Active Duty Army Adult Learners Describe Balancing the Roles of Student and Soldier

Autor/in	Wendt, Brea E.
Titel	Active Duty Army Adult Learners Describe Balancing the Roles of Student and Soldier
Quelle	(2018), (91 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-5299-4
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Military Personnel; Self Concept; Undergraduate Students; Educational Experience; Interviews; Grounded Theory; Student Role; Armed Forces; Coding; Positive Attitudes; Negative Attitudes; Nontraditional Students; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Selbstkonzept; Bildungserfahrung; Interviewing; Interviewtechnik; Military; Militär; Codierung; Programmierung; Negative Fixierung; Schülerverhalten
Abstract	The dissertation study is a basic qualitative study, which illuminates the educational experiences of active duty undergraduate army adult learners or active duty learners. The literature review for the study highlights themes of military education, of identity roles, of adult learnings and of how the brain learns. The study closed the gap in literature and research regarding active duty learners and their educational experiences, as most to all current literature surrounding the military predominately focuses on veterans and post-military education or the mental state of military service members. The sample consisted of 10 active duty army service members taking higher education courses through an education center in the southern United States. The sample participated in open-ended interviews, which were coded using the constant comparative method for analysis. The study answered the questions: How do stateside active duty undergraduate adult learners describe the ways in which they balance the roles of soldier and student; What meaning do stateside active duty undergraduate adult learners ascribe to these experiences; How do stateside active duty undergraduate adult learners transition on a daily basis between soldier and student? The findings show the learners experience both positive and negative emotions during their learning experiences and attempts to balance student with soldier, while ascribing meaning to the experiences, employing necessary time management skills in order to be successful, and maintaining lines of communication with universities and--ideally flexible--professors. In addition, the findings show that some measures must be taken to ensure successful daily transitions between the soldier mindset and the student mindset. The field of education and the military can benefit from the study's findings and possibly from future research on a larger scale and or with other branches of the military. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01