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Dissertations for Military Studies
Bachman, Jane Taylor
Using decision-making techniques in support of simulation training transfer selectionsMaster's thesis, Old Dominion University.
Bohler, Jeffrey Allan
Education technology impact on Department of Defense financial manager continuing professional education programsPh.D. thesis, Auburn University.
Bolton, Amy Elizabeth
Immediate versus delayed feedback in simulation-based training: Matching feedback delivery timing to the cognitive demands of the training exercisePh.D. thesis, University of Central Florida.
Byno, Dametrius E.
An investigation of learning style preference in United States Navy sailors pursuing higher education through online learningPh.D. thesis, Capella University.
Cane, Sheila A.
Training military commanders with *simulation: A phenomenological study of task-technology fitPh.D. thesis, Nova Southeastern University.
Catanese, Anthony Peter
United States Navy health care providers' attitudes and satisfaction toward the usability of the Navy's primary learning portal and learning management systemPh.D. thesis, The University of West Florida.
Examining the influence of practice, feedback and fidelity on the effectiveness of use-of-force simulation training in the military domain: A meta-analytic reviewMaster's thesis, Carleton University .
Dominico, Steven Edward
The validation of the Land Force Technical Staff Programme and Army Technical Warrant Officers' ProgrammeMaster's thesis, Royal Military College of Canada .
Dracup, Carol Ann Johnine
The effect of a Care Coordination Home Telehealth Program on veteran behavioral health patients and recidivismPh.D. thesis, D'Youville College.
Fox, F. Sutter
A formative evaluation of a surface warfare simulation to improve problem solvingPh.D. thesis, University of Southern California.
Transitioning from traditional to Web-based training in the United States Army Ordnance and Signal Corps: The instructors' perceptionsPh.D. thesis, Capella University.
Organizational factors and solutions to be considered when implementing knowledge management in a military e-learning environmentMaster's thesis, Royal Roads University .
Gray, Jennifer K.
An exploration of technology implementation and soldier academic achievement at a military installationPh.D. thesis, Capella University.
Greer, Steven J.
Convergence on the guidelines for designing a virtual irregular warfare internship: A Delphi studyPh.D. thesis, Capella University.
Hayek, Cheryl T.
A Nonexperimental Study Examining Online Military Learner Satisfaction and RetentionDoctor of Education thesis, Northcentral University.
Helmer, Gary Wayne
Deceit and misrepresentation of the qualifications of United States Army flight and combat mission simulator instructors: A case study, survey, and analysesPh.D. thesis, Union Institute and University.
Hills, Michael K.
Digital natives and immigrants: The role of student attitudes towards technology on attrition and persistence in professional military education online distance learning environmentsPh.D. thesis, The Pennsylvania State University.
Jackson, Cynthia Rena
The correlation between student demographics and student attitude toward computer-assisted instructionPh.D. thesis, University of Phoenix.
Kenyon, Peggy L.
Content interactivity: The effect of higher levels of interactivity on learner performance outcomes and satisfaction in Web-based military trainingPh.D. thesis, Walden University.
Lang, Aaron B.
Employment of command and control systems within the U.S. Marine CorpsPh.D. thesis, Old Dominion University.
Learning is critical to battlefield success. \(Ceteris\) \(paribus\), victory becomes more likely when militaries adapt faster and more effectively than their opponents. This thesis examines the effectiveness of the British army’s process for learning and adaptation across six different operational theatres during the First World War. Using a series of case studies, it considers how the army shared knowledge, responded to change, and integrated newcomers. It finds that the army’s attitudes towards learning were more thoroughgoing than hitherto thought. With its pre-war ethos and increased fluidity in wartime, the army displayed organisational and cultural flexibility across all theatres, encouraging a culture of innovation through the promotion of informal learning and tactical diversity.
In a broader sense, the thesis does three things. First, it moves beyond the standard Western Front narrative of learning in the First World War, offering a more rounded examination of the army’s experience. Secondly, it highlights the complexity of military learning, considering that which occurs institutionally, between formations, and between theatres. Finally, it reflects on the importance of an organisation’s ethos when faced with uncertainty. This thesis, therefore, offers a point of departure for future studies of traditionally bureaucratic institutions and their ability to learn and innovate.