed military students typically experience communication issues, which these interruptions eventually interfere with the student’s progression during the course. The technical service department must work closely with course developers in order to provide a list of minimum software and hardware requirements for prospective learners. It is also important for virtual learners to be familiar with their system, so the student can describe the profile of the system, and technical support can provide prescriptions to resolve the issue. Harrell concludes that a lack of technical support may result in delinquent assignments, student frustration, and dissatisfaction with the institution and virtual environment (2008).
As per recommendation by the Vet Friendly Toolkit, the institution must take a top-down approach from the President to institutional staff, if it wants to ensure success for its military students (Top-down support, 2013). The site suggests organizing and implementing a veteran centric task force in order to focus specifically on veteran related issues, and the task force should meet at least every term at a minimum. The task force will review, update, and enforce policies and procedures on veteran related issues, such as: admissions, finances, counseling, and disability services. The Vet Friendly Toolkit suggests that by focusing on these issues, the military student is typically more successful in degree completion coupled with a higher grade point average, and the military member is more satisfied with their overall academic experience (Top-down support, 2013). If the military student has a positive experience with the institution, the student will recommend the institution to fellow veterans.
Due to the extended absence from the academic environment, military learners will need assistance during the transition to the academic environment. Military members are used to being given direction by their superiors, and this set of social norms is more difficult to change the longer the career tenure of the prospective military student. Additionally, institutions have not kept an accurate track of military students, so it can be a difficult task to apply the pool of necessary resources for this type of student. At this point, the admissions department can assist the institution by tracking these military residency numbers via enrollment forms, through the addition of a few simple questions such as: asking for a statement of current or prior service within the armed forces or applying for veterans benefits. These few simple questions not only assist the institution in accurately accounting for the military population, but it is also another way of opening up the lines of communication between the military students and the institution, and accurate military student tracking assists in building a stronger bond within the student community (Vet Friendly Toolkit, 2013).
Virtual orientations
Another key to ensuring the learner’s success in the online environment is through careful preparation. As mentioned earlier, most military learners are unfamiliar with the virtual academic environment. This unfamiliarity can be overcome through the use of a virtual student orientation program. Whether a student desires to enroll in an online course or not, an orientation program is another element that critical to student success. Harrell points out that successful orientation programs increase student success and retention rates (2008). During the course of the program, the institution can provide and discuss the various services, policies, and any other pertinent information to prospective students. This also provides the institution the opportunity to discuss the required computer equipment and skills necessary to partake in courses. This also gives prospective learners a chance to seek out any technical assistance instead of spending time during the course acquiring the skills necessary to complete it. Harrell states that a student orientation course should be interactive, introduce students to the types of assignments within a course, allow for computer skill refinement, introduce institutional policies and procedures, and introduce students to appropriate Netiquette (2008). As a secondary recommendation by Harrell, he states that orientations are more beneficial, if it is given in multiple formats (2008). The University of Maryland University College offers a “Test Drive our Online Classroom” program, which allows prospective students free access to a virtual classroom for one week (Admissions and Transfers, 2013). The goal of UMUC’s test drive is to “assist students in gaining confidence, experience access on a 24/7 basis, discover how students and faculty interact” (Admissions and Transfers, 2013). Thomas Edison State College provides a similar orientation program through the use of webinars and off-site meetings (Admissions, 2013). American Military University (AMU), a branch of the American Public University, is another online college, and the institution is specifically tailored to meet the needs of prospective military students. AMU provides a schedule of virtual open houses to include the following subject areas: Exploring the E-Campus, Exploring the Classroom, Federal Student Aid, and Admissions (American Public University System, FAQs, 2013). Each of AMU’s open houses allows prospective students to test out classes, maximize their financial options, and apply for admissions (American Public University System, FAQs, 2013). Additionally, AMU’s courses are designed using the asynchronous concept, so students can simply log in at their leisure and download/upload assignments (American Public University System, Why AMU?, 2013). However, the most beneficial format is the virtual format, especially since it will provide experience and exposure to the virtual learner.
