Embracing Simulations and Problem-Based Learning to Effectively Pair Concepts of Aeronautics With Flight Safety Training

2022 ◽  
pp. 533-552
Author(s):  
Ioanna K. Lekea ◽  
Dimitrios G. Stamatelos
Keyword(s):  
Training Program ◽  
Problem Based Learning ◽  
Theory And Practice ◽  
Flight Training ◽  
Flight Safety ◽  
Educational Tool ◽  
Academic Education ◽  
Air Force Academy ◽  
Training Experience ◽  
Crisis Scenarios

Cadets, in order to become pilots, apart from successfully passing their flight training program, need to also complete their academic education, where many technical subjects, such as aeronautics, exist. Cadets often face difficulties in comprehending certain concepts in the subject “aeronautics” as well as the applied link between aeronautics and flight safety. To this end, at the Hellenic Air Force Academy, an innovative educational tool is under development so as to facilitate students' understanding of the practical use of aeronautics and its impact on aircraft safety. An important aspect of the proposed educational tool is that it can be easily adopted into the pilots' flight training program and offer a complimentary training experience regarding mid-air crisis scenarios. The new educational tool is based on introducing in-class simulation and problem-based learning, thus combining theory and practice. The aim of this chapter is to describe the development of this educational tool and to demonstrate the way that it can be employed for academic and flight training purposes.

Discussion about Excellence Engineers Education and Training Program of Materials Science and Engineering

2014 ◽  
Vol 889-890 ◽  
pp. 1680-1683
Author(s):  
Li Li ◽  
Nian Wang ◽  
Li Fang Zhang ◽  
Li Hong He
Keyword(s):  
Education Reform ◽  
Training Program ◽  
Materials Science ◽  
Education And Training ◽  
Theory And Practice ◽  
Training Experience ◽  
Science And Engineering ◽  
Engineering Theory ◽  
Materials Used ◽  
And Training

The "Excellence Engineers Education and Training Program" is one of the major reform projects that the Ministry of Education of the People's Republic of China (PRC) is implementing for the "National Plan for Medium and Long-term Education Reform and Development (2010--2020)"[1]. Based on "3+1 Program" of talents training mode for the "Excellence Engineers Education and Training Program", the framework for cooperative education was devised, in which science and engineering, theory and practice, academia and industry are comined to prepare students who not only create, design, and build, but understand the nature and behavior of the materials used in the building. To the end, the knowledge system of material science and engineering, including the necessary basic and characteristic professional knowledge, was proposed on the basis of the talents training experience exceeding ten years.

Impact of Varying Flight Training Criteria on Flight Task Transfer Performance

1980 ◽  
Vol 24 (1) ◽  
pp. 572-572
Author(s):  
Mark Nataupsky ◽  
Thomas M. McCloy ◽  
John M. Bermudez ◽  
Valentin W. Tirnan ◽  
Villiam G. Buchta ◽  
...  
Keyword(s):  
Transfer Of Training ◽  
Transfer Task ◽  
Dependent Measure ◽  
The Other ◽  
Flight Training ◽  
Control Group ◽  
Wind Condition ◽  
Air Force Academy ◽  
Carry Over ◽  
Transfer Tasks

Recent studies have shown that criterion levels established in training directly affect later performance of subjects on experimental tasks. Approximately 20% of variance can be explained by these criteria. The purpose of this study was to determine if a similar relationship can be found in transfer of training situations. Twenty male Air Force Academy cadets were trained to one of two multiple criteria levels on a difficult flight manuever in a GAT-1 simulator. There was a easy criterion set and a more difficult criterion set. These two sets consisted of holding prescribed performance parameters in heading, vertical velocity, and altitude. After achieving their assigned criterion, all cadets in each of the two groups were then tested on the same task in a GAT-1 simulator, but this time the maneuver had to be performed under turbulent wind conditions. This wind condition served as the transfer task. Half of the cadets in each group had the same criterion in both the training and the transfer task. The other cadets had different criteria in the training and transfer tasks. Thus there were four experimental groups: easy-easy, easy-difficult, difficult-easy, difficult-difficult. One control group had the easy criterion while the other control group had the difficult criterion. There were five cadets in each control group. The dependent measure was the Transfer Effectiveness Ratio (TER), derived from trials of this criterion data. This index is an estimate of the amount of time saved in learning a transfer task when performance is adjusted to that of a control group. Several analyses of various tasks of derived scores yielded significant results, confirming that criterion levels established in training carry over to transfer of training situations. Moreover, the data showed consistency in accounting for 20% or more of the variance.

