Pub Date : 2021-10-25DOI: 10.1080/14480220.2021.1989012
H. Omeje, B. Ogwo
ABSTRACT The purpose of this study was to investigate the effect of fixed vs floating facilitator approaches of Problem-Based Learning (PBL) on students’ achievement and interest in Elementary Structural Design (ESD). The design was quasi-experimental with a pretest-posttest nonequivalent 2 × 2 factorial design. The participants (78) were randomized to treatment conditions. The researchers conducted a repeated-measures analysis of variance and univariate analysis of variance to compare changes across the treatment groups. Results show that using the fixed facilitator model of PBL approaches is more effective in improving students’ achievement, while both models increase students’ interest in elementary structural design (ESD). Also, the study revealed that there was no influence attributable to gender on students’ achievement and interest in ESD. Hence, the fixed facilitator instructional model was advocated for technical teachers to foster students’ achievement and interest in ESD in Nigeria.
{"title":"Students Achievement and Interest in Elementary Structural Design: The Fixed Vs Floating Facilitator Approaches of Problem Based Learning","authors":"H. Omeje, B. Ogwo","doi":"10.1080/14480220.2021.1989012","DOIUrl":"https://doi.org/10.1080/14480220.2021.1989012","url":null,"abstract":"ABSTRACT The purpose of this study was to investigate the effect of fixed vs floating facilitator approaches of Problem-Based Learning (PBL) on students’ achievement and interest in Elementary Structural Design (ESD). The design was quasi-experimental with a pretest-posttest nonequivalent 2 × 2 factorial design. The participants (78) were randomized to treatment conditions. The researchers conducted a repeated-measures analysis of variance and univariate analysis of variance to compare changes across the treatment groups. Results show that using the fixed facilitator model of PBL approaches is more effective in improving students’ achievement, while both models increase students’ interest in elementary structural design (ESD). Also, the study revealed that there was no influence attributable to gender on students’ achievement and interest in ESD. Hence, the fixed facilitator instructional model was advocated for technical teachers to foster students’ achievement and interest in ESD in Nigeria.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"128 - 140"},"PeriodicalIF":0.5,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43182980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-21DOI: 10.1080/14480220.2021.1990106
Norman Rudhumbu
ABSTRACT The study sought to establish challenges faced, strategies used as well as opportunities available for the effective implementation of the technical and vocational education and training (TVET) curriculum in colleges in Botswana. Results showed that there are no significant differences in the way curriculum is implemented in public and private TVET colleges. Results further showed that curriculum implementation by TVET lecturers is significantly influenced by the microsystem, mesosystem and exosystem factors and that the implementation is mostly done through the use of lecturer-centered teaching strategies. A number of challenges that affect the effective implementation of the curriculum were identified. Efforts by government to facilitate synergies between TVET colleges and industry hence opening up more sources of funding, and possibilities for skills development and exchange between industry and colleges were opportunities identified that could potentially enhance the implementation of the TVET curriculum. PRACTICAL IMPLICATIONS OF THE STUDY The effective implementation of the TVET curriculum is critical in enabling the development in students of the right knowledge and skill sets that will enable them to be competitive in the labour market. This study therefore contributes to the body of knowledge with regard to how curriculum can be effectively implemented in TVET colleges. With regard to practice, the study is an eye opener in terms of the teaching strategies that need to be used to enhance the implementation of the curriculum in TVET colleges. With regard to policy (on the part of government), the study advises the government to come up with more flexible policies that allow the TVET colleges to implement the curriculum using more flexible models, such as the modification model rather than the fidelity model as is currently obtaining. Also, in terms of future research, researchers could focus on the issue of how synergies between TVET colleges and industry could be successfully established since funding is one of the issues that affect effective implementation of the TVET curricula in TVET colleges.
