Document text
The views expressed in this paper are those of the
author and do not necessarily reflect the views of the
Department of Defense or any of its agencies. This
document may not be released for open publication until
it has been cleared by the appropriate military service
government agency.
STRATEGY
ANALYSIS OF DISTANCE LEARNING AND
COMBAT MEDIC TRAINING
LIEUTENANT COLONEL JOHN H. BROWN, JR.
United States Army
DISTRIBUTION STATEMENT A:
Approved for public release.
Distribution is unlimited.
USAWC CLASS OF 1997
U.S. ARMY WAR COLLEGE, CARLISLE BARRACKS, PA 17013-5050
1 9970623 222
USAWC STRATEGY RESEARCH PROJECT
ANALYSIS OF DISTANCE LEARNING AND COMBAT MEDIC TRAINING
by
LTC John H. Brown, Jr.
Colonel (Ret) Arthur F.Lykke, Jr.
Project Advisor
DISTRIBUTION STATEMENT A:
Approved for public
release. Distribution is
unlimited.
The view as expressed in this paper are those of
the author and do not necessarily reflect the
views of the Department of Defense or any of
its agencies. This document may not be
released for open publication until it has
been cleared by the appropriate military
service or government agency.
U.S. Army War College
Carlisle Barracks, Pennsylvania 17013
ABSTRACT
AUTHOR: LTC John H. Brown, Jr., USA
TITLE: Analysis of Distance Learning and Combat Medic Training
FORMAT: Strategic Research Project
DATE: 4 January 1996 PAGES: 26 CLASSIFICATION: Unclassified
The United States government is in the midst of pursuing avenues
to reduce the budget deficit and balance the budget. In efforts to
support government strategies, the military as a whole must determine
cost-savings alternative means to train its personnel while still
training to standard and meeting the expectations of the field and the
service members it trains. Distance learning strategies that will
play a big part in the training of Army personnel are well-suited to
the training of combat medics. In turn, the needs of the combat medic
and the Army leadership will be fulfilled and contribute to Army
readiness and the national military strategy.
iii
IV
TABLE OF CONTENTS
Introduction . 1
Assumptions . 2
Training Strategy Identification and Analysis; Objectives . 2
Concepts: Mission/Needs/ Job Analysis . 5
Individual Task Identification . 8
Media Selection . 12
Training Development . 13
Combat Medic Student Evaluation . 14
Combat Medic Program Assessment . 15
Resources: Manpower . 16
Funding . 17
Risk Assessment . 18
Conclusion . 19
Endnotes . 21
Bibliography . 24
V
INTRODUCTION
It is no secret that over the past few years, hundreds of
legislative and voluntary avenues have been explored to reduce the
budget deficit and eventually balance the budget.^ In support of
this national strategy has come the U.S. National Military Strategy
(USNMS) which mandates restructure of the military services to best
utilize resources. The Army Modernization Plan (AMP) supports the
USNMS through strategies that will maintain a CONUS-based Army
force, rather than a forward deployed force. As part of the AMP
Force XXI strategy, commanders and their soldiers must be able to
rapidly access information technology to maintain battlefield
operations at all levels.^ Army Training XXI is the Army's strategy
for training the force with technologies that will provide the
capability to train soldiers, leaders and units when and where they
need it. In turn, the Army Distance Learning Plan addresses
distance learning (DL) applications and directs Major Commands to
develop DL plans to meet their training requirements.^ The Medical
Command's U.S. Army Medical Department (AMEDD) DL Plan, developed by
the AMEDD Center and School, addresses the overall requirements of
DL application for medical training,'* As a result of this
progression, conversion of combat medic training into DL format has
become a priority for continued readiness in the AMEDD. Thus, the
thesis of this analysis is logically meant to support established
strategies: DL will be conducted and learning will be sustained so
that combat medics are deployable anytime, anywhere.
ASSUMPTIONS
Certain assumptions must be in place prior to implementing DL
strategies in combat medic training:
(1) Infrastructure is in place to support DL initiatives.
(2) Training developers and trainers will be prepared to
develop and conduct DL training format.
(3) DL training methodology has been trained and affirmed in
medical training.
