Students Veterans’ Preference for Traditional Versus Online Course Formats: A Case Study at Two Midwestern Universities

Abstract

Recently, there have been many discussions about how to meet student veterans' needs according to curricular and course formats. While national studies indicate that many student veterans enroll in online classes, questions about the nature of their preferences and requisites, especially in some university environments, remain. For instance, how do on-ground and online course formats address different student veterans' needs and desires? This article discusses a three-year, case study of student veterans' course preferences at both a comprehensive research university and a regional university, involving 42 student veterans and 59 nonveterans. Based upon results from survey data and follow-up interviews of 30 student veterans, students describe their course format preferences. Many students in our sample have a low-socioeconomic status, live in a rural location, work full-time, and have children. Moreover, despite the large number of adult learners that participants included, the majority describe themselves as having the digital proficiency necessary for engaging in online courses. Nonetheless, in this study, most students, including those of all ages, preferred traditional classes, with the student veterans reporting that the on-ground format gave them a better connection with their teacher and peers, as well as accommodating their learning style. The study's results have implications for teachers and administrators seeking information about providing course format options for student veterans.

A Study of Rural and Native-American College Students’ Military Identities, Military Family History, and Reading Interests

“…Of these models, which can be seen as fluid, instructors could opt to offer military-related readings to students in any format. 8 Specific to the third model, a "service-member/veteran-focused course" cohort design (see Hart & Thompson, 2016), Hembrough founded a Composition II course with a service-member/veteran cohort in which students read and wrote about military-themed subjects (Hembrough & Dunn, 2019), and veteran-friendly and service-member/veteran-focused cohort courses can attract both service-members/veterans and other students, including military spouses and war survivors. The literature describes obstacles to all three course models' implementation, namely facilitating debates about the term "veteran" that disturb a classroom's student demographic (Hart & Thompson, 2016).…”

“…Additionally, one nonveteran student surveyed found some material we studied to be too "graphic" and "depressing," even though she did not want alternative readings. Whether or not students enjoyed reading about military topics, all found it useful to discuss the definitions of a "veteran" that the readings raised, as well as stereotypes that society utilized to describe veterans (see Hembrough & Dunn, 2019). In a recent national survey, most participants reported having "only respect" for veterans by ranking their social merit on par with firefighters and even above that of teachers and police officers (Jordan, 2019).…”

“…In response to this question, some writing program administrators and teachers have examined the value of topics they believed would interest students. Within this dialogue about themed classrooms, some teachers are exploring the potential for establishing military-friendly classrooms where students read military-related subjects as a curricular design strategy linking students who are military cadets, service-members, and veterans to the course material and improving their persistence factors and outcomes in undergraduate writing courses (see Conference on College Composition and Communication [CCCC], 2015;Hart & Thompson, 2016;Hembrough, 2017;Hembrough & Dunn, 2019). Still, researchers have not addressed how military-friendly, FYC classes utilizing military-oriented readings and writings might interest various student demographics including not only service-members/veterans, but also military dependents and others with a self-emphasized, family military history.…”

A Study of Rural and Native-American Students’ Military Identities, Military Family History, and Reading and Writing Interests in a Military-friendly, Military-themed Composition Course

“…While studies indicate that many student service-members/veterans prefer online courses to accommodate their work and family obligations (ACE, 2014), the service-members/veterans surveyed indicated a preference for brick-and-mortar courses, especially if they provided opportunities to interact with other service-members/veterans in person and to discuss their military backgrounds (see Hembrough, Madewell, & Dunn, 2018). Comparably, compositionist and veteran, Angie Mallory (2016), who created a FYC veteran cohort at Iowa State University, liked the easy, military "banter" her students introduced into discussions.…”

Online Course Engagement Among Undergraduate Nursing Student Veterans

“…While online courses offer time management and location flexibility to students, the unstructured environment and lack of traditional face-to-face accountability that characterizes online courses may not always benefit student veterans (Klingsieck, Fries, Horz, & Hofer, 2012;Goda et al, 2015). One study found that student veterans preferred in-seat classes to online courses, reporting that the inseat format gave them a better connection with their instructors and classmates (Hembrough, Madewell, & Dunn, 2018). No studies have been conducted regarding student veterans' preferences for studying nursing in online, hybrid, or face-to-face settings.…”