Setting the Foundation for Effective Learning: Utilizing the Cognitive, Affective, and Psychomotor Domains to Establish Rigorous Performance Learning Objectives in Postsecondary Aviation Programs

Abstract

Institutions of American higher education have become increasingly scrutinized by governmental agencies, organizations, and the public (Wingspread Group on Higher Education, 1993). Accountability to these constituents has presented itself as a unique challenge to higher education. Greater accountability has also manifested an increased demand for effective assessment programs (Banta, Lund, Black, & Oblander, 1996). Accountability and assessment have undoubtedly emerged into postsecondary aviation as well. Consequently, aviation programs must continually justify their existence in providing a highly needed and important resource to society by preparing well-educated and skilled graduates for the workplace. If credible assessment programs reveal problems in educational outcomes, then likely candidates for review are the performance learning objectives in the classroom. The authors present the argument that rigorous, well-developed performance learning
objectives provide the underlying foundation for effective learning. The importance of establishing clearly stated, specific performance learning objectives and its relationship to the learning environment are also discussed. Effective performance learning objectives will not only enhance student learning experiences in the aviation classroom, but will favorably affect program strength and ultimately, institutional effectiveness.