Running Head: BACK TO SCHOOL

Back to School: An Interview with Capt Jonathon Haba, USAF Taylor Francis EAC 559 North Carolina State University

BACK TO SCHOOL Abstract This paper is designed to examine a sampling of the characteristics and experiences of an adult learner and compare those practical experiences with the theories espoused in a typical higher education course on adult education. Capt Jonathon Haba is an F-15E Weapon Systems Officer in the United States Air Force who, like many adult learners, is pursuing an advanced degree. He was interviewed on various topics and issues facing an average adult learner in the United States today. Topics discussed included personal influences, creating a sense of a classroom or community, other learners, instructors and barriers to learning. The interview took place over the course of one hour on a single day. Capt Habas interview was limited in scope and generalizability, but still indicated that his experience did not provide what adult learning theories might suggest would be an optimal learning opportunity. Keywords: adult learning, adult education, collaboration, theoretical application, nontraditional learner, learning styles

BACK TO SCHOOL Introduction

The United States Air Force promotes three Core Values that every airman should maintain and exhibit in everyday of his military career: integrity first, service before self, and excellence in all that one does. This last core value, excellence, has long been interpreted to mean a superior level of performance in ones primary career. However, in recent years excellence has increasingly become interpreted to include achievement in the pursuit of furthering ones education. For some individuals who entered the Air Force directly out of high school, this might mean obtaining an associates degree from Community College of the Air Force (CCAF) or pursuing a bachelors degree. In order to be a commissioned officer a bachelors degree is a minimum requirement, so the pursuit of further education for officers generally refers to ones attempt to obtain a masters degree. Theres no written or declared requirement that an airman must continue his formal education, but it is a tacit expectation that officers who wish to be upwardly mobile will seek a masters degree. According to data published by the National Center for Education Statistics (NCES), in 2009 there were over 2.86 million postbaccalaureate students in the United States and the number of masters degrees conferred was 49% higher than in 1999 (NCES, 2010). Additionally, the NCES reports that as of 2005 the last year for which data was available nearly 39% of employed adults were involved in some type of career-related adult education in the previous year (NCES, 2010). The 8% growth in this category between 1999 and 2005 suggests that by now the number of employed adults involved in adult education is almost certainly over 40% and possibly approaching 45%. Capt Jonathon Haba of the 335th Fighter Squadron at Seymour Johnson AFB is a member of this growing number of nontraditional learners committed to postbaccalaureate studies and adult education. The Air Force and the armed forces in general is a profession that is unique among available careers. Like most jobs, there is an expectation that an airmans primary responsibility will be his career. The expectation is that any work that must be performed, any task that gets distributed from higher echelons of authority, will be prioritized above anything else and be completed in a prompt and orderly fashion. What differentiates Capt Habas profession from that of your average civilian are the additional requirements placed on him as an aviator in the Air Force. In addition to his standard responsibilities in

BACK TO SCHOOL his non-flying job, he also flies 3-4 times a week with each sortie lasting anywhere from 8 to 12 hours, and hell have secondary duties that generally require 4-5 hours a week. Further, his squadron will have at least three temporary deployments (TDYs) a year. These are similar to business trips in the civilian world. The entire squadron will leave Seymour Johnson and fly missions six days a week for two weeks from a different airfield. And, finally, Capt Haba faces the inevitability of full deployments six-month rotations to combat zones around the world during which operations continue 24 hours a day, seven days a week with no days off and no vacation. Fortunately, with technological advancements, many deployment locations now provide internet connections for military personnel. These connections, however, are not optimal and include low bandwidth, slow speeds, large numbers of users and other limitations. Thus, airmen like Capt Haba face a difficult dilemma. The Air Force implicitly demands they continue their education while simultaneously creating numerous impediments to them successfully doing so. The majority attempt this balancing act, some more successfully than others. Capt Haba, thus

