Educational/Instructional Technology and the Impact on Soldiers

Hello! My name is Cynthia, and at the age of 60, I am back at Troy University trying to earn my 3rd Master in Instructional Design. The last time I was in a college environment as a student was in 2004 at Auburn University, completing my Doctorate in Adult Education. In 2004, my dissertation was about Distance Learning in a Military Environment: An Examination of Distance Learning Student’s Perception. At that time, the educational learning environment was changing significantly because of technological advances. At that time, the focus was centered on the learner and creating positive experiences for the Soldiers while deployed.

The primary reason for distance education at that time for military personnel was the changes needed to support the military and the expectations of higher education. The Soldier’s skills shifted from the traditional mastery of specific content toward acquiring reasoning, critical thinking, and communication skills necessary for many different career fields. Another reason was the variation in Soldier demographics, where less than 25% of students participated in the traditional undergraduate programs. Another format to train Soldiers was needed to improve the overall educational status of the group. The third factor contributing to distance learning was the changes in the student’s academic needs. Students demanded courses and degrees required to advance in their specific career fields. To meet this requirement, colleges, universities, and other educational institutions generated new programs predominantly marketed through distance learning.

The most significant change of all was the expectations of the Army. Soldiers could no longer justify why they could not complete civilian education; with the advancement in technology and the availability of distance learning, Soldiers could attend courses no matter where they were/are stationed, even stationed overseas. The key to success for the students was connectivity and instructor support. Credit for Prior Learning (CPL)/Prior Learning Assessment (PLA) has existed for more than 40 years with well-documented benefits for both postsecondary institutions and students. Research has shown that adult students who participate in PLA/CPL are 17% more likely to complete their program than those who do not.  Students who participated in the program/process typically saved from 5% – 25% (approximately $1,500 and $10,200) depending on the program (Klein-Collins & Olson, 2014).

The PLA/CPL process is seen as empowering and validating by students and faculty representatives. Many students who earned CPL/PLA credit emphasized that reflecting on past learning had benefited them and often contributed to improving their self-esteem. Institutions that offer this program are fundamental in helping adult learners meet their personal and educational goals.  Adult students are most concerned about completing credentials quickly and affordably when contemplating postsecondary enrollment. CPL/PLA addresses this need directly. Some institutions have demonstrated that credits earned per experience can enhance marketing and outreach efforts to attract more adults to higher education (Klein-Collins & Olson, 2014). The best way to determine if your educational institution offers CPL/PLA is to ask the question. 

In conclusion, distance learning in the military has been very beneficial to many Soldiers. There were times in my career when it was very challenging to attend the traditional classroom due to family and work responsibilities. With the COVID-19 outbreak and flu season upon us, I am very thankful for the opportunity to continue my education through distance learning.

Have a wonderful day.

Dr. Cynthia