The Relationship of Self-Directed Learning Readiness and Completion of Officers in the Army War College Distance Education Program

Today, more adults are participating in online education than ever before. The latest data from the Department of Educational Statistics show an increase of students taking all coursework online grew to 15.4% (Ginder, Kelly-Reid, & Mann, 2018). Despite this trend, some adults lack the readiness to engage in formal adult education. Readiness and other factors such as time and personal matters adults encounter are some of the most significant challenges for institutions in addressing attrition rates, which average 38% (USDE, 2011). The Army higher education programs experience the same problem in their educational institutions (U.S. Army War College Data, 2016). Retention and education of military service members directly impacts the readiness of military units. This study examined the relationship of self-directed learning readiness and completion of the Army War College Distance Education Program (AWCDEP). Prior research has examined other aspects of student achievement in the AWCDEP, yet self-directed learning readiness has not been specifically explored. The AWCDEP is the equivalent to a civilian master’s program for the Army formal education system. The data for 165 respondents were analyzed which included 134 completers and 31 non-completers. The Self-Directed Learning Readiness Scale (SDLRS) was utilized for the study. Overall the research results indicated a high readiness for self-directed learning by both completers and non-completers of the AWCDEP. The three variables of family, AWCDEP course hours and participant work hours were examined. Participant work hours was the only significant indicator of AWCDEP completion. All participants with part-time (<40 hours) work hours successfully completed the AWCDEP. The SDLRS as an indicator of AWCDEP readiness was not a valid indicator of course completion. Work hours may RELATIONSHIP SDLR AND OFFICER COMPLETION IN AWCDEP iii impact future preparation of students for successful completion of the AWCDEP. RELATIONSHIP SDLR AND OFFICER COMPLETION IN AWCDEP iv Dedication This dissertation is dedicated to my wife Brenda who supported me to pursue my dreams and finish my dissertation and to my parents who taught me a strong work ethic by example. RELATIONSHIP SDLR AND OFFICER COMPLETION IN AWCDEP v Acknowledgements I would like to express my deepest appreciation to my committee Dr. E. Paulette Isaac-Savage, Dr. Kathleen Haywood, Dr. Cheryl Polson and Dr. Michael Porterfield. Their mentoring, encouragement and support made all the difference. Dr. Isaac-Savage kept me motivated and focused on numerous occasions. I would not have finished without her unwavering encouragement and support. To Dr. John Henschke, who started me down this lifelong learning adventure, I appreciate you teaching and modeling for me how adult education and andragogy is meant to work. I am grateful to Dr. William “Billy” Bridges who explained my data analysis in a way even I could understand. I am thankful to my family for their years of support. Working on coursework and dissertation on vacations that seemed to never end. I love and cherish the blessings of my wife Brenda to keep on going well past what was reasonable. And to the many other bosses, colleagues and friends who offered encouragement along the way – thanks. For the many times I answered the question – Are you done yet? The response was always “I’m getting real close. ” Well now the answer is “Yes, I am done! ” Finally, to this blessing God has given me, I pray I will be the example and use this accomplishment for however he intends to be a blessing to others any way I can. RELATIONSHIP SDLR AND OFFICER COMPLETION IN AWCDEP vi