Tutorial services
Another source of support for students is through tutoring services. Institutions, such as Thomas Edison State College and the University of Maryland University College, provide these tutoring services for free to enrolled students. Unfortunately, certain tutoring services are not available on a 24 hour basis. For example, Thomas Edison State College offers assistance with writing classes on a 24 hour basis, but math tutors are only available at certain times on certain days (Current Students, 2013). The University of Maryland University College provides tutoring assistance through face to face counseling or in a specialized online classroom (Tutoring and Mentoring, 2013). Online tutoring services are not available for all courses at UMUC (Tutoring and Mentoring, 2013). UMUC also provides writing assistance through their Effective Writing Center, which offers both faculty and students with advisory services and the necessary resources in order to improve their writing abilities (Effective Writing Center, 2013). For tutorial services regarding UMUC’s online math courses, students can expect a delayed response within 36 hours (Tutoring and Mentoring Services, 2013). Although generalized tutorial services are free, sometimes students may need a dedicated individual tutor. For military students using their governmental funding for education, they may be eligible to apply for additional tutoring services through the Department of Veterans Affairs, using the “Application and Enrollment Certification for Individualized Tutorial Services” form (Vet Friendly Toolkit, 2013). Under the resources section, the program offers a monthly stipend of one hundred dollars, and it is not to exceed the annual amount of twelve hundred dollars, and there is no entitlement charge for the first six hundred dollars for students under the Montgomery GI Bill (Department of Veterans Affairs, 2013). The military member has to meet all of the following requirements in order to be eligible for this program: must be enrolled at a rate of 50%, have a deficiency in a course within their approved program, and be enrolled in the course in which tutoring services are required (Department of Veteran Affairs, 2013). Additionally, the instructor must provide a letter of deficiency and list of approved institutional tutors to Veteran’s Affairs (Department of Veterans Affairs, 2013). As a last resort, peer-to-peer tutoring services have been found to be effective.
Mentorship
Over the course of military history, the leaders have groomed and guided their subordinates through the use of mentorship. Mentorship, in the military, is a form of providing individualized counseling and coaching services to an inexperienced person, when the junior person is compared to the more experienced one. The concept of mentorship is nothing new to members of the military, but the term mentoring is the key in today’s vernacular. Mentors, within the academic environment, can assist every prospective and current student during their transition to the academic environment or within a specific academic program. At the University of Maryland University College, students can apply for mentoring services through the “Allies Mentoring Program” (Tutoring and Mentoring Services, 2013). UMUC provides these specific services to their students free of charge in addition to providing a writing service center (UMUC Tutoring and Mentoring and Writing Service Center, 2013). In accordance with UMUC’s mentoring section, mentors can assist students with time management techniques, study skills, motivational techniques, and any other items of assistance regarding a student’s success (Tutoring and Mentoring Services, 2013). Unlike UMUC’s mentor program, Thomas Edison State College (TESC) assigns a mentor upon course registration (Guide to Undergraduate Courses, 2013). TESC’s mentors provide remedial assessments on all coursework and examinations, and their mentors provide feedback and guidance during the course. Both TESC’s mentoring and tutoring services are available to enrolled students for free. An effective mentorship program requires the mentor to correspond with the student at a minimum of once a week, provide constructive suggestions for the students study habits, and be easily accessible to field any of the student’s concerns or anything else (Tutoring and Mentoring Services, 2013). A program related mentor is especially helpful to students within a specific field of study. This type of mentor is either a senior student, or they are alumni within that field of study. The program mentor can provide more specific direction and guidance on courses, and the mentor is typically more effective due to their previous experience. The Online Master’s in Distance Education program at the University of Maryland University College, the program pairs mentors and mentees based on similar interests, and the mentor is required to correspond with the mentee at least weekly (Master’s in Distance Education, 2013). However, the mentoring program is only effective, as long as the mentee and mentor are communicating frequently. Based on personal experience, the author has provided mentoring services to fellow peers, but some students failed to maintain contact for various reasons, so the mentoring program may or may have not been effective for them. For those that did communicate, they discovered the mentoring program to be a great success, and some previous mentees return to mentor other fellow students. An online mentorship program void of fellow military mentors can be overwhelming for the prospective military learner. If the mentorship program has an available pool of military mentors, the institution should utilize this human resource, as it eases the transition to the academic environment and promotes trust among the student and the institution.
Veteran services department
Over the past several years, institutions have taken a more proactive towards assisting military learners by establishing a separate Veterans Department. These departments will assist in expediting the transition process for prospective military students, while they provide guidance and recommendations to the institution in regards to challenges faced by such students. This department can offer a variety of services tailored specifically to serving the needs of military students. Such services should include the following: a Veterans Administration educational benefits certifying official, one on one individual counseling, and tutoring and mentoring services (Vet Friendly Toolkit, 2013). Although face to face counseling is more effective between student and a representative from the institution’s veteran department, the veterans department is just as effective using other means of advisement such as e-mails, phone calls, or chat. However, most veterans are not familiar with receiving direction via electronic means, so this method of advising may take some time to adjust. The Vet Friendly Toolkit suggests the department should be managed by a former veteran due to their personal and prior military experience, and because this representative quickly establishes trust among the prospective veteran student and the institution (2013). However, a civilian with enough training and experience regarding veteran’s assistance procedures can be just as effective. As the timely processing of financial benefits is a primary concern to military students, the departmental certifying representative acts as the primary point of contact between the institution, the Department of Veteran Affairs, and the student. Additionally, the certifying official can also provide veterans benefits counseling to military students, and they can also provide a list of financial alternatives in order to finance their individual educations. The financial advisor is crucial in alleviating the student’s stress in financing a college education.
