The document discusses flipping the classroom model in aviation education. It describes flipping as using technology to deliver lectures as homework through videos and online content, and using classroom time for active learning exercises. This addresses complaints about boring lectures and allows more time for higher-level learning like application and analysis. An example lesson plan is given that uses an online video for homework and in-class activities like competitions and group projects to reinforce and apply the concepts. Flipping is presented as a way to improve engagement, comprehension, and better prepare students for flight training.

1. 303-955-2400 kthielen@pilotlifestyle.com
Energizing the Aviation Classroom Learning Environment
by Kert Thielen – Pilot Lifestyle Store
I try to avoid terms like revolutionize, reinvent, extraordinary, radical change, or the like,
because when I read these words I tend to ignore the information that follows. These
words are too often used in infomercials and bring to mind the “Ginzu Knife” and
“ShamWow”.
The classroom is experiencing a significant overhaul with the introduction of many new
e-learning tools and the increased availability of e-learning content. Many creative
instructors are turning the traditional classroom environment upside down in an effort to
individualize the learning experience and provide a much more engaging student
experience. The term being used to describe this trend is “Flipping” the classroom and
instructors are using this concept to maximize classroom instructional time.
“Flipping” the classroom is essentially leveraging advances in technology to deliver the
lectures to students as their homework and using the classroom to apply
what they learn by completing what is typically identified as
“homework” in the classroom.
In a typical aviation
classroom at a university,
college or flight school,
students would sit (or endure) through a lecture in order to learn the
content. Knowledge transfer from this lecture to the student depends on the lecturer‟s
ability to communicate, students attention span and/or language barriers (significant
variables). The instructor then assigns homework based upon this lecture. Students who
did not grasp the content of the lecture, for whatever reason, would struggle with the
homework and become discouraged, frustrated or worse doing it wrong. As students get
frustrated many would soon be tempted to quit. The students then would return to the
next class without mastering the last topic yet having to learn something new.
Whatever the scenario, the efficacy of this approach is questionable, but until recently
there were few other options available. The times have changed with the introduction of
e-learning, online videos, podcasts, vodcasts and learning delivery platforms called
learning management systems (LMS). Instructors now have tools to move learning to
new heights by using the classroom to engage the student‟s feelings (affective) and move
their thinking (cognitive) to a higher level.

2. 303-955-2400 kthielen@pilotlifestyle.com
The biggest complaint I hear from aviation instructors and professors across the country
concerns student apathy toward ground school and homework. What is ironic though, the
biggest complaint from aviation students is how boring ground school is. I would like to
suggest that “flipping” the classroom may address both complaints and improve the
overall preparation for flight training. We no longer have to make students „endure‟ the
boring ground school as a rite of passage or mandatory requirement. We can truly use
this valuable time to tap into the student‟s feelings and get them beyond rote
memorization.
As you clear out the cobwebs in your memory, you faintly recall from flight instructor
training that the FAA Aviation Instructor‟s Handbook describes Bloom‟s cognitive
theory highlighting the different levels of learning. Starting with
knowledge (rote) being the lowest level of learning and evaluation
(making judgments) the highest level. Presently, much of the classroom
lectures are focused at the knowledge and comprehension level leaving
little time in the classroom to assist in moving students to higher levels
of learning. In many cases there is little choice but to teach this way due
to Part 141 curriculum demands or limited ground school time; the
classic dilemma of trying to cover too much material in too short of time.
But most instructors would agree that ideally, aviation students in
preparation for flight training should minimally be at the application and
analysis level. This is crucial in student‟s aeronautical decision making
(ADM) and single-pilot resource management (SRM). In addition, the
majority of good instructors would much prefer to spend classroom time
to engage their students, facilitate discussion, help students tackle
difficult topics or focus on deficient areas rather than give a one-
directional monologue.
THE CLASSIC CHALLENGE
Learning is progressive and the students need to have knowledge and understanding of
the subject before they can apply and analyze; but how do we cover all of the required
PTS topics for ground school at the minimum level of knowledge and comprehension and
still have time to lead our students to the higher level of learning? “Flipping” the
classroom with e-learning tools is a great solution to successfully overcoming this
challenge and accelerating the learning process within your flight training organization.
Additional benefits that have resulted from this approach include: (1) Lowering student
attrition rates during ground school, (2) Increase comprehension for ESL students, (3)
Reducing flight training hours, (4) Increase student satisfaction using e-learning, (5)
Improved instructor job fulfillment and (6) Lower material and training costs.
Knowledge
Comprehension
Application
Analysis
Evaluation
Synthesis

3. 303-955-2400 kthielen@pilotlifestyle.com
EXAMPLE OF FLIPPING A CLASSROOM
“Flipping” of the classroom within the aviation environment is done in a very practical
and straightforward manner. Let‟s look at an example lesson plan on the topic of VOR
radio navigation.
Homework Assignment – MS Aviation “Radio Navigation” e-learning video
lesson, student exam
Student e-Reference Text – Pilots Handbook of Aeronautical Knowledge
(PHAK) – Chapter 15 page 21 thru 29
In Class Activities
 Review student answers on VOR exams and focus on deficient areas.
Areas to remediate can be targeted using the exam reports provided by the
learning management system. (10 minutes)
 Field additional questions from assigned video lesson. (5 minutes)
 Class competition – Use VOR navigation tool to determine location and
orientation of aircraft relative to a VOR. (Jeppesen CFI Visual Tool
Navigation Trainer) (30 minutes)
 Discovery Exercise – Group students with area VFR sectional. Handout
VOR worksheet and have students locate and identify the type of VORs at
each airport listed on the worksheet and the radial from
home airport. (20 minutes).
By using this approach you can see how the knowledge and
comprehension level of learning can be met by using the online video
lessons from MS Aviation‟s online video lessons and then using the
classroom to apply what they have learned. The MS Aviation course
provides not only the content but also student assessment so the
instructor can validate the student has completed the exams and
captures the results through LMS reports. The in-class activities are designed to move
the students to a higher level of learning. The students are engaged by competitions and
are required to apply their knowledge to locate the aircraft using a VOR teaching tool.
The students are then required to analyze a sectional chart and identify the location and
type of VOR for each listed airport and the radial that this airport would be located on
from the home airport.
WHEN DO YOU START
Start next week by looking at your ground school and trying a flip. There is great online
content available from vendors such as MS Aviation and Jeppesen and these vendors also
have learning management systems. Try it, your students will like it!

4. 303-955-2400 kthielen@pilotlifestyle.com
About the Author
Kert Thielen is engaged in the development of and a leader in the use of e-learning and
tools in corporate, education and aviation markets. He was the president of Productivity
Point International – Iowa, a corporate IT training provider and Founder & Managing
Director of Proactra, a learning solutions and e-learning development company. At
Jeppesen, he led the Aviation Training Development Team, Aviation Training Business
Unit and was the National Sales Manager for the aviation training market. Kert is
presently President of Pilot Lifestyle Store, an aviation learning solution company
serving universities, colleges and flight training organizations.
Additional Resources
http://www.msaviation.com
http://www.youtube.com/user/khanacademy
http://www.jeppesen.com
http://mast.unco.edu/programs/vodcasting/
http://academicearth.org