“There has never been a training environment in which you can combine virtual assets being visually represented in the real outdoor world, and the opportunity to overlay this training into ground-based training, until now.” Augmented Reality System “ATARS addresses the critical training inefficiencies in today’s training platforms,” Red 6 founder and CEO Daniel Robinson said. The experience of integrating simulations into the aircraft could eventually lead to full-scale embedded training for the T-50 program and ground-based training systems, Lockheed stated.
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Journal of Applied Psychology, 93(4), 744.Red 6’s Advanced Tactical Augmented Reality System (ATARS) will be integrated into the Korea Aerospace Industries T-50 aircraft and ground-based training systems.Ī T-50 demonstrator will initially be integrated with the ATARS technology, electronically linked with the Lockheed Martin Prepar3D software simulation suite. Transformational leadership and group interaction as climate antecedents: a social network analysis. (Master’s thesis, University of Pretoria.) thesis/available/etd02152012114353/unrestricted/dissertation.pdf A group dynamics perspective of the experiences of adult learners taking part in a learnership program. Journal of Applied Psychology, 94(5), 1275.
Leader personality traits and employee voice behavior: mediating roles of ethical leadership and work group psychological safety. Using focus group interviews to understand staff perceptions from training in the therapeutic community model. Staff training in Greek Therapeutic Communities for drug addicts: an experiential approach. Conversation: From description to pedagogy. A study of the theories and practices of facilitator educators. Pines (Ed.), Bion and group Psychotherapy.(pp.
Bion Revisited: Group Dynamics and Group Psychotherapy. The denigrated other: Diversity and group relations. Unpublished doctoral dissertation, University of Arizona: Tucson, AZ. Teacher transformation: Creating text and contexts in study groups. Group action: The dynamics of groups in therapeutic, educational and corporate settings. Health services research, 34(5 Pt 2), 1189. Enhancing the quality and credibility of qualitative analysis. Action research in the workplace: The socio-technical perspective. The modern practice of adult education (Vol. The Journal of Applied Behavioral Science, 7(6), 659-683. Learning in groups: A comparison of study groups and T groups. Getting the focus and the group: enhancing analytical rigor in focus group research. An educational psychology success story: Social interdependence theory and cooperative learning. &Wheelan, S.(ed.)The Lewin Legacy: Field theory in current practice. Kurt Lewin: Intergroup Relations and Applications in Current Action Research. New York: Intercontinental Medical Books. The group as matrix of the individual's mental life. European journal of social psychology, 29(2?3), 371-389.įoulkes, S. Self?categorisation, commitment to the group and group self?esteem as related but distinct aspects of social identity. 25-32.San Francisco: Jossey-Bass.Įllemers, N., Kortekaas, P., & Ouwerkerk, J. New Directions for Adult and Continuing Education no. In Learning in Groups: Exploring Fundamental Principles, New Uses, and Emerging Opportunities. Grounded theory research: Procedures, canons, and evaluative criteria. London: Routledge.Ĭohen, L., & Manion, L. Cooperative learning: The social and intellectual outcomes of learning in groups. The results of this study call attention to the necessity of training adult educators on issues regarding group dynamics, taking into account all the factors that emerged from both groups.Īshman, A., & Gillies, R. The trainers highlighted the joint building of the educational context, whilst the trainees focused on the group climate.
The findings depicted that although there are common factors emerging from both the trainers’ and trainees’ groups, there are substantial differences between them as well. The discussion guide was selected as the appropriate tool to collect data from both focus groups, whilst content analysis was applied to analyze the research data. The sample consisted of 5 trainees attending the program ‘Parents’ Schools’ and 4 trainers from the same program. Grounded on a qualitative approach to the phenomenon under investigation two focus groups were formed, the data of which were analyzed and compared for possible convergences and/or divergences. The purpose of the present study is to highlight the factors that influence group dynamics in adult education, as these were shaped through the perceived views of educators and trainees in Parent's Schools in Greece.
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