Disability Services
For some prospective students, the online environment is the only available way for students to attend a class. This is especially true for those students with disabilities. In order to be eligible for services the student must first initiate contact with the institution’s accessibility office, and the student must meet the minimum admission requirements at time of registration. The UMUC website offers services to students through the coordination of disability services to those students with disabilities (UMUC Accommodations for Students with Disabilities, 2013). Some of the accessibility services provided by UMUC, within the teaching and learning realm, include the use of assistive technology (e.g. voice recognition software or enlarged screens), sign language interpreters, and more detailed syllabi (Office of Accessibility Services, 2013). UMUC also can extend assignment due dates and exam completion times, or they can provide a scribe for note taking (Office of Accessibility Services, 2013). Thomas Edison State College can provide accommodations to include exams via their Americans with Disabilities Advocate, course material access, and academic advisory methods (Student Guide Disability Services, 2013). According to the University of Washington’s Student Services website, some disabilities prevent virtual students from accessing and using Microsoft PowerPoint (2013). The University of Washington recommends simplifying the complexity of the slides, since it inversely affects student access (Student Services, 2013). For military learners with mental disorders, it behooves the institution to advertise mental services and support these learners. As stated on the Vet Friendly Toolkit website, approximately 18 veterans commit suicide per year in accordance with a study from 2010 (Mental Services, 2013). As mentioned previously, some military students may suffer from a variety of mental ailments – such as post-traumatic stress disorder, depression, or brain injuries. It is also important to train faculty and staff members in recognizing some of the indications of possible mental disorders associated with these students, and this is especially important in regards to the virtual learner. Most veterans believe there is a stigma associated with the admission of having a mental disorder, and this stigma is especially true for those holding security clearances. So it is important for institutional staff to be supportive towards their military students in taking a proactive approach in regards to their mental health. Stress, anxiety, and depression adversely affect a military learner’s academic performance. The Vet Friendly Toolkit suggests that an institution partners with Vet Centers, the Department of Veterans Affairs, and the mental services community, so the institution can provide the best assistance for veterans.
Conclusion
Over the course of this paper, the author has focused on various subjects focusing on supporting the virtual military learner. Students choose to pursue online education for a variety of reasons, but the success of the virtual student is reliant upon his or her level of academic readiness. Virtual institutions must be able to identify the entry traits of all their students, so they can apply and identify the appropriate level of service(s) required for each student. Although military learners share similar entry traits as their civilian counter-parts, the needs of this type of student also has unique needs. While deployed, military students are already feeling anxiety due to isolation and communication issues, and this anxiety is amplified within the virtual academic environment. In order to lessen a military member’s anxiety and increase the potential for success within a virtual course, the institution can take measures to ensure the academic readiness of the military student. Academic readiness can be achieved by assisting the student through advisory services to include the following elements: admissions, financial, virtual orientations, tutorial/mentorship, and disability services. The admissions department should take the overall responsibility in providing placement testing, tracking the military student population, and ensuring the military student receives academic credit based on their previous military experiences. The financial services department ensures that the billing for military students is processed expeditiously for those students using governmental funding such as the Post 9-11 GI Bill, since governmental agencies tend to delay payments. Additionally, they can provide alternative resources for funding their education, and their financial counselors can assist in the financial well-being of the military student through sound financial counseling. A student’s success rate increases, if tutorial and mentoring services are made available on a twenty-four hour basis. Mentors should be somewhat familiar with the military system, so they can assist prospective military members during the transition to the academic environment. Some institutions have established a veterans department, in order to serve their military student population. These veteran departments act as a ‘one-stop’ shop; they liaison between the student services departments. Additionally, they are the primary liaison between the Department of Veteran Affairs and the institution. This department can further highlight challenges facing today’s military students, and they can assist the institution in focusing resources to resolve them. The one key factor binding these services together and the success of the military student is frequent communication. Absence or a lack of communication will ultimately result in the failure of the student. Instructors, instructional designers, and technical services can provide alternative ways of communicating during the course, so the student can maintain his or her academic progress. Instructors should remain flexible with military students in regards to assignments and communicating. Technical support can ease accessibility issues by providing technological recommendations and upgrades to students. For some disabled military students, online programs are the only opportunity for them to reach their educational goals. Early communication between the disabled student and accessibility services is vital to obtaining technical software and mental health services. The transition to the academic environment can be overwhelming to a prospective military student. Through the appropriate use of these student services, the student is better prepared for the virtual academic environment.
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