Reflection on Theories and Strategies for Active Learning

My current experience with training evolves around a design that builds on initial instruction and repetition. The Internet works well with this type of instruction. Web-based instruction allows students that are in transition to a new airframe the opportunity to learn anytime and anywhere. Coaching and mentoring can also be facilitated over the Web using synchronous or asynchronous communication. Instructions are delivered using computer-based modules; stand up presentation or small group discussions. These lessons are designed to provide instruction on the lowest levels of blooms taxonomy.  Lower level learning activities are used to introduce basic concepts and skills. These skills are repeated until they become routine.
Theoretically, these tasks and assignments fall under the behaviorist approach. The main concern during and after this instruction is the behavior of the students. Students inter the training events with basic knowledge and experience of aviation, aircraft systems, controls, and procedures. After training, students are expected to recognize the functions, indications, controls and procedures necessary to navigate a new aircraft. A change in behavior is expected after instruction. Students are expected to demonstrate interpretation of flight indications and respond accordingly to ensure safety in all aspects of flight.
    The teaching and learning strategies that are associated with these tasks and this instructional theory are Generative Learning and coaching and mentoring. Mills (2006) defines generative learning as a process of creating ideas by reorganizing facts into more flexible knowledge structures that reveal relationships among ideas. Procedural aviation knowledge is gained through the introduction of facts that can be translated into ritual steps necessary to solve a problem. In the case of aviation, facts are used as a basis to interpret the indications associated with normal and non-normal flight. Every procedure can be traced back to a basic fact or combination of facts. Computer based training is used to offer students the opportunity to interact with the content. Multimedia lessons are designed that allow reflection of new content while courses are designed to offer ample time for learners to make connections with previously learned content.
    The use of computer-based training also provides effective feedback for students.  Denton, Madden, Roberts and Rowe (2008) define effective feedback as that which indicates to learners where they have done well, where their mistakes have been made and how much remediation is required. This form of assessment is easily adapted to systems test, which focus on facts and concrete processes. Learners are able to focus on areas of concern immediately versus waiting on results and continuing to ponder on misleading processes and beliefs.
    Professional instructors, line students and check airman offer new trainees the opportunity to develop skills though instruction based on their expert knowledge and experience. The final stage of training for students entering a new aircraft is Line Oriented Flight Training. This training takes place in an actual airplane versus simulated devices. These training events are lead by experienced students while trainers observe interactions with aircraft controls and procedures. This type of training event not only involves the application of ideas and content but also allows trainees to synthesis the content during actual flights.

    
      


References
Denton, P., Madden J., Roberts, M., and Rowe, P. (2008) Student’s response to traditional and computer-assisted formative feedback: A comparative case study. British Journal of Educational Technology 39 (3), 486-500.
Mills, S. C. (2006) Using the Internet for active teaching and learning. Pearson Merrill Prentice Hall. Upper Saddle River, NJ.