Rorie et al 2011a - Revision history

Scipediacontent at 15:24, 21 January 2021

2021-01-21T15:24:46Z

Scipediacontent: Scipediacontent moved page Draft Content 562398877 to Rorie et al 2011a

2020-10-14T12:12:03Z

Scipediacontent moved page Draft Content 562398877 to Rorie et al 2011a

Scipediacontent: Created page with " == Abstract == Eleven students enrolled in a 16-week radar simulation course were trained on current-day and NextGen tools. The order of the training was manipulated so that..."

2020-10-14T12:12:00Z

Created page with " == Abstract == Eleven students enrolled in a 16-week radar simulation course were trained on current-day and NextGen tools. The order of the training was manipulated so that..."

New page

== Abstract ==

Eleven students enrolled in a 16-week radar simulation course were trained on current-day and NextGen tools. The order of the training was manipulated so that half of the students received current-day training first, followed by the training on NextGen tools, while the remaining students received training on the NextGen tools first, followed by current-day training. This paper reports data from the debriefing sessions following the conclusion of the course, with the intent of determining students' reaction to the training order and their comments and suggestions for future training schedules. Results indicated that future training should start with current-day procedures and delay the introduction of NextGen tools until trainees have established fundamental air traffic management skills.

Document type: Part of book or chapter of book

== Full document ==
<pdf>Media:Draft_Content_562398877-beopen484-7226-document.pdf</pdf>

== Original document ==

The different versions of the original document can be found in:

* [http://humanfactors.arc.nasa.gov/publications/prel_invest_train_order.pdf http://humanfactors.arc.nasa.gov/publications/prel_invest_train_order.pdf]

← Older revision		Revision as of 15:24, 21 January 2021
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	Eleven students enrolled in a 16-week radar simulation course were trained on current-day and NextGen tools. The order of the training was manipulated so that half of the students received current-day training first, followed by the training on NextGen tools, while the remaining students received training on the NextGen tools first, followed by current-day training. This paper reports data from the debriefing sessions following the conclusion of the course, with the intent of determining students' reaction to the training order and their comments and suggestions for future training schedules. Results indicated that future training should start with current-day procedures and delay the introduction of NextGen tools until trainees have established fundamental air traffic management skills.		Eleven students enrolled in a 16-week radar simulation course were trained on current-day and NextGen tools. The order of the training was manipulated so that half of the students received current-day training first, followed by the training on NextGen tools, while the remaining students received training on the NextGen tools first, followed by current-day training. This paper reports data from the debriefing sessions following the conclusion of the course, with the intent of determining students' reaction to the training order and their comments and suggestions for future training schedules. Results indicated that future training should start with current-day procedures and delay the introduction of NextGen tools until trainees have established fundamental air traffic management skills.
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−	~~Document type: Part of book or chapter of book~~
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−	~~== Full document ==~~
−	~~<pdf>Media:Draft_Content_562398877-beopen484-7226-document.pdf</pdf>~~


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	* [http://humanfactors.arc.nasa.gov/publications/prel_invest_train_order.pdf http://humanfactors.arc.nasa.gov/publications/prel_invest_train_order.pdf]		* [http://humanfactors.arc.nasa.gov/publications/prel_invest_train_order.pdf http://humanfactors.arc.nasa.gov/publications/prel_invest_train_order.pdf]
		+
		+	* [http://link.springer.com/content/pdf/10.1007/978-3-642-21669-5_62 http://link.springer.com/content/pdf/10.1007/978-3-642-21669-5_62],
		+	: [http://dx.doi.org/10.1007/978-3-642-21669-5_62 http://dx.doi.org/10.1007/978-3-642-21669-5_62] under the license http://www.springer.com/tdm
		+
		+	* [https://humanfactors.arc.nasa.gov/publications/prel_invest_train_order.pdf https://humanfactors.arc.nasa.gov/publications/prel_invest_train_order.pdf],
		+	: [https://link.springer.com/chapter/10.1007/978-3-642-21669-5_62 https://link.springer.com/chapter/10.1007/978-3-642-21669-5_62],
		+	: [https://human-factors.arc.nasa.gov/publications/prel_invest_train_order.pdf https://human-factors.arc.nasa.gov/publications/prel_invest_train_order.pdf],
		+	: [https://humansystems.arc.nasa.gov/publications/prel_invest_train_order.pdf https://humansystems.arc.nasa.gov/publications/prel_invest_train_order.pdf],
		+	: [https://www.scipedia.com/public/Rorie_et_al_2011a https://www.scipedia.com/public/Rorie_et_al_2011a],
		+	: [https://hsi.arc.nasa.gov/publications/prel_invest_train_order.pdf https://hsi.arc.nasa.gov/publications/prel_invest_train_order.pdf],
		+	: [https://dblp.uni-trier.de/db/conf/hci/hci2011-12.html#RorieKMBMMVSB11 https://dblp.uni-trier.de/db/conf/hci/hci2011-12.html#RorieKMBMMVSB11],
		+	: [https://academic.microsoft.com/#/detail/1583185867 https://academic.microsoft.com/#/detail/1583185867]

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