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Online Army Instructor's Competencie...

Sanders, Paul.

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Online Army Instructor's Competencies and Student Completion: A Multiple Linear Regression Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Online Army Instructor's Competencies and Student Completion: A Multiple Linear Regression Study./
Author:	Sanders, Paul.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	175 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10603493
ISBN:	9780355152449

Online Army Instructor's Competencies and Student Completion: A Multiple Linear Regression Study.
Sanders, Paul.

Online Army Instructor's Competencies and Student Completion: A Multiple Linear Regression Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 175 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

Online graduate-level enrollments for adults have continued to rise at both military education institutions and their civilian counterparts. However, student completion remains an issue for both. A competent instructor has been recognized as an important component related to student completion. Previous studies however have all been at civilian post-secondary institutions. The topic of this study was the relationship between online instructor's level of competency and student's completion rates at a graduate-level military college. There was a need to investigate what are the instructors' competencies needed in a military learning environment to teach online distance education students enrolled in the Advanced Operations Course that positively affect completion rates. The purpose of this study was to compare Department of Distance Education (DDE) student completion rates against the competency levels of their Advanced Operations Course (AOC) faculty of the United States (U.S.) Army Command and General Staff College (CGSC), when measured by an instructor competencies instrument. This quantitative nonexperimental multiple linear regression study examined 38 CGSC faculty member's competency levels and their 3118 AOC students' completion rates from 2012-2015 at Fort Leavenworth, Kansas. Using hierarchical linear regression in SPSS the ANOVA revealed that the independent variables of active teaching, active learning, and positive leadership were highly correlated and significant predictors of student completion rates. These findings are consistent with prior research, confirming the importance of a competent instructor in the online learning environment. As a result of this research instructors, supervisors, faculty developers, and hiring committees may have more insight into the importance of hiring, developing, and retaining instructors with these competencies to make AOC and other online courses more learner-centric and interactive. Recommendations for future research would be to update and revise the instrument, then design a mixed methods study. Expand the current quantitative study by adding more predictor variables to explain more of the variation not understood by this study's model. The expansion should also include qualitative type questions and demographic data to provide a more holistic understanding of the effects of competencies on student completion rates.

ISBN: 9780355152449Subjects--Topical Terms:

684418
Curriculum development.

Online Army Instructor's Competencies and Student Completion: A Multiple Linear Regression Study.
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300 $a 175 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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502 $a Thesis (Ph.D.)--Northcentral University, 2017.
520 $a Online graduate-level enrollments for adults have continued to rise at both military education institutions and their civilian counterparts. However, student completion remains an issue for both. A competent instructor has been recognized as an important component related to student completion. Previous studies however have all been at civilian post-secondary institutions. The topic of this study was the relationship between online instructor's level of competency and student's completion rates at a graduate-level military college. There was a need to investigate what are the instructors' competencies needed in a military learning environment to teach online distance education students enrolled in the Advanced Operations Course that positively affect completion rates. The purpose of this study was to compare Department of Distance Education (DDE) student completion rates against the competency levels of their Advanced Operations Course (AOC) faculty of the United States (U.S.) Army Command and General Staff College (CGSC), when measured by an instructor competencies instrument. This quantitative nonexperimental multiple linear regression study examined 38 CGSC faculty member's competency levels and their 3118 AOC students' completion rates from 2012-2015 at Fort Leavenworth, Kansas. Using hierarchical linear regression in SPSS the ANOVA revealed that the independent variables of active teaching, active learning, and positive leadership were highly correlated and significant predictors of student completion rates. These findings are consistent with prior research, confirming the importance of a competent instructor in the online learning environment. As a result of this research instructors, supervisors, faculty developers, and hiring committees may have more insight into the importance of hiring, developing, and retaining instructors with these competencies to make AOC and other online courses more learner-centric and interactive. Recommendations for future research would be to update and revise the instrument, then design a mixed methods study. Expand the current quantitative study by adding more predictor variables to explain more of the variation not understood by this study's model. The expansion should also include qualitative type questions and demographic data to provide a more holistic understanding of the effects of competencies on student completion rates.
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