n its early days, CBT was conducted on standalone computers and training was delivered via floppy disks. A sometimes still used definition of CBT refers to standalone computer mediated training which is delivered using CD ROMs or DVDs. The term web-based training (WBT) emerged for training conducted via the internet using a web browser. E-learning refers to all kinds of electronically supported and mediated learning although the term is now often linked to learning and training activities using internet technology. In the more recent literature the terms CBT, WBT and e-learning are often applied similarly or even interchangeably. A broader definition of CBT refers to all forms of self-paced distance training and learning activities using computers. In this article this broad definition is used in contrast to training delivered by an instructor in a classroom.
I Advantages of CBT
Several advantages have been associated with CBT compared to traditional classroom training. CBT can be developed once and then be used to train a large number of people in a standardised way. This is especially relevant for skills, knowledge and competencies in aviation security that are required uniformly in different countries. While in classroom training, learning progress is determined by the instructor and the whole class, CBT is self-paced. This means that learners can progress at their own speed and repeat course content as needed which can make training more efficient. In addition, CBT can be individually adaptive, so that learning sessions are created by sophisticated algorithms taking into account learning progress and individual strengths and weaknesses. This is of particular importance in X-ray image recognition training where X-ray screeners have to learn how to recognise a large number of prohibited items in different rotations (e.g., Schwaninger, 2004b; Koller et al., 2008). Modern CBT features multimedia including images, text, audio, video, and allows activating multiple senses which increases knowledge retention (e.g., seeing the explosion of an improvised explosive device (IED) made with 50 vs. 500 g
December 2011 Aviationsecurityinternational
of TNT in a video will be memorised much better than when a trainer explains it). CBT systems can adapt to different learning styles by presenting information in audio, visually or both. Customisation is possible by allowing students to focus on course content that they do not know yet or is of particular importance to them (e.g. if cabin baggage screeners are trained in hold baggage screening). Modern CBT provides user interaction, like in computer games, which can make training more interesting and motivating than listening to an instructor. Moreover, using sophisticated computer simulation, responses to situations can be trained which in reality would be dangerous and/or expensive (like for example flying and landing an aircraft in different weather conditions). CBT allows one to measure learning progress and skills, knowledge and competencies acquired, using objective, fair, reliable, valid and standardised tests, which is difficult to achieve by an instructor alone (for the assessment of X-ray image interpretation competency see Koller and Schwaninger, 2006; Schwaninger et al. 2006). Finally, well developed CBT provides feedback to students on their learning progress which increases motivation.
Other advantages of CBT compared to traditional classroom training are not yet fully available in aviation security training. If CBT is delivered over the internet, students can learn at home. This means substantial cost savings because no scheduling is needed and costs for training facilities, instructors, travel fees and student materials can be saved. However, since aviation security course content often contains security sensitive information and because current CBT systems do not feature the high level of security such as, for example, internet banking applications (secure internet
using mTAN, etc.) this advantage is still limited in aviation security training.
Problems and Solutions There are several reasons why CBT still is not as widely used as it could be in many sectors and particularly in aviation security. Most of these issues can be overcome by using modern CBT technology in combination with face to
Above: Whilst CBT has been used for some time in the training of X-ray operators, aircrew can now benefit from CBT as well. These images are screen-grabs from ICTS' In-flight Security training course. Credit: ICTS Europe Systems
Facing page: CBT is widely used at airports and other environments for X-ray image recognition training. Credit: Schwaninger
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face interaction and instruction (blended learning).
Most adults are not used to CBT because they only know and are used to traditional classroom instruction from school. This problem can be substantially reduced by providing a face to face introduction in order to motivate students at the very beginning and explaining to them the many benefits of CBT. If this is followed by an interesting game-like session including multimedia and an instructor who helps students using the system, the introduction can be very successful. Critics of CBT have pointed out that people cannot ask questions, which limits its effectiveness. With blended learning this problem can be reduced
connection, authentication
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