Impact of Learning Styles on Air Force Technical Training: Relationships among Cognitive Style Factors and Perceptual Types.

1979 ◽  
Author(s):  
Lynna J. Ausburn
Keyword(s):  
Learning Styles ◽  
Cognitive Style ◽  
Air Force ◽  
Technical Training

scholarly journals DEVELOPMENT AND VALIDATION OF A VOCATIONAL LEARNING STYLES INSTRUMENT USING THE RASCH MEASUREMENT MODEL

2019 ◽  
Vol 5 (1) ◽  
pp. 81-85
Author(s):  
Mazlili Suhaini
Keyword(s):  
Learning Styles ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Technical Training ◽  
Validity And Reliability ◽  
The Past ◽  
Technology Students ◽  
Rasch Measurement Model ◽  
Vocational Learning ◽  
Development And Validation

Malaysia is considered one of the developing countries undergoing rapid economic development over the past five decades. As a developing country with a rapidly growing population, providing the citizens with comprehensive and updated knowledge is crucial for the country, particularly in vocational training. A number of vocational and technical training have been developed. However, the success of vocational education relies on the capability of instructors or teacher’s approach to achieve the goals. It is important to create appropriate method that take into consideration their students’ learning styles to get better outcome. Therefore, the purpose of this paper is to develop vocational learning styles instrument. Empirical evidence on the validity and reliability of modified items has been done. A survey of 57 Electrical Technology students were distributed. The Rasch measurement model was used to examine the functional items and detect the item and respondent reliability and index separation, the polarity of item, measuring the fit of item in measuring the construct and standardised residual correlation values.

The First Trenchard Memorial Lecture

1958 ◽  
Vol 62 (568) ◽  
pp. 249-256
Author(s):  
Dermot Boyle
Keyword(s):  
Air Force ◽  
Technical Training ◽  
Memorial Lecture ◽  
Royal Air Force ◽  
Metropolitan Police

The First Trenchard Memorial Lecture, “Lord Trenchard,” was given by Marshal of the Royal Air Force Sir Dermot Boyle, G.C.B., K.C.V.O., K.B.E., A.F.C., Chief of the Air Staff, at the R.A.F. Station, Halton, on 20th February 1958. This was the 30th main lecture of the Society to be given at a Branch and was held under the auspices of the Halton Branch. The large and distinguished audience included The Dowager Viscountess Trenchard and the present Lord and Lady Trenchard, Sir John Nott-Bower, Commissioner, Metropolitan Police, the Mayor of Aylesbury, a number of members of Council of the Society, the Commanders-in-Chief of Fighter Command, Technical Training Command, Maintenance Command and Home Command of the Royal Air Force, the A.O.C.s of No. 24 and No. 41 Group, the Commandants of Andover, Bracknell, Cranwell and Halton, and many other serving officers of the Royal Air Force.

scholarly journals Mental Health Evaluations of U.S. Air Force Basic Military Training and Technical Training Students

2003 ◽  
Vol 168 (11) ◽  
pp. 904-910 ◽  
Author(s):  
David R. Englert ◽  
Christopher L. Hunter ◽  
Bryan J. Sweeney
Keyword(s):  
Mental Health ◽  
Air Force ◽  
Military Training ◽  
Technical Training

The Evolution of the Air Force Advanced Instructional System

1974 ◽  
Vol 2 (3) ◽  
pp. 217-239 ◽  
Author(s):  
Marty R. Rockway ◽  
Joseph Y. Yasutake
Keyword(s):  
Air Force ◽  
Large Scale ◽  
Instructional System ◽  
Evolutionary Process ◽  
Functional System ◽  
Technical Training ◽  
Multimedia System ◽  
Current Design ◽  
Development Approach ◽  
Air Force Base

Since 1969, the Technical Training Division of the Air Force Human Resources Laboratory (AFHRL) has been engaged in planning and developing a design philosophy and development approach for the Air Force Advanced Instructional System (AIS). The AIS is a proposed computer-based multimedia system for the administration and management of individualized technical training on a large scale. The system is scheduled for installation and demonstration at Lowry Air Force Base. The initial version will provide day-to-day training in three selected courses for approximately 2000 students and will also provide a training research facility to allow systematic evaluations of innovations in instructional technology. The purpose of this presentation is to trace the evolutionary process which led to the current design and development approach to the AIS. The objectives and findings of some preliminary studies will be discussed and the current functional system configuration will be described.

The Effects of Cognitive Misfit on Students' Accounting Task Performance

2012 ◽  
Vol 27 (4) ◽  
pp. 979-998 ◽  
Author(s):  
Darla D. Honn ◽  
Joseph C. Ugrin
Keyword(s):  
Learning Styles ◽  
Cognitive Style ◽  
Student Performance ◽  
Task Performance ◽  
Cognitive Styles ◽  
Accounting Students ◽  
Managerial Accounting ◽  
Instructional Methodologies ◽  
Index Of Learning Styles ◽  
The Impact

ABSTRACT Accounting educators have long been interested in the effects of cognitive style on student performance. Research suggests that students' cognitive styles can moderate their success across a variety of assessment methods (i.e., multiple-choice versus written reports versus case study) (Au 1997) and instructional methodologies (Ott et al. 1990). Not clear, however, is the impact of cognitive style on a student's accounting task performance. Several studies have examined the relationship between accounting students' cognitive styles and their performance on accounting tasks, but the results have been mixed (Jones and Davidson 2007; Togo 1993; Arunachalam et al. 1997; Swanson et al. 2005). Using Chan's (1996) theory of cognitive misfit, this study proposes that diminished performance will occur when there is incongruence between a student's cognitive style and the cognitive demands of an accounting task. The Felder-Solomon Index of Learning Styles was used to classify students' cognitive styles as global or sequential. In an experiment involving 138 students, the effects of cognitive misfit negatively impacted performance on a managerial accounting task, and the effect was most pronounced for students with global styles. The current study improves our understanding of cognitive factors that impact students' accounting task performance.

scholarly journals Strategies for Success: Bringing Out the Best in a Learner

1991 ◽  
Vol 8 (2) ◽  
pp. 45 ◽  
Author(s):  
Marian Tyacke
Keyword(s):  
Individual Differences ◽  
Language Development ◽  
Learning Styles ◽  
Language Learning ◽  
Cognitive Style ◽  
Classroom Practice ◽  
Classroom Teacher ◽  
Strategy Training ◽  
Raising Awareness ◽  
Training Courses

Faced with the inadequacies of models of language teaching, researchers and practitioners have moved to models of language learning. Within this framework, many of us have attempted to characterize student learning styles and strategies. It is assumed that raising awareness of such styles and strategies will facilitate language development, by providing a basis on which a principled choice of activities can be made, and encouraging learners to take on more "ownership" of the process. This article argues that, even though we may not be able to change an individual's basic cognitive style, we may be able to make the learning process more transparent. It also suggests that strategy training can be useful, providing principles for such training, and practical suggestions for teacher training courses and classroom practice. Finally it proposes that syllabus design should take individual differences into account, and that such differences have to be carefully diagnosed and analyzed by the classroom teacher in collaboration with the learner.

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