| This study describes the effectiveness of online teaching strategies used by Department of Distance Education at the United States Army War College to transform executive learners into strategic leaders. The subjects for the study included twenty-two faculty members, comprising twelve course authors, six members of Instructional Support Group, and four individuals at the departmental leadership level. A majority of the faculty members were male, active army Caucasian colonels. Data collection procedures for the study included conducting a survey instrument, individual and group interviews, direct observations of coordination meetings related to the course development processes, and selected archival department records. The following provides a number of significant conclusions and recommendations derived from examining the six research questions formulated for the study: (1) Success in service delivery to executive learners yielded a number of relevant conclusions. First, in support of their educational goals, the most effective pedagogical techniques in teaching executive learners were the diligent use of a combination of facilitation and mentoring techniques. Second, strategic leadership comes from the ability to synthesize and build consensus in a dynamic environment, and the underlying qualities can best be cultivated through a mix of methodologies that build upon the experiences of both faculty and students. Finally, executive learners in an online environment look for, and are most satisfied with, course development, online presentation media, and imaginative methods in the achievement of their learning objectives. (2) Distance learning educators must take into consideration prior experience of their students, resources and techniques currently available in creating an overall learning path, as well as the creation of manageable goals in terms of structure. Course planners and developers must take lessons learned and feedback to heart to develop instructional techniques that not only challenge the limit of their resources, but the full intellectual abilities of their students. In online environments, replication of resident programs can best be served if the faculty maximizes both student interaction, and the level of available support, to nurture those most at risk and in need of attention. |
