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school. Another use of computers would allow students to
review procedures at their own pace while the instructor is
involved in hands-on training with other students. The major
advantage of CAL is that it is interactive—the computer
responds in different ways, depending on student input. When
using CAL, the instructor should remain actively involved
with the students by using close supervision, questions,
examinations, quizzes, or guided discussions on the subject
matter to constantly assess student progress.
Simulation, Role-Playing, and Video Gaming
Simulation (the appearance of real life), role-playing (playing
a specific role in the context of a real world situation), and
video gaming have taken e-learning in new directions.
[Figure 4-14] The popularity of simulation games that
provide players with complex situations and opportunities
to learn have drawn educators into the gaming field as they
seek interactive educational games that help students retain
subject matter learning.
The advantages of simulation/role-playing games come as
the student learns new information, develops skills, connects
and manipulates information. A game gives the learner a
stake in the outcome by putting the learner into the shoes
of a character (role playing) who needs to overcome a real
world scenario. Learning evolves as a result of the student’s
interactions with the game, and these games usually promote
the development of critical thinking skills.
Not every aviation learning objective can be delivered via
this teaching method, but it should prove to be a useful tool
in the instructor’s tool box as the number and content of
educational games increase.
Cooperative or Group Learning Method
Cooperative or group learning organizes students into small
groups who can work together to maximize their own and
each other’s learning. Research indicates that students
completing cooperative learning group tasks tend to have
higher test scores, higher self-esteem, improved social skills,
and greater comprehension of the subjects they are studying.
Perhaps the most significant characteristic of group learning
is that it continually requires active participation of the
student in the learning process.
Conditions and Controls
In spite of its advantages, success with cooperative or group
learning depends on conditions and controls. First of all,
instructors need to begin planning early to determine what
the student group is expected to learn and to be able to do
on their own. The group task may emphasize academic
achievement, cognitive abilities, or physical skills, but the
instructor must use clear and specific learning objectives to
describe the knowledge and/or abilities the students are to
acquire and then demonstrate on their own.
The following conditions and controls are useful for
cooperative learning, but do not need to be used every time
an instructor assigns a group learning project:
1. Small, heterogeneous groups
2. Clear, complete instructions of what students are to
do, in what order, with what materials, and when
appropriate—what students are to do as evidence of
their mastery of targeted content and skills
3. Student perception of targeted objectives as their own,
personal objectives
4. The opportunity for student success
5. Student access to and comprehension of required
information
6. Sufficient time for learning
7. Individual accountability
8. Recognition and rewards for group success
9. Time after completion of group tasks for students to
systematically reflect upon how they worked together
as a team
In practice, cooperative or group learning in aviation training
is normally modified to adapt to school policy or for other
valid reasons. For example, collaborative, student-led,
instructor-led, or working group strategies are alternatives to
a pure form of group learning. In these examples, the student
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Explanation
Demonstration
Student Performance
Instructor Supervision
Evaluation
Demonstration Performance Method
Figure 4-15. The demonstration-performance method of teaching
has five essential phases.
leader or the instructor serves as a coach or facilitator who
interacts with the group, as necessary, to keep it on track or
to encourage everyone in the group to participate.
Demonstration-Performance Method
Best used for the mastery of mental or physical skills that
require practice, the demonstration-performance method is
based on the principle that people learn by doing. In this
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Aviation Instructor's Handbook航空教员手册(83)
