Student Learning and Retention Using a Flight Training Device: A Case Study

Student learning and retention as a function of the mode of teaching is analyzed in this study. Different groups of students receive information about aircraft flight operations either via lecture, through directed study, a combination of the two or through a pre-recorded flight demonstration video. Their level of learning is assessed by evaluating how well they fly an aircraft and perform a predefined mission using a flight simulator. Scores of different groups are compared qualitatively and quantitatively and students are surveyed after the flight. It is hypothesized that students that learn through watching a demonstration video and have the ability to review the demonstration multiple times perform better than all other groups. Additionally, students that have access to literature beforehand and receive a lecture prior to the flight perform better than those that only review the literature or only receive a lecture before the simulation. Also, the efficacy of the hands-on learning in a laboratory environment is discussed

METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA

Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.Las metodologías activas pueden entenderse como alternativas pedagógicas que ponen el foco del aprendizaje en los alumnos. Con la mediación de profesores competentes, los alumnos aprenden a partir del descubrimiento, la investigación y los problemas. Estas metodologías suelen promover una mayor retención y comprensión de los contenidos enseñados, ya que el alumno participa en actividades, ya sea a través de la investigación, la colaboración en grupo, el debate y la resolución de problemas. Este trabajo tuvo como objetivo verificar la evolución temporal del uso de las metodologías activas en el contexto de los cursos de educación superior en Ingeniería, a partir de un mapeo sistemático de la literatura. A partir de un protocolo de investigación debidamente definido, se buscó verificar cuáles son los principales investigadores en esta área, su ubicación geográfica y cuáles son las metodologías preferidas en el contexto de estos cursos. A partir de los resultados, se pudo observar que el crecimiento en el número de publicaciones científicas sobre metodologías activas en el contexto de la Enseñanza de la Ingeniería, especialmente en los últimos cinco años del período analizado (entre 2015 y 2020). Se puede observar la realización de investigaciones en este contexto en todos los continentes, con un predominio de estudios dirigidos por investigadores americanos y europeos. En los estudios mapeados, el flipped classroom y el aprendizaje basado en problemas fueron las metodologías más identificadas. Esto demuestra una mayor preocupación entre los profesores de la zona por promover actividades con alta implicación que permitan el desarrollo de habilidades y competencias personales y profesionales durante el periodo de formación.As metodologias ativas podem ser entendidas como alternativas pedagógicas que colocam o foco do aprendizado nos estudantes. Com mediação de docentes competentes, os alunos aprendem a partir da descoberta, da investigação e por problemas. Tais metodologias comumente promovem uma maior retenção e compreensão de contéudos ensinados, uma vez que o aprendiz se encontra engajado nas atividades, seja por meio de pesquisa, colaborações em grupo, discussão e resolução de problemas. Este trabalho teve como objetivo verificar a evolução temporal do uso de metodologias ativas, no contexto dos cursos superiores de Engenharia, a partir de um mapeamento sistemático da literatura. A partir de um protocolo de pesquisa devidamente definido, buscou-se verificar quais os principais pesquisadores desta área, sua localização geográfica e quais as metodologias preferidas no contexto destes cursos. A partir dos resultados, foi possível observar que o crescimento do número de publicações científicas sobre metodologias ativas no contexto da Educação em Engenharia, em especial nos últimos cinco anos do período analisado (entre 2015 e 2020). Pode-se notar a realização de pesquisas neste contexto em todos os continentes, com predomínio de estudos liderados por pesquisadores americanos e europeus. Nos estudos mapeados, a sala de aula invertida e a aprendizagem baseada em problemas foram as metodologias mais identificadas. Isso demostra uma maior preocupação dos professores da área em promover atividades com elevado envolvimento, que permitam o desenvolvimento de habilidades e competências pessoais e profissionais, ainda no período de formação

The effects of hands-on learning on stem student motivation: a meta-analysis

Traditionally, the predominant instruction mode in a typical classroom is a lecture where instructors explain the concepts verbally. There is a growing use of different active learning techniques in the classroom today. Some of these techniques include game-based learning, flipped classroom, collaborative learning, and hands-on learning. While many studies, over the past 20 years, have investigated the effects of hands-on learning on student performance, other studies have also examined the effects of hands-on learning on student motivation. However, to date, there is no comprehensive synthesis of the literature on the effects of hands-on learning on student motivation, especially in Science, Technology, Engineering, and Mathematics (STEM). Hence, the overarching goal of this meta-analysis was to examine empirical research regarding the effects of hands-on learning on student motivation. Following well-established standards for conducting rigorous meta-analyses, selection criteria were developed, and searches were systematically conducted on relevant databases using specific keyword combinations for both published and unpublished studies investigating the effect. Data from 21 independent studies involving 2,087 participants were extracted and analyzed. Overall weighted mean effect size shows a moderate statistically significant hands-on learning effect (d = 0.50, SE = 0.08, p < 0.01). Several variables moderated the overall effect size in various ways. For example, both learners with low prior knowledge and high prior knowledge benefitted from hands-on learning. However, learners with low prior knowledge befitted more from hands-on learning than high prior knowledge learners. Learners at all educational levels equally benefitted from hands-on learning of science and engineering topics. There was no significant difference across educational levels. This meta-analysis suggests that hands-on learning in the classroom may be associated with increased motivation and, therefore, beneficial for learning. Theoretical an

A survey of free software for the design, analysis, modelling, and simulation of an unmanned aerial vehicle

The objective of this paper is to analyze free software for the design, analysis, modelling, and simulation of an unmanned aerial vehicle (UAV). Free software is the best choice when the reduction of production costs is necessary; nevertheless, the quality of free software may vary. This paper probably does not include all of the free software, but tries to describe or mention at least the most interesting programs. The first part of this paper summarizes the essential knowledge about UAVs, including the fundamentals of flight mechanics and aerodynamics, and the structure of a UAV system. The second section generally explains the modelling and simulation of a UAV. In the main section, more than 50 free programs for the design, analysis, modelling, and simulation of a UAV are described. Although the selection of the free software has been focused on small subsonic UAVs, the software can also be used for other categories of aircraft in some cases; e.g. for MAVs and large gliders. The applications with an historical importance are also included. Finally, the results of the analysis are evaluated and discussed—a block diagram of the free software is presented, possible connections between the programs are outlined, and future improvements of the free software are suggested. © 2015, CIMNE, Barcelona, Spain.Internal Grant Agency of Tomas Bata University in Zlin [IGA/FAI/2015/001, IGA/FAI/2014/006