TRAINING STRATEGY IDENTIFICATION AND ANALYSIS
OBJECTIVES
The first and foremost objective in converting combat medic
training into DL format is to improve the combat medic's level of
readiness which in turn will contribute to force readiness. It is
imperative that combat medic training be designed and implemented to
meet the soldier's training needs and capabilities as well as
fulfill the mission needs of the soldier's unit.® A tailored combat
medic training program will serve to meet military occupational
specialty qualification (MOSQ) requirements, sustainment needs, and
advanced combat medic leadership training. Ability to access on-line
combat medic training in garrison, in classrooms, on training
ranges, and on the battlefield will afford individual soldiers and
units the opportunity to conduct immediate just-in-time training
without waiting for bureaucratic approval processes and delivery of
training materials. The remote locations of units, particularly
reserve component units, as well as frequent overseas deployment.
2
severely hinders the conduct of needed training.® By meeting unit
needs prior to and even during deployment, DL can better support
combat medic preparation for the mission. Mission-specific combat
medic training, such as, identification of indigenous diseases and
treatment of those diseases can be made readily available in real
time and in remote areas.
The combat medic DL training strategies will further enable the
AMEDD to meet the second objective of providing standardized
teaching methodology and content for all combat medics. Soldier's
throughout the Army in garrison and in remote parts of the world
will receive the standardized training through duplicate
training/learning events,’ leaving little possibility for the
response, "...but that's the way they taught me to do it at Ft.
Hood." Standardized training can be mutually acquired across the
services. Tasks such as "administer an intramuscular injection" can
be developed in DL format and shared with the other services with no
concern for differences in service orientation while eliminating
duplication of effort and making efficient use of resources.®
The third objective of combat medic DL establishes personal
accountability for readiness. Through both local (unit. Post
Education Centers and home) computers, for example, the combat medic
will access world wide web and bulletin board sites to obtain task
demonstrations, digitized lessons, as well as newsletters.® In many
cases, the combat medic will have on-line access to training sites
(AMEDDC&S, Health Service Brigades) to obtain immediate responses to
questions . The combat medic will no longer have to wait to
interface with an on-site trainer, or training classes given at
specified times, or not at all. He will log-in with a specific code
and records of training will be automatic, identifying tasks trained
and the time spent on each task, as well as documenting evaluation
of performance. Thus, the combat medic will receive immediate
feedback to identify performance proficiency or deficiency.
Individual sustainment training and task proficiency will become the
responsibility of the soldier.
The reduction of time in resident training will be the greatest
contributor to resource savings. Analysis of the existing
curriculum by the AMEDD indicates that approximately 60% of combat
medic reserve component reclassification training and reserve and
active component advanced combat medic training (Basic
Noncommissioned Officer Course Common Leader Training (CLT) , Career
Management Field (CMF) , and 91B Technical Training; Advanced
Noncommissioned Officer Course CLT/CMF and 91B Track Training) can
be eliminated. Analysis demonstrates anticipated savings for per
diem, travel, permanent change of station, instructor manpower
requirements, and instructor certification. Further, a reduction
of time in resident training will generate more time for the combat
medics to be in their units and to contribute to the first objective
of increased readiness.
CONCEPTS
MISSION/NEEDS/JOB ANALYSIS
To accomplish the above mentioned objectives, the mission of
the combat medic will be evaluated. Is the mission of the combat
medic the same under the Force XXI plan? Is more expected of the
combat medic? Will the combat medic continue to be a jack-of-all
trades .. .medic, vehicle mechanic, helicopter mechanic? Will there
continue to be a downward shift of responsibilities? What should be
the focus of training for the combat medic? To answer these
questions, a detailed strategic plan will be formulated to ensure
that all significant areas of concern and identified objectives are
thoroughly evaluated to most effectively redesign combat medic
training into DL format. If resources are to be used efficiently,
if combat medic training is standardized, and if combat medics are
to remain accountable for sustainment training and task proficiency,
detailed analysis and planning are paramount.
An evaluation of the Table of Organization and Equipment (TOE)
and the Table of Distribution and Allowances (TDA) will provide a
mission statement for specified units. From these mission
statements comes a draft mission list. (This procedure will be
modified appropriately when a mission list exists that requires only
review and minor modifications.) The draft mission list, with
concentration on the combat medic's mission within the unit, will be
5
validated through one or more forms of analysis: (Information below
on analysis and procedures are documented in TRADOC Regulation 350-
70, Training: Training Development Management, Processes and
Products . )
(1) Content analysis is basically a literature search of
doctrinal manuals, combat medic soldier's manual, combat medic Army
Occupational Surveys, and other documentation.