{"title":"Implementation of the technical and vocational education and training curriculum in colleges in Botswana: challenges, strategies and opportunities","authors":"Norman Rudhumbu","doi":"10.1080/14480220.2021.1990106","DOIUrl":"https://doi.org/10.1080/14480220.2021.1990106","url":null,"abstract":"ABSTRACT The study sought to establish challenges faced, strategies used as well as opportunities available for the effective implementation of the technical and vocational education and training (TVET) curriculum in colleges in Botswana. Results showed that there are no significant differences in the way curriculum is implemented in public and private TVET colleges. Results further showed that curriculum implementation by TVET lecturers is significantly influenced by the microsystem, mesosystem and exosystem factors and that the implementation is mostly done through the use of lecturer-centered teaching strategies. A number of challenges that affect the effective implementation of the curriculum were identified. Efforts by government to facilitate synergies between TVET colleges and industry hence opening up more sources of funding, and possibilities for skills development and exchange between industry and colleges were opportunities identified that could potentially enhance the implementation of the TVET curriculum. PRACTICAL IMPLICATIONS OF THE STUDY The effective implementation of the TVET curriculum is critical in enabling the development in students of the right knowledge and skill sets that will enable them to be competitive in the labour market. This study therefore contributes to the body of knowledge with regard to how curriculum can be effectively implemented in TVET colleges. With regard to practice, the study is an eye opener in terms of the teaching strategies that need to be used to enhance the implementation of the curriculum in TVET colleges. With regard to policy (on the part of government), the study advises the government to come up with more flexible policies that allow the TVET colleges to implement the curriculum using more flexible models, such as the modification model rather than the fidelity model as is currently obtaining. Also, in terms of future research, researchers could focus on the issue of how synergies between TVET colleges and industry could be successfully established since funding is one of the issues that affect effective implementation of the TVET curricula in TVET colleges.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"160 - 177"},"PeriodicalIF":0.5,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-27DOI: 10.1080/14480220.2021.1979623
Ann-Britt Enochsson, Nina Kilbrink, A. Andersén, Annica Ådefors
ABSTRACT Digital technology has been found useful in bridging the gap between school and work placements. In earlier studies we have interviewed vocational teachers with creative ideas on addressing this issue, but they encountered obstacles and could not always proceed as they wanted. The aim of this study is to provide a deeper understanding of the obstacles encountered by Swedish vocational teachers when using digital technology to bridge the gap between school and work placements. The study is based on a theoretical understanding of teacher agency, and also presents a hierarchical model developed from our research. Ten in-depth interviews were conducted with five purposively selected vocational teachers. The teachers provided detailed examples of a range of problems stemming from structural, cultural and material aspects, and how these problems forced them to take steps backwards when trying to develop their teaching practices.
{"title":"Obstacles to progress: Swedish vocational teachers using digital technology to connect school and workplaces","authors":"Ann-Britt Enochsson, Nina Kilbrink, A. Andersén, Annica Ådefors","doi":"10.1080/14480220.2021.1979623","DOIUrl":"https://doi.org/10.1080/14480220.2021.1979623","url":null,"abstract":"ABSTRACT Digital technology has been found useful in bridging the gap between school and work placements. In earlier studies we have interviewed vocational teachers with creative ideas on addressing this issue, but they encountered obstacles and could not always proceed as they wanted. The aim of this study is to provide a deeper understanding of the obstacles encountered by Swedish vocational teachers when using digital technology to bridge the gap between school and work placements. The study is based on a theoretical understanding of teacher agency, and also presents a hierarchical model developed from our research. Ten in-depth interviews were conducted with five purposively selected vocational teachers. The teachers provided detailed examples of a range of problems stemming from structural, cultural and material aspects, and how these problems forced them to take steps backwards when trying to develop their teaching practices.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"111 - 127"},"PeriodicalIF":0.5,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43440412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.1080/14480220.2021.1974524
A. H. Le, S. Billett
ABSTRACT Both government reports and academic literature concur in claiming that the low standing of vocational education and training (VET) and the occupations it serves in the community is a major problem for increasing the engagement in this educational sector in an era of high aspiration. An initial analysis from a project capturing school students, school teachers and parents’ perspectives of what informs young people’s post-school choices found parents and teachers were key. Yet they often lacked informed and impartial exposure to or advice about VET and the occupations it serves. To identify whether this lack of familiarity was a key basis for shaping decision-making away from VET, a further analysis was undertaken drawing on the perspectives of vocational educators. That analysis showed, however, that exposure to VET and the occupations it serves does not, of itself, mean that the person providing advice is any more informed about or inherently encouraging of young people to engage in VET. Instead, vocational educators’ perspectives were more aligned with those of school teachers and parents of school-aged children than those of school students. The key finding here is that rather than relying upon the contributions that arise to engagement with familiars (i.e. parents and teachers), a process approach is required to provide impartial and comprehensive advice about and experiences with diverse post-school pathways and occupations to young people and to have mechanisms that allow their capacities, interests, and aspirations to be engaged with this advice.
