Date

6-19-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Rebecca Lunde

Keywords

aviation, higher education, adult learning, online learning, perceived learning

Disciplines

Aviation | Education

Abstract

The purpose of this quantitative, causal-comparative study was to determine if there was a difference in the perceived learning of students completing online versus face-to-face collegiate pilot ground schools. Higher education institutions with pilot training programs are highly invested in student success and Federal Aviation Administration (FAA) compliance. A growing number of students are taking online courses in college, and this shift was accelerated by the COVID-19 pandemic. Perceived learning was quantified using a web-based survey that collected perceived learning data as measured by the Cognitive, Affective, and Psychomotor (CAP) Perceived Learning Scale. A sample of 86 students at University Aviation Association (UAA) member institutions throughout the United States completed the survey after successfully completing a private, instrument, or commercial pilot ground school course. The data from students completing online versus face-to-face courses were collected using a Qualtrics online survey and analyzed using Hotelling’s T2 test to determine if there was a statistically significant difference in perceived learning. The results of this study found the combined group means were not statistically significantly different. The results of this study will assist faculty members, instructional designers, and other stakeholders in collegiate aviation programs in better understanding the learning implications of a shift from face-to-face to online modalities. The researcher included recommendations for further research.

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