(2) Interview analysis consists of interviews with personnel
assigned to key combat medic positions including supervisors of
combat medics. This analysis will be conducted through both surveys
and face-to-face interviews. Though this form of analysis can prove
costly in both preparation time and survey admini-stration, the
results are often the most useful.
(3) Observation Analysis will be performed through on-site
visits of organizations /combat medics performing their mission.
Collective training exercises are also helpful in mission analysis,
but are not solely representative of combat missions.
A mission matrices specific to the combat medic will then be
compiled to identify various missions of combat medics at all
echelons. This is a top-down evaluation of mission with each level
building on the previous higher level. As this is accomplished, the
developer will also identify actions that are part of collective and
individual tasks. A separate list will be concurrently compiled to
be used when developing the collective and individual task
inventories. The final mission list will then be staffed to key
6
combat medic personnel, doctrine writers, and combat developers.
When the mission list is staffed and approved, the missions
will be analyzed to determine collective tasks required to
accomplish the mission. Collective tasks lists, both new and
existing, will then be refined and expanded using the same
analytical methods above. A task is considered a collective task:
(1) if it requires group participation
(2) has specific start and end points
(3) results in a measurable, observable product or
accomplishment
(4) requires simultaneous performance of task steps.
Training tasks will not be identified if they are not critical
to unit or combat medic performance, are not difficult to learn, are
performed by only a small number of combat medics, are rarely
performed, or if they will not produce undesirable effects if
performed incorrectly. (The attempt is to delete tasks which would
waste resources and train only significant tasks.)
Task titles will then be developed in a standard format. The
format will resemble the same format used to develop the mission
statement including an action verb, an object, and a qualifier. At
this point, collective tasks will be further developed by a
collective task analysis process. However, in order to proceed with
the identification of distance learning for the individual combat
medic this procedure will not be pursued at this time.
7
Hand-in-hand with the identification of collective tasks is the
performance of job analysis. Surveys of commanders in the field,
combat medic supervisors, and combat medics themselves will be
developed to determine the existing, specific needs of job
performance and leader expectations in both the active and reserve
components . Material and data that guide, direct, and explain the
job activities of the combat medic will allow for integration of
information to determine job tasks. New equipment data should also
be incorporated in the job analysis.
INDIVIDUAL TASK IDENTIFICATION
Upon completion of the combat medic job analysis and evaluation
of the results will be compiled based on duty positions and job
tasks required by the duty positions, i.e. , individual tasks. A task
will be identified as an individual task if it:
(1) Has identifiable start and stop points.
(2) Has a verb and an object which are observable and
measurable .
(3) Is a definite and independent part of a duty that is
performed for its own sake.
(4) Is a specific action consisting of two or more distinct
steps .
(5) Is performed in relatively short periods of time.
Task titles will be developed using the same procedures as
mission list development and collective task title development.
Individual tasks will be compiled into a comprehensive individual
8
task inventory (CITI) which will be subsequently staffed with
appropriate agencies. The CITI will be finalized based on input
received during the staffing process.
Analysis will continue with the forming of a Combat Medic
Training Task Selection Board (TTSB) . The TTSB will be made up of
seven to nine combat medics from the grade of Sergeant to Sergeant
Major and supervisors of combat medics including Army Nurse Corps
officers, Physician Assistants, and Medical Corps officers who will
determine combat medic tasks performance. Criteria for TTSB voting
member selection will include representatives from both reserve and
active component, TOE/TDA experience, critical care or emergency
trauma treatment experience, a minimum of five years of experience
as a combat medic or supervisor of combat medics. It is preferable
that TTSB members come from areas outside of the AMEDDC&S in order
to minimize prejudices and preconceived notions about existing
combat medic training. The TTSB president is a non-voting member
and will be an AMEDD officer. Objectives of the TTSB:^^
(1) To provide quantitative expert board decisions.
(2) To select tasks for training based on the systematic group
consensus method.
(3) To produce a prioritized task list.
