Page 16 - IJSA, Vol. 2, No 1-2, 2019

рrint ISSN: 2617-2682; DOI:10.26697/ijsa IJSA

Figure 1. Landing sites for off-field landing.

Students have to rank them from the best one to the order to develop students’ quick thinking, the ability
worst one, listing the advantages and disadvantages of required for pilots, as well as effective decision-making.
the terrain types. Prior to commencing the activity, While coming to a common decision students
students are offered the expert’s opinion concerning the demonstrated flexibility and ability to adjust their point
emergency landing and choosing the landing site. of view due to availability of new information.
Students’ performance is assessed due to the following IV. Multimedia learning.
descriptors: fluency, structures, pronunciation, Multimedia learning is the next innovative method. It is
interaction and vocabulary. The willingness to defend the combination of various media types as texts, images,
own point of view makes students take active part in the pictures, audio and video materials using which the
discussion. information is presented to the learners.
III. Case-study. Multimedia learning is a cognitive theory of learning
The method of case-study or specific situations is a which has been popularized by the work of Mayer
method of active problem-situation analysis based on (2009) and others.
learning by addressing specific problems – situations. Mayer (2009, p. 223) identifies the following twelve
Particular cases (situations, stories, problems, in other multimedia instructional principles:
word “case”) are used for common analysis, discussion 1. Coherence Principle – People learn better when
or solving a problem that refers to a definite area of a extraneous words, pictures and sounds are excluded
learned discipline. Case study is applied in the students rather than included.
groups and can be divided into the following stages: the 2. Signaling Principle – People learn better when cues
represented analysis of the situation, defining a problem, that highlight the organization of the essential material
searching and collecting additional information (if are added.
required), discussing various options for solving the 3. Redundancy Principle – People learn better from
problem, choosing the most appropriate solution based graphics and narration than from graphics, narration and
on comparing all available options, presentation and on-screen text.
defending the resolution. 4. Spatial Contiguity Principle – People learn better
During learning and comparing different plane types, when corresponding words and pictures are presented
their technical characteristics, capabilities, advantages near rather than far from each other on the page or
and disadvantages, students have to make decision on screen.
the following: an airline wants to expand its fleet and is 5. Temporal Contiguity Principle – People learn better
going to purchase five aircraft. The matter of the when corresponding words and pictures are presented
discussion is which type to choose: Boeing 737 or simultaneously rather than successively.
Airbus 320. The activity is conducted in the form of the 6. Segmenting Principle – People learn better from a
Board of Directors meeting. The factors to be compared: multimedia lesson is presented in user-paced segments
the fly-by-wire concept (how much of human factor is rather than as a continuous unit.
involved), passenger capacity, fuel efficiency, cost and 7. Pre-training Principle – People learn better from a
availability of maintenance, failures and crashes multimedia lesson when they know the names and
statistics. I would recommend setting time limits in characteristics of the main concepts.

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