Relationship between Behavior in a Stress Situation and Later Separation from Flight Training with Expressed Anxiety toward Flying

1956 ◽  
Vol 2 (3) ◽  
pp. 393-397
Author(s):  
Robert B. Voas ◽  
John T. Bair ◽  
Rosalie K. Ambler
Keyword(s):  
High Altitude ◽  
Training Program ◽  
Flight Training ◽  
Stress Situation ◽  
Simulated High Altitude ◽  
Development Of Anxiety ◽  
The Relationship

The purpose of this research was to determine the relationship between reactions of cadets during simulated high altitude in a decompression chamber and the later development of anxiety toward flying as reported in terminal interviews. The results for 1540 cadets indicated that significantly more of those who withdrew because of anxiety toward flying had anxiety reactions in the decompression chamber than of those who completed the Naval Air Training Program.

The Research of the Multimedia Technology Application in the Enhancing Oil and Gas Recovery Teaching

2013 ◽  
Vol 671-674 ◽  
pp. 3257-3260
Author(s):  
Wen Guo Ma ◽  
Ke Liang Wang ◽  
Ji Hong Zhang ◽  
Wen Xiang Wu ◽  
Jing Chun Wu ◽  
...  
Keyword(s):  
Training Program ◽  
Oil Recovery ◽  
Oil And Gas ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Petroleum Engineering ◽  
Multimedia Technology ◽  
Personnel Training ◽  
Technology Application ◽  
Gas Recovery

In this paper, the reformation of education concepts is studied during the implementation of the excellent engineer training program process. By the practical experience of innovative engineer personnel training is done in the Enhance Oil Recovery course of teaching practice, the innovative engineer personnel training content and reformation of education concepts is studied. Multimedia Technology ways to enhancing the relationship of theory and practice teaching, strengthen understanding and problem-solving abilities of students on the Enhancing Oil and gas Recovery teaching. It will provide references for the excellent engineer training program process in the field of petroleum engineering university.

scholarly journals Design Gamification Models in Higher Education: A Study in Indonesia

2020 ◽  
Vol 15 (12) ◽  
pp. 244
Author(s):  
Isabel Coryunitha Panis ◽  
Punaji Setyosari ◽  
Dedi Kuswandi ◽  
Lia Yuliati
Keyword(s):  
Model Validation ◽  
Model Development ◽  
Real Life ◽  
Problem Based Learning ◽  
Theory And Practice ◽  
Average Score ◽  
Learning Needs ◽  
Learning Design ◽  
Tertiary Institutions ◽  
Overall Evaluation

Based on the data, it is known that the average score of the overall evaluation aspects of the learning design reached 3.4. This figure according to the results of the conversion of quantitative data to qualitative data on scale 4 belongs to the very good category, which means that the learning design of gamified problem-based learning developed is feasible to be applied in learning. The purpose of writing this article is to develop an appropriate gamification model in tertiary institutions which links gamification theory and problem based learning into a new model that will later be combined with existing learning media to become more effective and interesting when applied in each course. Research on learning design models can be classified into three types: model development, model validation, and model use. This study examines the first two points above, which are based on research methodologies for model development and model validation where learning models are developed either practically or theoretically. In theory, the cause is based on the literature related to the model that is to be developed, being practical because it must be based on a learning design that is suitable for real life. The gamified problem-based learning design model has been based on literature and has projected real-life learning needs. In the results, it is known that the effectiveness and attractiveness of the design of gamified problem based learning as teaching material in the form of theory and practice have shown results in the excellent category which means that this learning design is feasible to be applied in learning.

