No description available.

Soldiers face complex challenges, issues, and decisions when pursuing distance learning while deployed. These challenges are encountered frequently while completing undergraduate and graduate degree programs on active duty overseas. Many learning programs and benefits are available and utilized by military online learners in a war zone. Education programs and benefits, such as, GoArmyEd, and the Post-9/11 GI Bill, have had major impacts on deployed military learners. The dissertation reviews impacts on academic enrollment, utilization of military education benefits, and course completion of soldier-students affected by military deployment. A literature review, survey, and research based on soldiers deployed from 2009-2010 identified several impacts on military learners from the time of the deployment through a two year period following return. Issues include application and utilization of benefits, beginning studies, halting studies, or transitioning from traditional to distance learning programs. In addition, challenges with soldier awareness and use of military education benefits and distance learning programs are presented.

The aim of this study was to analyze if relations among cultural intelligence levels, motivation to academic learning and human values on the working area in a sample of 400 argentine military students, cadets becoming officials on Argentine Army (377 men and 23 women), originating of diverse argentine provinces. Bivaried analyses of correlation through coefficient r of Pearson were made. Results show that students present tie values to the care of the national traditions, and at the same time the value “stimulation” is associated to the creative resolution of new experiences on uncertain situations, balancing their autorestriction that would limit the opening towards cultural diversity. / El estudio tuvo como objetivo analizar si existen relaciones entre los niveles de inteligencia cultural desplegados por estudiantes militares argentinos, su motivación para el aprendizaje académico y los valores humanos vinculados al área laboral. Participaron 400 cadetes aspirantes a oficiales del Ejército Argentino (377 hombres y 23 mujeres) provenientes de diversas provincias argentinas. Se realizaron análisis de correlación bivariados a través del coeficiente r de Pearson, cuyos resultados indican que los estudiantes presentan valores vinculados al cuidado de las tradiciones nacionales, al tiempo que el valor “estimulación” se asocia con la resolución creativa y original de experiencias nuevas o situaciones inciertas, equilibrando cierta auto-restricción que limitaría la apertura hacia la diversidad cultural.

The enrollment of military/veteran students at U.S. colleges and universities is growing steadily; however, factors affecting their academic success need further investigation. Guided by Tinto's student integration model and Bean and Metzner's model of nontraditional student attrition, the relationships between student characteristics and academic success for military/veteran, and civilian students were investigated. For this nonexperimental study, preentry characteristics (military/civilian status, race/ethnicity, age, gender, transfer credits) as well as 1st-year academic performance (total terms attended and grade point average [GPA]) archived in 393 students' records were examined to determine whether these variables predicted 4 student success measures: retention after 1 year, associate degree (AA) within 4 years, bachelor's degree (BA) within 8 years, and final GPA. Binary logistic regression and ordinary least squares multiple regression were conducted for the 3 retention/graduation measures and GPA, respectively. Significant findings indicated that Black students were more likely than White students to complete both AA and BA degrees and military, but not veterans, were more likely than civilians to earn AA degrees. Age was a positive predictor for earning a BA degree and a higher final GPA; transfer credits and total terms attended predicted student retention and AA degree completion; first-year GPA only predicted final GPA. Based on outcomes from this military-focused college, which showed the academic potential of two student groups often deemed less academically successful (military and Black students), colleges that focus on military students' success can better prepare these students for degree completion.