(4) To identify the appropriate skill level of task
performance.
(5) To select tasks for mobilization ‘and sustainment.
The TTSB will begin with a series of briefings including: an
9
unclassified threat briefing; personnel proponency issues and
changes in career management field 91; combat and doctrine
development issues and potential use of selected tasks in training
development. Administrative guidance on selection procedures and
training task prioritization will emphasize task modifications and
prioritization.
Each individual task title on the CITI will be reviewed by the
TTSB members to ensure that all titles accurately reflect job
performance requirements. During this process, tasks will also be
analyzed in a two stage process. First, the tasks will be assigned
a select/nonselect score based on whether TTSB members judge that
training is or is not required. This step can also be performed by
the TTSB members prior to arriving for the TTSB with tasks titles
being modified when the TTSB convenes. Tasks will be carefully
reviewed to determine if they are true task statements and not
steps of a task. All tasks receive a score of "0" for nonselect and
"1" for select. The selection score will be an average of all TTSB
members' decisions.
Task priority ratings are determined during the second stage.
Tasks with 100% agreement will not require discussion. Tasks with
variances in selection scores will be discussed and TTSB members
will be permitted to change their selections. Tasks will then be
prioritized using a seven-point rating scale. All resulting task
priorities rated seven, six, or five are critical tasks; four,
three, or two are mission essential tasks; one is other tasks. The
10
scores will then be averaged to produce an average priority rating
(APR). An APR of 4.5 or greater is generally accepted as the
standard for identifying critical tasks. This rating is the
midpoint between critical and mission essential. Task category
identification is as follows:
(1) Critical tasks are tasks determined to be essential to
wartime mission, duty accomplishment, and/or survivability. The
training base and/or unit will train all critical individual tasks.
Many critical tasks will be included in the Soldier's Manual and
other sustainment documents. (An APR of 4.5 to 7)
(2) Mission-Essential tasks are tasks necessary to support the
stated mission of a combat medic in a peacetime environment. The
training base/unit should train all mission essential tasks. (An APR
of below 4.5 to 2.0)
(3) Other essential tasks contribute to the performance of
critical or mission-essential tasks, but alone will not affect
mission attainment (example: administrative tasks) . (An APR of 1.0
to 2.0)
The relative order of tasks on the final list represents a
training policy. A recommended training strategy is to choose tasks
from the critical category. Once tasks have been identified by
criticality, each task will be identified in the following
categories :
(1) Skill level will identify the skill level where tasks will
be trained.
11
(2) Mobilization tasks are necessary to perform a recognized
combat or wartime job function; relates to Army Training Exercise
Plan (ARTEP) , threat, doctrine, or combat function.
(3) Sustainment training tasks are those tasks which require
performance maintenance in order to sustain skill performance.
The voting results will be finalized and approved by the
Commander, AMEDDC&S.
MEDIA SELECTION
Following approval, each task will then be analyzed by training
developers and subject-matter experts to determine if the task can
be trained in DL format and the appropriate DL media in which to
train the task. Training developers will then develop tasks using
a systematic approach. In order to select a delivery system for
specific curriculum. Hardy, et.al. recommend that the program level
and distance learning infrastructure must first be considered,
followed by a formulation of instructional design and selection of
appropriate technology based on instructional content and design.
Goals and objectives will be clearly defined.^® Hardy, et. al.
suggest that technology selection can be determined by placing
curriculum in two categories: motion and- non-motion. Motion
indicates that motion is a mandatory part of the instruction
delivery necessary for the student to grasp concepts.^'' Practical
exercises in combat medic training such as, initiating an
intravenous infusion, require motion; in this case, hands-on
performance of a specified task. Non-motion curricula are those
12
that do not require motion. Didactic and lecture modes of
instruction fit into this category. Selection for distance learning
strategies can be made from, but are not limited to, the following:
paper-based instruction in the form of correspondence courses,
training manuals, etc.; task-based videos; video teletraining;
computer-based instruction; interactive video; on-line instruction
(bulletin board, world-wide web)
TRAINING DEVELOPMENT
Combat medic distance education training development will be
preceded by a detailed learner profile of a large sample
population.^® When analyzed, the profile information will assist
training developers and instructors in the training development and
instruction processes . Information obtained will enable the
training developers to circumvent areas that may prove detrimental
to the overall student population as well as enhance those areas
that will produce successful learning.
