Learning Theory and Differentiation in Flight Instruction: Perceptions from Certified Flight Instructors

Abstract

Verbatim from Embry-Riddle Scholarly Commons. Not paraphrased, not summarized.

The pilot shortage has reached critical levels. One strategy to minimize the loss of potentially skilled pilots is to focus attention on providing flight instructors with the background knowledge to understand student learning and support student pilots as they progress through flight training programs. Within flight instruction, little or no attention has been focused on the concept of Multiple Intelligences (MI) Theory and its impact on student learning and retention. Consequently, the purpose of this study was to determine if Certified Flight Instructors (CFI) who have been provided with information about MI Theory perceived a positive relationship between their new knowledge about multiple intelligences and their general instructional effectiveness. The study used CFI journals, observations, and individual interviews to determine if instructors perceived MI Theory to be valuable when applied to flight instruction. The results indicated that the participants believed knowledge regarding MI Theory added value to their flight instruction. Implications for practice and directions for future research are provided.

Authors

• Wulle, Bernard W. Embry-Riddle Aeronautical University
• Whitford, Denise K. Embry-Riddle Aeronautical University
• Keller, Julius C. Embry-Riddle Aeronautical University

Keywords

• flight instruction
• learning theory
• multiple intelligences
• Adult and Continuing Education
• Vocational Education