Because of the intense and unique nature of their military life, military officers face stresses that other students do not need to be concerned about when taking courses online. An institution's ability to understand these military officer students, design online programs to meet their unique learning needs and deliver valuable online curricula to advance their learning is instrumental to the long-term success of both the military student and the institution. Reflecting on our more than twenty years of experience teaching and mentoring military officer students, this article tells the story behind the development of an accelerated online program and shares the challenges brought along with having military officers in our online classes, including unpredictable deployment schedules, unannounced military exercises, security concerns and military values and culture. How our faculty creatively and pedagogically addresses these issues while still maintaining the rigor of our academic program is also discussed.

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In the present consumer educational market, educational institutions are rapidly incorporating more online opportunities. The various issues that learners and instructors cope with are addressed from the literature and our adult students. The key issue is creating a quality learning experience for adult students. Not only does the instructor need to incorporate what we already know about adult learning, but they must also approach the course development with a constructivist mindset. The major force in creating a quality learning experience is the discussion generated. Instructors must assist students in creating their own knowledge and develop the ability to discuss in a virtual environment.

This chapter is an examination of the influences involved in the integrating of adults into higher education. The chapter begins with an exploration of the increase in the number of adults in higher education since 1969. Comparing the changes in demographics from 1969 to 2007 shows how little large public universities have done to integrate adults into higher education. This examination shows significant participation by three types of institutions; community colleges, small private four year liberal arts institutions, and for-profit institutions created to meet the higher education needs of adults. The chapter defines adult and higher education and discusses how they differ or interact. A discussion of how adult students learn and effective techniques to facilitate learning in adult classrooms follows these definitions. Finally, a discussion identifying how teaching techniques that are effective for adults can be integrated into traditional classrooms in higher education brings the chapter to a close.

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to the online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.