{"title":"Shaping young people’s decisions about post-school pathways: societal sentiments versus informed perspectives","authors":"A. H. Le, S. Billett","doi":"10.1080/14480220.2021.1974524","DOIUrl":"https://doi.org/10.1080/14480220.2021.1974524","url":null,"abstract":"ABSTRACT Both government reports and academic literature concur in claiming that the low standing of vocational education and training (VET) and the occupations it serves in the community is a major problem for increasing the engagement in this educational sector in an era of high aspiration. An initial analysis from a project capturing school students, school teachers and parents’ perspectives of what informs young people’s post-school choices found parents and teachers were key. Yet they often lacked informed and impartial exposure to or advice about VET and the occupations it serves. To identify whether this lack of familiarity was a key basis for shaping decision-making away from VET, a further analysis was undertaken drawing on the perspectives of vocational educators. That analysis showed, however, that exposure to VET and the occupations it serves does not, of itself, mean that the person providing advice is any more informed about or inherently encouraging of young people to engage in VET. Instead, vocational educators’ perspectives were more aligned with those of school teachers and parents of school-aged children than those of school students. The key finding here is that rather than relying upon the contributions that arise to engagement with familiars (i.e. parents and teachers), a process approach is required to provide impartial and comprehensive advice about and experiences with diverse post-school pathways and occupations to young people and to have mechanisms that allow their capacities, interests, and aspirations to be engaged with this advice.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"93 - 110"},"PeriodicalIF":0.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43650704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-12DOI: 10.1080/14480220.2021.1965904
U. C. Okolie, Beth N. Oluka, F. Oluwayemisi, Beatrice Adanna Achilike, Chucks Marcel Ezemoyih
ABSTRACT This study adopts exploratory qualitative research to explore the experiences of a vocational education and training (VET) teacher and 36 first-year VET undergraduate students in a Nigerian public university as they engaged in collaborative learning (CL) tasks for a period of 14 weeks academic semester. A thematic analysis of observations and interactions, field notes and semi-structured interviews revealed four main CL practices adopted by the VET teacher to overcome obstacles to effective student collaboration. Linked to Vygotsky’s sociocultural theory, these strategies include VET teacher’s responsibility in facilitating students’ learning, making tasks more challenging and participatory, learning to accept all ideas and co-work, and resistance to friendship groups. The findings of the present study have theoretical and practical implications for VET teachers, administrators and policymakers who may be working towards improving the CL practices in VET.
{"title":"Overcoming obstacles to collaborative learning practices: a study of student learning in higher education-based vocational education and training","authors":"U. C. Okolie, Beth N. Oluka, F. Oluwayemisi, Beatrice Adanna Achilike, Chucks Marcel Ezemoyih","doi":"10.1080/14480220.2021.1965904","DOIUrl":"https://doi.org/10.1080/14480220.2021.1965904","url":null,"abstract":"ABSTRACT This study adopts exploratory qualitative research to explore the experiences of a vocational education and training (VET) teacher and 36 first-year VET undergraduate students in a Nigerian public university as they engaged in collaborative learning (CL) tasks for a period of 14 weeks academic semester. A thematic analysis of observations and interactions, field notes and semi-structured interviews revealed four main CL practices adopted by the VET teacher to overcome obstacles to effective student collaboration. Linked to Vygotsky’s sociocultural theory, these strategies include VET teacher’s responsibility in facilitating students’ learning, making tasks more challenging and participatory, learning to accept all ideas and co-work, and resistance to friendship groups. The findings of the present study have theoretical and practical implications for VET teachers, administrators and policymakers who may be working towards improving the CL practices in VET.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"73 - 91"},"PeriodicalIF":0.5,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46858674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-12DOI: 10.1080/14480220.2021.1965903
Goudarz Alibakhshi, Behzad Nezakatgoo, A. Bahremand
ABSTRACT Assessing language learners’ needs has been abundantly studied by a large number of researchers interested in English for Specific Purposes (ESP) and Needs Analysis (NA). However, task-based language needs of the students of marine (maritime) engineering have not been well-investigated, to the date. A qualitative research method was used. We collected the data through structured interviews with 20 participants selected through purposive sampling. The findings revealed that 17 tasks are needed by the students of marine engineering at the present situation. Moreover, 24 task-based language needs are mostly done by marine engineering students in the target situation. To conclude, maritime engineering students need to be proficient in receptive and productive language skills to accomplish required tasks in present academic and target situations. ESP educators, university administrators, and the other stakeholders, policymakers and administrators of marine engineering can employ the findings to improve the maritime students and stakeholders’ English proficiency.