Distance education students often experience little involvement
with limited opportunities to ask questions or share ideas. When
possible, interaction will be considered a key element in
instructional development.^® As much as possible, instruction will
include meaningful interactions between and among the students,
between instructors and student personnel, and with instructional
materials . Two-way communications also motivate students and often
results in student enjoyment. Appropriate practice and interaction
are also critical to support and enforce learning outcomes.
13
Technologies are available that facilitate learning both in an
individual setting and in a group or classroom setting. All
available technologies must be investigated to determine the most
appropriate use in all combat medic training environments.
Technology selection must take into consideration characteristics of
the target audience and the desired results of training.
Motivation is also a key factor and is enhanced by immediate
feedback. Automation technologies that use branching techniques,
for example, provide immediate feedback and enforce the student's
selection of proper performance. This method provides a high level
of motivation that traditional non-interactive computer-based can
not provide. (Branching techniques allow the student to proceed
until an error is made, at which point the student must return to
the spot where he last performed a step of the task correctly.)
COMBAT MEDIC STUDENT EVALUATION
Combat medic student success will be evaluated through tests
derived from a centralized test data bank. Each test generated for
a specific area of concentration will be different from previous or
successive tests. All students will take a criterion-based pretest
and posttest and will be required to pass one of the two. If the
pretest is successfully passed the student will be able to proceed
to the next lesson. The student will also be required to pass
hands-on proficiency tests where appropriate in order to ensure
mastery of patient treatment tasks. If the student is unable to
pass either the pretest or posttest, he/she will be given remedial
14
training and retested. As distance learning training is conducted,
methodology will be adjusted as appropriate to best evaluate student
learning.
COMBAT MEDIC PROGRAM ASSESSMENT
The success of the combat medic program will be determined by
examining the effectiveness and worth of instruction which is based
on the learners ' needs . A pilot course validation will be conducted
using a control group. Results of the training will be reviewed and
evaluated by combat medic subject-matter experts and training
developers to determine if there is need for revision including
changes, additions, or different learning strategies. Student
evaluation will be an integral element of the analysis and will
confirm whether DL is the appropriate means of training and will
contribute to analysis of overall program assessment
Students will be asked to rate individual lessons and various
instructional methodologies, including automation technology,
printed materials, interactivity, hands-on training, and remediation
training on a five-point Likert Scale using "not helpful" to "very
helpful." Formative evaluation will be conducted throughout the
training with feedback being used to ensure established goals are
met and, in turn, modify strategies where needed.
In addition to individual summative evaluations, including
student critiques, attrition rates, tests pass rates, program
success will be analyzed through liaison team visits to specified
units approximately six months after course graduation. Combat
15
medic course graduates and supervisors of combat medics will be
interviewed to determine their opinions of successful learning of
recent combat medic course graduates assigned to the unit. The
feedback received here will be significant to determining course
success. Modifications to training can then be made where
appropriate .
RESOURCES
MANPOWER
Adequate numbers of training developers, experienced in DL
training development strategies must be available. Training
developers will modify existing training materials or develop new
materials into effective distance learning design. A systems
approach to training development as designed by TRADOC and various
distance learning concepts will be incorporated by the training
developers to best train specific tasks.
Distance education instructors will require both new and
refined skills for distance teaching. These include: understanding
of the application of the systems approach to training and training
development; concepts of distance education; day-to-day management
of the distance education classroom and materials; ability to use
technology; effective presentation skills. Instructors will need to
modify traditional classroom teaching techniques to include
questioning strategies, student involvement activities, appropriate
lesson pacing and feedback and motivating students.
Adequate manpower resources are key to the employment of DL
16
strategies. Trained instructors must be utilized to their fullest
potential. Many instructors are not prepared for instruction in
the classroom and certainly not for DL training strategies. The
"talking head" will prove unsuccessful at best and will easily lead
to the downfall of DL training strategies.^® Manpower staffing
standards must be revised by TRADOC and the Medical Command to
adequately identify instructor and training developer resources in
the DL arena.
