Learning on the fly: exploring the informal learning process of aviation instructors

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This study aims to examine the process of informal learning of aviation instructors. Design/methodology/approach -A qualitative instrumental case study design was used for this study. In-depth, multiple semi-structured interviews and document review were the primary approaches to data collection and the data were analyzed using constant comparative analysis. The Marsick, Watkins, Callahan, and Volpe reconceptualized model of informal and incidental learning underpinned this study. Findings -Findings support prior research on the catalysts, strategies, and lessons learned that are associated with informal learning. However, a key finding of this study was capturing the complexity of the informal learning process for aviation instructors as they faced the daily challenges associated with facilitating their students' learning which served as the catalyst for their learning.Research limitations/implications -The findings of this study are not intended to be generalizable to populations beyond this specific study due to limitations associated with the site selection, purposeful sample selection criteria, and sample size. Additionally, the unique nature of the aviation field and temporal considerations prevent the generalizability of the results of this study. Originality/value -Despite the growing base of research on informal learning, calls for research that continues to examine how certain characteristics of workers and their work environment influence informal learning, and research that provides more holistic understandings of this type of learning have been requested. This research responds to these calls by exploring the process of informal learning among aviation instructors. The catalysts for informal learning, the strategies used, and lessons learned are identified. More importantly, unlike previous research, the complexity of the process of informal learning is captured and illustrated as a cyclical, non-linear, non-sequential process that is highly intertwined with teaching in this aviation context. The careful documentation of the actual learning process provides thick, rich data to deepen our understanding of what this kind of learning actually looks like.

Employing Flight Simulation in the Classroom to Improve the Understanding of the Fundamentals of Instruction among Flight Instructor Applicants

“…Research suggests that the current FAA training requirements fail to adequately prepare CFI applicants to become instructors (Wofford, Ellinger, & Watkins, 2013). While the FAA requires a knowledge exam on FOI, most CFI applicants do not retain the FOI knowledge that is necessary to provide good instruction (Erickson, 2009).…”

“…Due to these circumstances, each instructor must employ an informal, on-the-job, learning process to improve their teaching skills (Wofford et al, 2013). This informal learning process may harm students by extending their training time as well as their cost of completion.…”

“…Wofford et al (2013) found that novice instructors go through multiple iterations (approximately three) of the informal learning process before they have the ability to develop appropriate responses. As a result, instructors develop teaching expertise through trial and error (Wofford et al, 2013). This gain in expertise comes at the expense of the student since the student pays the hourly cost of the instructor and aircraft.…”

“…1 [2017] encounter (Wofford, Ellinger, & Watkins, 2013). Instructors initiate informal learning to improve their teaching in response to their students' short comings (Wofford et al, 2013). Wofford et al (2013) found that novice instructors go through multiple iterations (approximately three) of the informal learning process before they have the ability to develop appropriate responses.…”

“…26, No. 1 [2017] encounter (Wofford, Ellinger, & Watkins, 2013). Instructors initiate informal learning to improve their teaching in response to their students' short comings (Wofford et al, 2013).…”