Transitioning learning strategies research into practice

Applying learning strategies in the context of computer based military technical training requires the solution of a number of research problems. In an ongoing, four-year effort to define student learning strategies/skill training needs, instructional procedures, and training products, four major research problems have been addressed. First, how does one go about identifying the types of learning strategies and skill maintenance strategies likely to have the most payoff? Second, what methodologies are appropriate for identifying segments of the student population most in need of specific types of skill training? Third, what are appropriate evaluation criteria and research designs to apply in a military CMI instructional environment where practical benefits are judged in terms of increased student efficiency? Finally, what assumptions can be made about the generalizability of research findings from a military learning strategies/skill training program which emphasizes general conative, affective, and cognitive skills related to effective and efficient learning? Approaches to these problems as derived from research conducted in the context of the Air Force Advanced Instructional System—a largescale individualized and computer based technical training environment—are described.