ABSTRACT
This paper extends several earlier studies examining the ways in which learning is approached in the aviation industry. The theoretical underpinnings of this research lie in a long tradition of examining individual differences and focus on the different ways in which people approach learning. A number of researchers have investigated the field in non-aviation settings (e.g., Biggs,1987; Bowden, 1986; and Entwistle & Ramsden,1983) and there seems general agreement on the constructs of Surface, Deep, and Achieving approaches to learning (the designations to be used throughout this paper). Specifically, a Surface approach to learning might be typified by a desire to meet minimal standards by the use of rote-style memorisation; a Deep approach to learning is characterised by becoming intrinsically involved in learning for understanding, application and problem solving; and an Achieving approach to learning is grounded in a competitive desire to seek high grades and recognition. Additionally, a Surface approach tends to be somewhat lacking in structure, a Deep approach is well-organised and elaborated while the Achieving approach can interact with either Deep or Surface to produce well ordered outcomes. Research demonstrates quality outcomes from Deep-Achieving approaches (Biggs, 1987). While most of the approaches literature has focussed on school-university type settings, a
Pilots
The first aviation-related test of the relationships between approaches to learning and both ground school and flying performance was undertaken some time ago by Moore and Telfer (1990) using a sample of ab initio pilots. In brief, the ground school results showed that being Deep was helpful for learning while Surface was harmful. Further, those who reported deeper approaches to learning flew solo earlier than those who did not report such an emphasis. In that study, Moore and Telfer employed a slight modification of Biggs' (1987) Study Processes Questionnaire, a questionnaire originally designed for use with university level students.
