ABSTRACT
Aviation is quite a distinctive teaching context; however, it is possible to identify a theoretical base to promote effectiveness and efficiency. This chapter reviews key research findings to assist in the planning, presentation and follow-up of instruction in aviation. In a vocational training context such as aviation, two strands of learning theory are most relevant: behavioural theory which relates instructional objectives with performance, and cognitive theory which deals with short and long term memory. Basically, the current evidence supports the view that aviation instruction and training should be trainee-centred rather than instructor-centred. As a start, instruction can be divided into three integrated phases:presage (pre-instruction); process (of instruction); and, product (post-instruction). The chapter discusses the effectiveness of all three phases. Maintaining training records will assist decisions about typical progress for each segment; identification of students having difficulties; determining course and segment duration for both groups and individuals; and evaluation.