In addition to proper utilization of trained instructors,
technology specialists/site facilitators must be readily available
to operate and perform preventive maintenance on highly technical
equipment.^’ Many students could suffer set backs and dollars could
be wasted while waiting for maintenance and work orders to be
processed and prioritized. The concept of technology specialists/
site facilitators in the classroom is a new concept in combat medic
training. The technology specialists/site facilitators will be
highly skilled and will maintain and coordinate the use of
technology. With 1800 combat medic students in various classes in
a given day, site facilitators must be efficient and able to
identify and solve automation problems and provide other technical
assistance. They must ensure that the system is operative.
FUNDING
Funding for initial DL development of combat medic training is
provided through TRADOC. It is a comprehensive, multi-phased
approach that will encompass all aspects of DL training fiscal
17
requirements. Revisions and redesign in the out years will be
funded by MEDCOM and AMEDDC&S. Requirements will be clearly and
comprehensively identified to maintain up-to-date technology and
combat medic technical performance and competency.
RISK ASSESSMENT
The risk assessment level is low. The benefits of providing
standardized training to combat medics in remote areas provide no
risks. The focus on student learning processes in DL, feedback to
the student/ and interaction among students and between students and
teacher must be continually supported. Many civilian programs, both
foreign and domestic, experience high drop out rates. Though
military students do not have the luxury of dropping out at will,
the reasons for dropping out of DL-oriented training will plague
combat medics as well if appropriate steps are not taken in the
training development and instructor training processes. Reasons for
drop out include learner isolation, which becomes more evident with
the lack of feedback. Students "needs must be continually supported
throughout the learning experience. .. .The success of any distance
education system is primarily dependent on the correct mix of human
factors that support ... learner needs.
Instructor training in DL strategies is mandatory for success
and results in a high risk if not considered in the strategic
planning process. The risks become exacerbated when initial
training is conducted and instructors are then left to continue on
their own. To minimize the risks, instructors should be provided
18
opportunities for seminars and access to electronic resources^® that
provide continued training and exchange of ideas among other
distance training educators and developers. Seminars and workshops
that focus on new concepts, available automation, and experiments in
distance education may motivate and energize instructors and
training developers to employ instructional strategies that will in
turn energize students.
Further risks lie in the selection of appropriate automation
equipment. Relying too much on automation or not properly
evaluating and selecting technological strategies could prove
costly. Time could be wasted in training development and instructor
training if selections are not made systematically. Risks are
multiplied if funding is not provided to maintain expensive
infrastructure as well as to have technically qualified personnel
dedicated to maintenance and upkeep of equipment and facilities.
CONCLUSION
Continuity exists from the national strategy to balance the
budget through the national military strategy which mandates
restructure of the military and through the Army Modernization Plan
in support of Force XXI. The continuum is further delineated by the
Medical Command to the AMEDDC&S which addresses plans and procedures
for distance education training development in medical specialties
including combat medic training as documented in A Plan for
Transitioning Distance Learning into the Training Mission of the
Army Medical Department . This continuum represents a portion of
19
the overall strategic plan of the AMEDD in training initiatives. All
areas of strategic planning must be fully employed to meet the
thesis of conducting and sustaining combat medics to achieve
deployability anytime, anywhere. A detailed plan of analysis with
stated objectives will support all aspects of the training concepts,
including mission/needs/job analysis, individual task
identification, medica selection, training development, student
evaluation and program assessment. Resource requirements including
funding in the out years for automation, personnel, and facilities
as well as manpower requirements must be thoroughly researched and
funded. The risks involved encompass significant areas that could
potentially hinder the success of DL strategies not only for combat
medic training, but for DL training in the AMEDDC&S.
The DL concept of training that is coming to fruition
throughout the Army is well suited for combat medic training. When
thoroughly and correctly analyzed through application of military
strategy documented by Lykke,^^ the DL process can benefit all
aspects of Army training and particularly combat medic training.
The needs of the individual combat medic and the needs of the Amy
leadership will be fulfilled and in turn contribute to Army
readiness, the national military strategy, and the national strategy
in general.
20
ENDNOTES
^Donald M. Snow and Eugene Brown, Puzzle Palaces and Foggy
Bottom (New York: St. Mark's Press, 1994), 25-26.
^Training and Doctrine Command, "Distance Learning, " Third
Quarter Fiscal Year 96 (FY96) Update. (Fort Monroe, VA: HQs, TRADOC,
1996), 17.