{"title":"Assessing the task based language needs for students of marine engineering","authors":"Goudarz Alibakhshi, Behzad Nezakatgoo, A. Bahremand","doi":"10.1080/14480220.2021.1965903","DOIUrl":"https://doi.org/10.1080/14480220.2021.1965903","url":null,"abstract":"ABSTRACT Assessing language learners’ needs has been abundantly studied by a large number of researchers interested in English for Specific Purposes (ESP) and Needs Analysis (NA). However, task-based language needs of the students of marine (maritime) engineering have not been well-investigated, to the date. A qualitative research method was used. We collected the data through structured interviews with 20 participants selected through purposive sampling. The findings revealed that 17 tasks are needed by the students of marine engineering at the present situation. Moreover, 24 task-based language needs are mostly done by marine engineering students in the target situation. To conclude, maritime engineering students need to be proficient in receptive and productive language skills to accomplish required tasks in present academic and target situations. ESP educators, university administrators, and the other stakeholders, policymakers and administrators of marine engineering can employ the findings to improve the maritime students and stakeholders’ English proficiency.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"58 - 72"},"PeriodicalIF":0.5,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48750581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-03DOI: 10.1080/14480220.2021.1959379
Preeti Dagar
ABSTRACT Indigenous women in India struggle to maintain their traditional knowledge, education and livelihoods in the face of colonization, neoliberalism and development. The paper analyzes the vocational education and skills training programmes implemented for indigenous women in India by the national government and local agencies. It considers the experiences of indigenous women from two different geographical locations and two distinct communities. The qualitative findings from the study indicate a mismatch between the requirements and desires of indigenous women and the policy objectives. By integrating self-determination into a subaltern framework, the paper suggests taking a participatory planning approach to VET for indigenous women. It brings attention to and draws practical suggestions for representation and inclusion of indigenous women in skills development.
{"title":"Vocational education and training for indigenous women in India: toward a participatory planning approach","authors":"Preeti Dagar","doi":"10.1080/14480220.2021.1959379","DOIUrl":"https://doi.org/10.1080/14480220.2021.1959379","url":null,"abstract":"ABSTRACT Indigenous women in India struggle to maintain their traditional knowledge, education and livelihoods in the face of colonization, neoliberalism and development. The paper analyzes the vocational education and skills training programmes implemented for indigenous women in India by the national government and local agencies. It considers the experiences of indigenous women from two different geographical locations and two distinct communities. The qualitative findings from the study indicate a mismatch between the requirements and desires of indigenous women and the policy objectives. By integrating self-determination into a subaltern framework, the paper suggests taking a participatory planning approach to VET for indigenous women. It brings attention to and draws practical suggestions for representation and inclusion of indigenous women in skills development.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"43 - 57"},"PeriodicalIF":0.5,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43706715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-23DOI: 10.1080/14480220.2021.1933568
Martin Zgraggen
ABSTRACT This research study explored the Vocational Educational Training (VET) teachers’ perspectives and experiences of a proposed Conceptual Blended Learning Framework (CBLF) model in a VET hospitality setting at the William Angliss Institute of Sydney (WAIS). The research aimed to explore teachers’ effectiveness and approaches to blended learning, delivering VET hospitality courses, and how this information could be used to improve student’s learning experiences and outcomes. Additionally, to underpin and strengthen WAIS overall VET educational policy of student-centred teaching and learning practices embedding technology-based learning and twenty-first-century skills and competences accommodating workplace-based learning. The study’s focus was to identify and recommend a best practice approach to a CBLF to deliver ongoing VET hospitality courses and potentially be recognized as a viable and transferrable teaching and learning model within the broader VET hospitality sector.