far, has managed to balance his career and his adult education well. He provided insight into this process during a recent interview. Personal Influences Capt Haba initially provided insight into his personal reasons behind his decision to continue his education. As Hawkinson Melkun (2012) has stated, it is primarily financial and occupational issues that motivate most nontraditional learners, a sentiment supported by others (Rivera, 2008). However, there can also be intensely personal reasons to learn such as for the sake of knowledge itself or for some perceived social benefit after the learning has been completed. For Capt Haba, the desire to pursue his masters degree was almost solely based on external pressures and incentives. He is planning to make a career of it in Air Force jargon. That is, he intends to serve for at least 20 years at which point hell be able to retire with full military benefits. With this goal in mind Capt Haba notes that, I need to achieve my masters in order to promote and complete my career as planned. If I dont get it, I have to possibly come up with a different career (personal communication, June 13, 2012). As previously mentioned, there is no formal requirement for a masters, but the implicit expectation is so strong that its assumed to

BACK TO SCHOOL be not just desired, but rather required for promotion above the rank of captain. For someone who hopes to serve a full career in the military, the external demands are obviously strong get a masters or get a new job. The pressure even manifests itself when the time comes to choose a specialization upon which to focus ones higher education. Of all the specializations available at all the universities throughout the United States, Capt Haba is seeking an M.A. in National Security Studies from American Military University (AMU). His reasoning is that, although he has the freedom to choose any focus from any institution, this degree lends itself well to future Air Force leadership (personal communication, June 13, 2012). In addition, he chose to attend AMU because others before him had attended the university and he knew that, in AMU, hed find an environment that understood military life and instructors that would allow him flexibility in scheduling and assignment completion. Like most adult learners, Capt Habas goals are professionally oriented; he wants a degree that sets him up well for future success and upward mobility in his current career. The Classroom Environment An M.A. in National Security Studies is not a typical degree and, as one would expect, the schools offering this program or similar programs are limited. Despite being located in West Virginia, AMU extends its reach worldwide by offering all of its programs via distance education and online courses. The number of students in online classes is increasing rapidly in the United States, standing at 3.9 million in 2007, and most of these students are older and more independent than your typical college student (i.e. nontraditional) (Doyle, 2009). Online courses have a number of benefits, such as the ability to conquer the barriers that time and distance create between the instructor and students. Unfortunately, there are also issues with online learning that must be overcome including the lack of collaboration and learning that occurs in a traditional classroom setting. The use of a learning management system (LMS) can help to alleviate some of these issues. In Capt Habas program, the instructors use Sakai, an LMS that primarily uses asynchronous learning technologies such as message board threads, assignment posting, and online quizzes and exams. Sakai

also offers synchronous learning capabilities including chat technology that allow students to interact with

BACK TO SCHOOL the instructor or with one another in a real-time format. Hawkinson Melkun (2012) has touted the benefits of LMS use for creating collaborative environments in online classes, but others (Hotrum, 2005) caution that an LMS can impede learning if used improperly. Capt Habas program does require

participation among the participants, but only minimally. There is a requirement for one weekly 250-500 word post and a response to the posts of at least two classmates. Points are awarded based on meeting the minimum posting requirements as well as the apparent understanding and relevance of the posts. Capt Haba stated that group work hasnt been required in any of the classes he has taken, although in his opinion, I dont think I would be able to learn any more doing online work with a group (personal communication, June 13, 2012). Based on the interview, it appears that AMU tends to create a more traditional experience in which the material is presented by an instructor and responded to by the student with minimal to no collaboration and interaction between students. Other Learners As previously indicated, there isnt a lot of interaction that takes place between students within the M.A. in National Security Studies program. There is a requirement for every student to post a 250word introduction essay within the first week of every class or risk being removed from the class. However, theres no requirement for anyone to read or respond to any of their classmates posts. Therefore, any familiarity that occurs is the result of an individual taking the personal initiative to meet and interact with his colleagues. As a result, Capt Haba has a relatively limited knowledge of his classmates on a personal basis, but is still able to paint a decent portrait of the typical student with whom he attends AMU. Although there is no requirement to serve or have served in the US Armed Forces in order to attend AMU (Admissions FAQs, n.d.), its no surprise that the majority of students in the courses have military backgrounds. According to Capt Haba, the majority are civilians with military experience now serving in the defense sector followed closely by mid-career active duty military. He wasnt able to provide reliable information on the ethnicity or socioeconomic status of his classmates, but did indicate that the nearly everyone in the program was male. He described the learners as largely nontraditional and

