The impact of collegiate aviation student learning styles on flight performance: A scenario-based training approach
Stanley L. Harriman, Purdue University, United States
Purdue University . Awarded
The introduction of the glass cockpit, as well as a whole new generation of high performance general aviation aircraft, highlights the need for a comprehensive overhaul of the traditional approach to training pilots. Collegiate aviation institutions that are interested in upgrading their training aircraft fleets will need to design new curricula for aircraft with glass panel cockpits and this new training environment must accommodate adult learners from diverse backgrounds who have different learning styles. The purpose of this study is to identify which learning styles are best accommodated by scenario-based training (SBT) for the Garmin G1000 avionics suite. The sample population included collegiate aviation flight students enrolled in a 4-year baccalaureate program at a medium-sized state university. Participants were evaluated with a learning style inventory and during pre/post-treatment flight simulation profiles. Paired t-tests were performed using pilot performance assessment pretest-posttest scores within each learning style group to analyze any significance differences in performance, or in this case, learning. Next, the researcher conducted an ANOVA analysis to find significant differences in flight performance between learning style groups. Results suggested that there were no statistical differences within and between learning style groups regarding their learned behavior during the course of the semester. However, recommendations derived from researcher observations of pilot performances include: additional training to enhance G1000 competency levels and to design scenarios that include multiple waypoints between the destination airport and point of departure.
Harriman, S.L. The impact of collegiate aviation student learning styles on flight performance: A scenario-based training approach. Ph.D. thesis, Purdue University.
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