Research Projects

Current methods to provide training to future flight instructors on the fundamentals of instruction is not considered adequate. Through role play, this study will employ a Flight Training Device (FTD) in a classroom to improve instructional method training and retention.

The experimental course will provide knowledge training on the fundamentals of instruction followed by 20 class periods where instructor applicants will apply fundamentals of instruction through role play in both a one-on-one briefing environment as well as in the FTD.Instructor applicants will be selected from the class to teach a lesson to another selected instructor applicant that is playing the role of a student. The instructional applicant that is playing the role of the student will display specific defense mechanisms and reactions to stress, have a specific style of learning, be at a specific skill level, etc. The instructor applicant that is playing the role of the instructor will prepare a lesson on a specific task. The instructor applicant playing the role of the instructor will provide the knowledge training on the task to the simulated student in front of the class in a pretend one-on-one environment. Once the knowledge training is completed the crew will move to the FTD to train the specific maneuver in the aircraft. A debrief between the crew will occur after the FTD lesson is complete. The rest of the class will observe they crew and fill out a questioner that will target their knowledge of instructional techniques, teaching methods, learning characteristics, and human behavior.The instructor will facilitate a guided discussion after the lesson is complete to identify instructional techniques and discuss strengths and weaknesses. The course will culminate with an end on course knowledge exam on the fundamentals of instruction. It is assumed that this method will bring the students from the rote level of learning, through the understanding level of learning, to the application/correlation level of learning more effectively while reducing the inappropriate learning interference/focus on instructional content. To test this assumption two classes will be taught in the spring semester; one using the new technique described above and the other using the traditional technique. Both sections will be taught by the same instructor. Both classes will be given the same end of course exam. The grades will be analyzed statistically (most likely a t-test). If the results are favorable the new method will be implemented in all CFI courses beginning in the summer A 2014 semester.