Becoming Problem Solvers: The Case of Three Future Administrators

1998 ◽  
Vol 8 (3) ◽  
pp. 303-331 ◽  
Author(s):  
Janet H. Chrispeels ◽  
Kathleen J. Martin
Keyword(s):  
Problem Solving ◽  
Implicit Theories ◽  
Problem Based Learning ◽  
Group Processes ◽  
Organizational Factors ◽  
Theory And Practice ◽  
Collaborative Problem Solving ◽  
Problem Solving Skills ◽  
Theory Of Practice ◽  
Problem Solvers

This study examines how students in an administrative credential program developed collaborative problem-solving competence through their participation in two problem-based learning classes. Data collected at three times over the course of a year (videotapes, student reflective papers, faculty and student evaluations, final group projects, and interviews) were analyzed to assess how students develop problem-solving skills within a group. The data indicate that these classes allowed students to acquire knowledge and skills in group processes and problem-solving as well as course content. Follow-up studies of three students who served as telling cases, and who are the focus of this study, suggest students could see the link between theory and practice, and between the classes and their jobs as administrators. Although the students entered the classes with differing levels of problem-solving ability, all three perceived that the experiences in the problem-based learning classes enhanced their skills. The data also suggest that more active guidance by the faculty could enhance students’ reflective skills and their ability to identify implicit theories of practice. Thus, a metacognitive framework for acquiring and improving problem-solving skills in collaborative groups was developed to enable students to explore personal and organizational factors that shape their theory of practice.

Current “Mass Line” Tactics in Communist China

1951 ◽  
Vol 45 (2) ◽  
pp. 422-436 ◽  
Author(s):  
H. Arthur Steiner
Keyword(s):  
Public Relations ◽  
Training Program ◽  
Theory And Practice ◽  
Successful Implementation ◽  
Social Reforms ◽  
Mass Line ◽  
Communist China ◽  
Line Theory ◽  
Current Mass ◽  
Public Workers

The Problem. Chinese communist leaders generally attribute their conquest of power to the faithful pursuit of effective “mass line” tactics. They now regard a “correct” mass line as the essential prerequisite for the full consolidation of power, for the successful implementation of the ambitious and farreaching policies to which they are committed, and for the ultimate transition from the “people's democratic dictatorship” to the complete socialist order. Recognizing that large numbers of cadres adequately trained in mass line tactics are critically needed for these purposes, the Chinese Communist Party intensified its cadre training program in 1950–1951 to insure that all party (and other public) workers would be carefully indoctrinated in basic Marxist-Leninist mass line theory and practice. Training in mass line tactics ranges in scope from propaganda to public administration, but finds its principal focus in the delicate area of the Party's public relations with the great masses of Chinese people who have yet to be sold on the communist program. The problem is so serious, and the need for a solution so urgent, that the party leadership has temporarily deferred several important social reforms pending the completion of the current cadre training program.

Conserving Instructional Training Resources through Use of the Personalized System of Instruction

1984 ◽  
Vol 28 (4) ◽  
pp. 375-378
Author(s):  
Daniel T. Wick ◽  
John W. Ruffner ◽  
William R. Bickley
Keyword(s):  
Training Program ◽  
Flight Training ◽  
Academic Training ◽  
Training Time ◽  
Home Study ◽  
Personalized System Of Instruction ◽  
Personalized System ◽  
Training Resources ◽  
One Year ◽  
Time Required

Training managers in the U.S. Army face a continuing problem of meeting increasing training demands with limited instructional resources, particularly qualified training personnel. In most aviation unit flight training programs, instructor pilots (IPs) serve a dual role of academic lecturer and in-the-cockpit instructor. To reduce the amount of IP time required to administer training in a reserve aviator training program, a 19-day training program was developed that incorporates home study and features of the Personalized System of Instruction (PSI). Forty-seven aviators were trained using this program. Following one year of no training, 24 of the aviators returned for refresher training using the same program. The results indicate that the home study/PSI approach reduces on-site academic training time and virtually eliminates IP time on academic topics. The results also suggest that an academic training program based on PSI can be used successfully while conserving the scarce instruction resource of IP time.

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