An Adult-Learner Approach to the Learning Design of Safety Management System Training in Aviation

Autor/inn/en	Torrisi-Steele, Geraldine; Carrim, Guido, Jr.
Titel	An Adult-Learner Approach to the Learning Design of Safety Management System Training in Aviation
Quelle	In: International Journal of Adult Vocational Education and Technology, 10 (2019) 3, S.39-53, Artikel 3 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
Schlagwörter	Adult Learning; Safety Education; Aviation Education; Job Skills; Training; Transfer of Training; Transformative Learning; Higher Education; College Graduates; Online Courses; Critical Thinking; Learning Activities; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Sicherheitserziehung; Produktive Fertigkeit; Ausbildung; Training; Transfer; Pädagogische Transformation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulabsolvent; Hochschulabsolventin; Online course; Online-Kurs; Kritisches Denken; Lernaktivität; Ausland; Australien
Abstract	The goal of training is to improve employee performance, and ultimately support organizational success. However, training does not always effectively transfer to workplaces to positively affect work practices, particularly because of disconnect between behaviourist approaches and contemporary work arrangements. The transfer of training to the workplace remains problematic. The present article is motivated by the need to challenge the status quo of training design and draw greater attention to learning design, beyond the confines of behaviourism. The aim of the article is to provoke critical discussion around learning theories and training design. We propose Knowles' adult learning principles and Mezirow's transformative learning theory, useful guide for the learning design of training. The learning design of a university-based safety management systems training course in aviation is discussed from the vantage point of the proposed guiding philosophy. Six specific strategies are presented supported by the evaluation of the course effectiveness conducted after the first iteration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01