{"title":"Blended learning model in a vocational educational training hospitality setting: from teachers’ perspectives","authors":"Martin Zgraggen","doi":"10.1080/14480220.2021.1933568","DOIUrl":"https://doi.org/10.1080/14480220.2021.1933568","url":null,"abstract":"ABSTRACT This research study explored the Vocational Educational Training (VET) teachers’ perspectives and experiences of a proposed Conceptual Blended Learning Framework (CBLF) model in a VET hospitality setting at the William Angliss Institute of Sydney (WAIS). The research aimed to explore teachers’ effectiveness and approaches to blended learning, delivering VET hospitality courses, and how this information could be used to improve student’s learning experiences and outcomes. Additionally, to underpin and strengthen WAIS overall VET educational policy of student-centred teaching and learning practices embedding technology-based learning and twenty-first-century skills and competences accommodating workplace-based learning. The study’s focus was to identify and recommend a best practice approach to a CBLF to deliver ongoing VET hospitality courses and potentially be recognized as a viable and transferrable teaching and learning model within the broader VET hospitality sector.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"202 - 228"},"PeriodicalIF":0.5,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1933568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42641193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-08DOI: 10.1080/14480220.2021.1938635
Song Hien Nguyen
ABSTRACT This article was drawn from a part of a research project relating to the History of the Vietnamese Vocational Education and Traning (VET) since 1954. The research was conducted at 13 vocational schools in 13 provinces and cities in Vietnam. Data was collected from documentary and interview data. Participants were selected based on the snowball method. Findings show that since 1954, the Vietnamese VET system has experienced three different VET models, namely the French VET model, the Soviet’s VET model, and the German dual model. This research provides a deep insight into the Vietnamese VET models during three historic periods by analysing characteristics of policy, qualification, administration, funding, and curriculum in each historic period. Understanding the characteristics of the VET system in each stage may help policymakers, educators, educational managers and teachers to build and issue better VET policies in the future.
{"title":"The development of Vietnamese vocational education and training models since 1954","authors":"Song Hien Nguyen","doi":"10.1080/14480220.2021.1938635","DOIUrl":"https://doi.org/10.1080/14480220.2021.1938635","url":null,"abstract":"ABSTRACT This article was drawn from a part of a research project relating to the History of the Vietnamese Vocational Education and Traning (VET) since 1954. The research was conducted at 13 vocational schools in 13 provinces and cities in Vietnam. Data was collected from documentary and interview data. Participants were selected based on the snowball method. Findings show that since 1954, the Vietnamese VET system has experienced three different VET models, namely the French VET model, the Soviet’s VET model, and the German dual model. This research provides a deep insight into the Vietnamese VET models during three historic periods by analysing characteristics of policy, qualification, administration, funding, and curriculum in each historic period. Understanding the characteristics of the VET system in each stage may help policymakers, educators, educational managers and teachers to build and issue better VET policies in the future.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"19 1","pages":"242 - 263"},"PeriodicalIF":0.5,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1938635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49265638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-29DOI: 10.1080/14480220.2021.1933569
Matt A. King, S. Lenser, D. Rogers, H. Carnahan
ABSTRACT Virtual reality (VR) simulation training for helicopter search and rescues (SAR) hoist operators is very uncommon in comparison to the availability of pilot simulation training. SAR hoist operators control winch systems for hoisting objects or people during helicopter flight. Using a rear crew helicopter VR training simulator we sought to quantify hoist operator performance and validate this system by showing that experienced SAR hoist operators and novices hoist differently. We recruited 12 military SARs and 11 persons without hoisting experience and examined their performance in moderate wind conditions over two landscapes, ocean and land. Experienced operators were not affected by environment, completed missions faster than novices, made fewer velocity adjustments, and demonstrated better cable management. These variables can now be used as sources of feedback to train novice hoist operators. Since there were differences between performances of experienced and novice hoist operators we have established construct validity of the simulator.
{"title":"Novice and experienced hoist operators in a helicopter hoist virtual reality simulator","authors":"Matt A. King, S. Lenser, D. Rogers, H. Carnahan","doi":"10.1080/14480220.2021.1933569","DOIUrl":"https://doi.org/10.1080/14480220.2021.1933569","url":null,"abstract":"ABSTRACT Virtual reality (VR) simulation training for helicopter search and rescues (SAR) hoist operators is very uncommon in comparison to the availability of pilot simulation training. SAR hoist operators control winch systems for hoisting objects or people during helicopter flight. Using a rear crew helicopter VR training simulator we sought to quantify hoist operator performance and validate this system by showing that experienced SAR hoist operators and novices hoist differently. We recruited 12 military SARs and 11 persons without hoisting experience and examined their performance in moderate wind conditions over two landscapes, ocean and land. Experienced operators were not affected by environment, completed missions faster than novices, made fewer velocity adjustments, and demonstrated better cable management. These variables can now be used as sources of feedback to train novice hoist operators. Since there were differences between performances of experienced and novice hoist operators we have established construct validity of the simulator.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":"20 1","pages":"1 - 13"},"PeriodicalIF":0.5,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1933569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42472079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：