ABSTRACT

ThissectioncontainseightchaptersdesignedtoexaminetheIeamerinthe instructionalcycle.Whileitmightbestatingtheobvious,leamersdodifferfrom eachotherinanumberofwaysincludingage,experience,levelsofexpertise, preferencesinthewaysinwhichtheyleam,andinthewaysinwhichtheylearn formoreautomatedcontexts.Whiletheunderlyingprinciplesofflight instructionhavebeenstandardisationandadherencetotraditionalmethods, therearecompellingargumentsfromotherleamingandinstructingcontextsfor instructiontotakeintoaccountthedifferencesthatindividualsbringtolearning (e.g.Biggs&Moore,1993).Theseissuesaretakenupinthischapterwiththe aimofalertingthoseinvolvedintrainingtotakeintoaccountsuchindividual differenceswhendesigning,implementingandevaluatingtrainingprogrrnmnes.