abstract: The focus of this study was to investigate better learning opportunities at the epicenter of field-level aircraft maintenance technical training for the United States Air Force. While narrow in focus, this project may be informative for training communities across diverse industries. The intent of this project is to improve the transfer of training from the classroom to the workplace by implementing a blended learning classroom pedagogy, successively enhancing class time for more meaningful construction of student-centered learning. This mixed-methods research study utilized surveys, observations, and interviews with students, instructors and supervisors to explore perceptions that aircraft maintainers have about the current and potential value of curriculum. The first significant finding was that aircraft maintainers do believe there is opportunity to improve the current rote transmission style of curriculum and make it more learner-centered. The second significant finding is that aircraft maintainers do see a blended learning classroom as a means to explore the curriculum in more depth and improve the transfer of their knowledge in a more meaningful way to the workplace. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019
| Identifer | oai:union.ndltd.org:asu.edu/item:55481 |
| Date | January 2019 |
| Contributors | Dawes, Scott (Author), Gee, Betty (Advisor), Mertler, Craig (Committee member), Archambault, Leanna (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 130 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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