{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120303"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120303","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An investigation of U.S. Army instructors providing feedback face-to-face and online","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_has_math":false,"creators":["Stampley, Keith Anthony"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Cope, William","Kalantzis, Mary","Kang, Hyun-Sook","Montebello, Matthew"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:57Z","subjects":["Community Of Inquiry","Convergent Parallel Mixed-methods","Equivalency","Feedback","Military Instructor","Transactional Distance Theory"],"languages":["en","eng"],"rights":["Copyright 2023 Keith Anthony Stampley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120303","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cope, William","Kalantzis, Mary","Kang, Hyun-Sook","Montebello, Matthew"]},{"key":"dc:creator","label":"Author","values":["Stampley, Keith Anthony"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-04-21"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Community Of Inquiry","Convergent Parallel Mixed-methods","Equivalency","Feedback","Military Instructor","Transactional Distance Theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Keith Anthony Stampley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120303"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Keith Stampley, accepted the attached license on 2023-04-21 at 09:16.","The student, Keith Stampley, submitted this Dissertation for approval on 2023-04-21 at 10:01.","This Dissertation was approved for publication on 2023-04-21 at 11:02.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19084 on 2023-09-01 at 17:09:16","As the United States Army modernizes its institutional learning domain, the shift from traditional face-to-face classroom settings toward online environments requires designers, instructors, and students to evolve. The instructor is the keystone that closes the gap between the content and the learner through instruction and feedback. Early identification of the challenges imposed on instructors by the infrastructure, policy, procedure, training, or generation increases the chances of optimizing the efficiency and effectiveness of the instructor's delivery, presence, and feedback face-to-face or online. This study utilized a convergent parallel mixed methodology approach to examine how the Community of Inquiry's Teaching Presence and the Transactional Distance Theory's Learner-Instructor Interaction influenced United States Army instructors providing face-to-face and online feedback. Additionally, this study explored how the face-to-face or online environment affected the United States Army instructor's attitudes and perceptions of feedback. The participants in this study included certified United States Army Officers, Warrant Officers, Noncommissioned Officers, and Department of the Army Civilian (DAC) instructors from a large military installation located in the southeast region of the United States. One hundred thirty-three respondents completed the online survey for the quantitative study, and 13 participants contributed to the focus group discussions. A side-by-side comparison of the data from both studies displayed the merged findings. The key findings suggested that engagement and instructor presence mattered regardless of the learning environment, instructors lacked the requisite competencies to facilitate discourse or provide formative feedback effectively, courseware utilized by the instructors was designed summatively with little or no formative feedback cues included, and internal and external influences impacted the instructor's confidence. Additionally, the study also offered evidence that there were course design and equivalency concerns that influenced the instructor's attitudes and perceptions."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An investigation of U.S. Army instructors providing feedback face-to-face and online"]}]}],"canonical_facts":{"dc:contributor":["Cope, William","Kalantzis, Mary","Kang, Hyun-Sook","Montebello, Matthew"],"dc:creator":["Stampley, Keith Anthony"],"dc:date":["2023-05","2023-04-21"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Keith Stampley, accepted the attached license on 2023-04-21 at 09:16.","The student, Keith Stampley, submitted this Dissertation for approval on 2023-04-21 at 10:01.","This Dissertation was approved for publication on 2023-04-21 at 11:02.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19084 on 2023-09-01 at 17:09:16","As the United States Army modernizes its institutional learning domain, the shift from traditional face-to-face classroom settings toward online environments requires designers, instructors, and students to evolve. The instructor is the keystone that closes the gap between the content and the learner through instruction and feedback. Early identification of the challenges imposed on instructors by the infrastructure, policy, procedure, training, or generation increases the chances of optimizing the efficiency and effectiveness of the instructor's delivery, presence, and feedback face-to-face or online. This study utilized a convergent parallel mixed methodology approach to examine how the Community of Inquiry's Teaching Presence and the Transactional Distance Theory's Learner-Instructor Interaction influenced United States Army instructors providing face-to-face and online feedback. Additionally, this study explored how the face-to-face or online environment affected the United States Army instructor's attitudes and perceptions of feedback. The participants in this study included certified United States Army Officers, Warrant Officers, Noncommissioned Officers, and Department of the Army Civilian (DAC) instructors from a large military installation located in the southeast region of the United States. One hundred thirty-three respondents completed the online survey for the quantitative study, and 13 participants contributed to the focus group discussions. A side-by-side comparison of the data from both studies displayed the merged findings. The key findings suggested that engagement and instructor presence mattered regardless of the learning environment, instructors lacked the requisite competencies to facilitate discourse or provide formative feedback effectively, courseware utilized by the instructors was designed summatively with little or no formative feedback cues included, and internal and external influences impacted the instructor's confidence. Additionally, the study also offered evidence that there were course design and equivalency concerns that influenced the instructor's attitudes and perceptions."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120303"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Keith Anthony Stampley"],"dc:subject":["Community Of Inquiry","Convergent Parallel Mixed-methods","Equivalency","Feedback","Military Instructor","Transactional Distance Theory"],"dc:title":["An investigation of U.S. Army instructors providing feedback face-to-face and online"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:57Z"}