A Comparative Analysis of Learning Outcomes in Introductory Unmanned Aircraft Systems Education Across Three Instructional Modalities

Abstract

During the COVID-19 pandemic, educational institutions transitioned traditional face-to-face classes to online or remote modalities to maintain academic continuity and revenue. This shift has persisted in some cases due to reduced overhead and increased flexibility. Additionally, compressed or accelerated courses have become popular for students seeking expedited degree completion. Previous research, including studies by Miller and Bliss (2023, 2024), indicated no significant difference in learning outcomes between traditional and compressed classes based on final exam scores and Student Learning Objectives (SLOs). In 2010, the FAA emphasized the importance of identifying effective educational methods to enhance aviation safety. This study aims to determine whether traditional face-to-face instruction is the most effective modality compared to accelerated and online options for Unmanned Aircraft Systems (UAS) education. Given the rising popularity and certification of UAS, understanding the optimal instructional modality is crucial. This quantitative study examines the performance outcomes of students in a Part 107 Remote Pilot Certification preparatory course delivered via three modalities: traditional 16-week face-to-face, 7-week accelerated face-to-face, and 16-week asynchronous online. The study analyzed two classes per modality over three years, using the same content and instructor. Performance was measured by quiz scores and the FAA UAG knowledge exam. Findings from this research will inform best practices for UAS education, contributing to the broader discourse on instructional modalities in aviation training. The results could have significant implications for the design and delivery of all aviation courses, potentially influencing curriculum development and instructional strategies in collegiate aviation programs.