BACK TO SCHOOL

generally your average American (personal communication, June 13, 2012). Capt Habas knowledge of his colleagues is not ideal for providing a perfectly accurate depiction of the programs demographics. However, its at a level commiserate with the limited interaction between participants and does demonstrate the relative homogeneity of the classmates. Instructors In courses such as those described by Capt Haba where there is limited cooperation or collaboration among the class members, the onus falls on the instructors to use different methods to create an environment that encourages learning and knowledge retention among their students. Research has indicated that when instructors use techniques that cover a broad range of learning styles, students demonstrate higher levels of learning and knowledge retention (Felder & Brent, 2005). One would expect in an online environment where numerous tools are at an instructors disposal that an instructor wouldnt pass up the opportunity to present information via multiple methods. This has not been Capt Habas experience. The instructors do request that participants contribute personal experiences to make the material more pertinent and realistic, which is a valuable tool in making the learning useful and transferrable, but Capt Haba notes that instructional techniques are generally uniform among classes and instructors (personal communication, June 13, 2012). These techniques primarily consist of readings posted online with few supplemental tools such as videos, presentations, etc. Having matured educationally in a traditional classroom setting where teacher-student interaction is paramount and material is actively presented, Capt Haba has personally found the transition to the online environment challenging. Often the readings are academic writings that are dense, boring, full of jargon, and difficult to read attentively for long periods of time. In addition, if a student doesnt learn optimally by simply reading and memorizing material, he will struggle even further in these courses. The dearth of instructional techniques to appeal to multiple learning styles has been one of the greatest challenges to which Capt Haba has had to adjust. Positively, though, he has witnessed that instructors are willing to be flexible and understanding of students and their struggles and additional assistance is available from instructors via e-

BACK TO SCHOOL mail or the personal messaging system in Sakai. The instructors are efficiently disseminating information, but not necessarily in the manner most conducive for maximum learning and retention among students. Finding the Balance Superior performances in terms of numerical grade as well as an increase in knowledge are certainly the ultimate goals of any academic endeavor. Nontraditional learners, however, must balance

this drive to succeed with the numerous other competing factors impacting their daily lives. Doyle (2009) writes that of the 65% of online learners who are independent, that is they cannot be claimed as a dependent by anyone else, 58% had at least one child. What this indicates is that a majority of your online learners are nontraditional, but even moreso, of those nontraditional learners a majority also have children they are trying to raise a huge time and financial commitment. For these individuals, life is not as simple as coming home, turning on the computer, and getting to work. With a wife and baby at home, Capt Haba falls squarely into this category. The Air Force does help Capt Haba alleviate one of the largest concerns facing many nontraditional learners. Tuition assistance offered by the Air Force will provide up to $750 per class and a maximum of $4500 per year. As a result, Capt Haba only has to pay approximately $300 out of pocket plus books for each class he takes. This isnt a small figure, but much more manageable than it would be without the Air Force and it alleviates a lot of the financial strain. Nothing is free, though, and each class that Capt Haba takes results in an additional two-year service commitment that begins at the end of the class. In other words, when Capt Haba completes a course in 2012, he will be required to serve until 2014 in exchange for the $750 tuition assistance. Another concern is managing time between family, home maintenance, and educational requirements. There are two schools of thought. The first is to spread out the courses over time to minimize the strain at any one time. The second is to embrace the pain and get the masters done as quickly as possible with the understanding that between work and masters there will be little time for anything else. Capt Haba has chosen the second method. AMU offers the option to take classes in eight-week sessions and offers courses 12 months a year as opposed to

