A quasi-experimental study to explore the impact of PAR on becoming an Agile Warrior

Abstract

application of constructivist approaches to training within the Armed Forces, paying particular attention to the motivational climate of the learning environment and the learning factors and predispositions of the learners. Further studies are needed to examine the impact of constructivist approaches to training within that context.

The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

“…The RTQ is a reliable, valid instrument for assessing the impact of an instructional design approach “Present, Apply, Review” on becoming agile warriors (The Agile Warrior is a soldier who can make decisions for themselves, as opposed to waiting for orders from senior officers). This questionnaire has even been validated in nursing school settings (Berry et al, 2020; Lethbridge et al, 2013), and the Persian version was confirmed by Ghanizadeh and Jahedizadeh (2017) while the RTQ was conducted in similar settings by Buzdar and Ali (2013), where it was also confirmed for validity and reliability. Meanwhile, in the present study, the Cronbach’s alphas indicated reasonable reliability for the RTQ, and only one factor, HA, showed a lower reliability than other factors (0.69).…”

Designing learning success and avoiding learning failure through learning analytics: the case of policing in England and Wales

“…While learning design is definitely important, how teachers implement such learning designs may substantially impact the eventual learning outcomes. For example, in a large quasi-experimental design exploring a new teaching innovation in the British Army, Berry et al (2020) explored whether a present-act-reflect (PAR) approach could encourage more self-reflection and critical thinking among 134 recruits relative to 177 recruits who were trained in the traditional model. In contrast to expectations, recruits in the experimental condition did not significantly increase their self-reflection and critical thinking skills in a pre/post test design.…”

“…In contrast to expectations, recruits in the experimental condition did not significantly increase their self-reflection and critical thinking skills in a pre/post test design. Qualitative follow-up interviews indicated that many PAR trained instructors mostly referred back to their traditional teaching style (Berry et al, 2020).…”