Implementation of Team-Based Learning in Aviation Education

Abstract

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

Recent research in the field of Aviation Education and Educational Psychology has shown that students are in need of greater interaction and social skills. Additionally, although Part 141 flight training programs and ground school classes offer many opportunities for collaboration and for dynamic teamwork, often those opportunities are missed as flight training is still largely a "one-on-one" effort between the student and the certificated flight instructor. Within the last decade, Team-Based Learning has come to prominence in a variety of disciplines across the academic landscape. Team Based-learning incorporates both individual test taking, and group based test taking into one academic environment. Social benefits include development of organic bonds between students and faculty, higher retention rates, and increased patterns of adaptive learning. Team-Based Learning has been implemented in three sections of ground schools at the freshman and sophomore level, and have shown a positive increase in Stage Exam and FAA Written Exam results. Additionally, upcoming research shows how this implementation of Team-Based Learning has created new positive classroom dynamics. This presentation guides fellow aviation educators step-by-step on what Team-Based Learning is, and how to implement Team-Based Learning in their aviation education environments. Major pitfalls, and surprising benefits will be discussed at length.

Author

• Walden, Austin T., Ph.D. Embry-Riddle Aeronautical University

Keywords

• team-based learning
• aviation education
• part 141
• ground schools
• Adult and Continuing Education
• Human Factors Psychology
• Other Psychology
• Social Psychology