BACK TO SCHOOL semester-style offerings found at a traditional school. This allows Capt Haba to work through the summer and complete six classes in a calendar year. Thus, hes hoping to be complete with his masters

in two years. However, hes already seen difficulties that might derail those plans. He claims that he now spends more time at work than he did before. This seems counterintuitive initially, but previously Capt Haba was able to complete some of his work from home while spending time with his wife and child. Now, he must complete all of his work at the office prior to leaving because once hes home, his time must be devoted entirely to his masters. His wife has told him, Youre always buried in a computer at home now (personal communication, June 13, 2012). Nontraditional learners face numerous challenges unique to their status and lives. The Air Force has helped mitigate financial concerns for Capt Haba, but personally hes still highly reliant on his spouse to take care of the household duties and their child in order to allow him to complete his masters as quickly as possible. Questions Moving Forward Any interview provides a detailed account of information, but is grossly limited in its perspective and breadth. As with many interviews, Capt Habas information opened up nearly as many questions as it provided answers. Examining these questions is beyond the scope of this paper, but it is beneficial to acknowledge these issues to better understand Capt Habas experience and AMU in light of adult education and learning. What most interests me is the apparent lack of collaboration in the National Security Studies program. The benefits of collaboration have been well documented in the literature on education and adult education in particular. Its more difficult to incorporate group work opportunities in online environments, but with such consistently positive impacts to learning, Im curious why its not utilized as a learning tool more often. Im also curious about what impact the homogeneity among the classroom population has on the class. While Capt Haba has described his classmates as your average American, theres much more to know about the participants. One of the biggest factors is that, despite any differences in ethnicity or socioeconomic status, nearly all participants are males who are either active duty military or have military experience. With such strong commonality, I wonder how many

BACK TO SCHOOL differences appear in online conversations or if most participation is simply variation on a theme. Im

10

further intrigued by the apparent lack of methods to incorporate as many learning styles as possible. Its possible that Capt Haba is simply unaware of various techniques used by instructors or couldnt recall them at the time of the interview. If this isnt the case, its unnerving that instructors in a program devoted to distance education arent doing more to facilitate learning in all of their students. Simply posting readings and expecting students to read and retain isnt sufficient to actually augment learning. A final issue that Id be interested in looking into is how AMU helps alleviate some of the concerns of nontraditional learners. As an entirely online university, a majority of AMUs learners are nontraditional. What financial aid or other tools does AMU provide to learners in need of assistance? Capt Haba was a gracious interviewee and provided a wealth of data about his experiences as an adult learner. From his interview, Ive gained a new understanding and different perspective on adult education at institutions different than my own. In the end, despite all Ive learned there are still questions left unanswered that would be worth investigating in the future.

BACK TO SCHOOL Reference List

11

Admissions FAQs. (n.d.). Retrieved from: http://www.amu.apus.edu/admissions/faqs/index.htm#amuapu Doyle, W.R. (2009). Online education: The revolution that wasnt. Change: The Magazine of Higher Learning, 41(3), 56-58. doi:10.3200/CHNG.41.3.56-58 Felder, R.M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. Hawkinson Melkun, C. (2012). Nontraditional students online: Composition, collaboration, and community. The Journal of Continuing Higher Education, 60(1), 33-39. doi:10.1080/07377363.2012.649128 Hotrum, M. (2005). Breaking down the LMS walls. International Review of Research in Open and Distance Learning, 6(1), 1-6. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/212/1624 National Center for Education Statistics. (2010). Participation of employed persons, 17 years old and over, in career-related adult education during the previous 12 months, by selected characteristics of participants: 1995, 1999, and 2005 [Data file]. Retrieved from: http://nces.ed.gov/programs/digest/d10/tables/dt10_434.asp National Center for Education Statistics. (2010). Total postbaccalaureate fall enrollment in degreegranting institutions, by attendance status, sex of student, and control of institution: 1967 through 2009 [Data file]. Retrieved from: http://nces.ed.gov/programs/digest/d10/tables/dt10_214.asp?referrer=list Rivera, M. (2008). Adult Learners. The Hispanic Outlook in Higher Education, 18(22), 32-34. Retrieved from: http://search.proquest.com.prox.lib.ncsu.edu/docview/2192202900