^Training and Doctrine Command, Army Distance Learning Plan
(ADLP) (Fort Monroe, VA: HQs, TRADOC, 3 Apr 96), 2-6.
■’U.S. Army Medical Department Center and School (AMEDDC&S) ,
A Plan for Integrating Distance Learning Into the Mission of the
AMEDD (Fort Sam Houston, TX: MEDCOM, Sep 96), 1-3.
^Training and Doctrine Command, "Classroom XXI," Third
Quarter Fiscal Year 96 (FY 96) Update . 17.
^Training and Doctrine Command, Army Distance Learning Plan
(ADLP) . iv-v.
'’TRADOC Regulation 350-70, Training Development . Management.
Processes and Products. (Fort Monroe, VA; HQs, TRADOC, 1995): ES-7.
^Training and Doctrine Command, "Military Training Structure
Review (MTSR) ," Third Quarter Fiscal Year £6 (FY96) Update. 20.
^Training and Doctrine Command, "Automation/Digitization, "
Third Quarter Fiscal Year 96 (FY96) Update. 19.
’•“Training and Doctrine Command, Army Distance Learning Plan
(ADLP) . iv.
’’TRADOC Regulation 350-70, "Individual Training Development, "
Training Development, Management. Processes and Products (Fort
Monroe, VA; HQs, TRADOC, 1995), IV-1-1 thru V-5-3.
’^Darcy W. Hardy, Judy C. Ashcroft, Michael D. Abbiatti,
"Motion Curricula and Non-Motion Curricula in Distance Education:
Technology Selection Reconsidered, " Canadian Journal of Educational
Communication . (Canada, 1995), 105-106.
’“U.S. Army Medical Department Center and School, Letter of
Instruction for Training Task Selection Board (Texas: AMEDDC&S,
1993), 1-5.
21
^^TRADOC Regulation 350-70, Training Development, Management ,
Processes and Products, VI-3-1 thru VI-3-10.
^^Training and Doctrine Command, "Total Army Training System
(TATS) Course," Third Quarter Fiscal Year 96 (FY96) Update, 18.
^®Darcy W. Hardy, Judy C. Ashcroft, Michael D. Abbiatti, 132.
^’Ibid., 133.
^®Training and Doctrine Command, Army Distance Learning Plan
iADLPl, 2-10 thru 2-11.
^^Daniel Granger and Meg Benke, "Supporting Students At A
Distance," Adult Learning 7, no. 1. (Sep/Oct 1995): 22.
^°Amy Rose, "Expanding the Potential of Distance Education,"
Adult Learning 7, no. 1 (Sep/Oct 95) : pp. 5 and 8.
^^Daniel Granger and Meg Benke, 23.
^^Barry Willis, Editor, Distance Education: Strategies and
Tools (Anchorage: University of Alaska, 1994), 99-101.
^^Barry Willis, Editor, Distance Education: A Practical Guide
(New Jersey: Educational Technologies Publications, 1993), 61.
^^Daniel Granger and Meg Benke, 23.
^^Eric B. Allely, M.D. "The Medical Readiness Learning
Initiative (MERLIN) , " Workshop on Education and Training
Technology, (Maryland: NIST, 1996), 64-65.
2®Barbara L. Martin and William J. Bramble, "Designing
Effective Video Teletraining Instruction: The Florida Teletraining
Project," ETR&D 44, no.l (1996): 87.
2’lbid., 87-88.
^®Rose, 5 and 8.
2®Chere C. and Terry L. Gibson, "Lessons Learned from 100+
Years of Distance Learning," Adult Learning 7, no. 1 (Sep/Oct 95):
15.
^°Marcia Baird, "Training Distance Education Instructors:
Strategies That Work," Adult Learning 7, no. 1 (Sep/Oct 95) : 24-26.
^^Barbara L. Martin and William J. Bramble, 98.
22
^^Training
Implementation, "
3-18.
and Doctrine Command, "Distance Learning
Army Distance Learning Plan (ADLP) . 3-1 thru
^^Arthur F. Lykke, Jr., "Toward an Understanding of Military
Strategy," Military Strategy; Theory and Application. (Carlisle
Barracks, PA.: U.S. Army War College, 1993) , 3-7.
23
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