Journal article
Higher-order driving instruction and opportunities for improvement: Exploring differences across learner driver experience
Journal of Safety Research, Vol.75, pp.67-77
2020
Appears in Thompson Institute Research Collection
Abstract
Introduction: Few studies have investigated what guidance occurs during the Learner phase of driving, particularly during formal lessons. The objective of this research was threefold: (a) investigate functional and higher-order driving instruction (HO-DI) in formal Learner lessons, (b) explore teaching approaches within the context of a theoretical framework, and (c) investigate variation in these three elements of instruction as a function of Learner driving experience. The theoretical framework developed to guide this research integrated the constructivist Goals for Driver Education and self-determination theory. Method: Professional instruction was explored through naturalistic observation; 15 instructors provided GoPro recordings of 110 driving lessons with Learners aged 16–19 years (n = 96) at varying levels of experience: Early (<20 logbook hours), Mid (21–70 h), and Late (71–>100 h). Results: Employing a previously-developed coding taxonomy, instructor guidance opportunities were identified as 15% HO-DI, 73% functional instruction, and 12% untaken or missed HO-DI. Functional instruction peaked in the Mid Phase, while HO-DI was prominent in the Early phase suggesting missed opportunities in the later phases when use of silence peaked. Some elements of self-determination theory’s needs-supportive model were readily identified in teaching approaches, such as feedback. Conclusions: An understanding of functional and HO-DI, including teaching strategies, was established within the context of an integrated theoretical framework, with different trajectories across Learner experience identified. Teaching strategies reflected constructivism and self-determination theory providing theoretical support for these frameworks to be applied in future driver training studies. Continued research efforts are needed to understand how best to balance functional and HO-DI to maximize young novice drivers’ learning prior to independent driving, particularly during the late Learner period. Practical Applications: Naturalistic observation of current HO-DI and teaching approaches supports the feasibility of integrating recommended improvements arising from the theoretical framework within current practice, with practical implications for improvements to industry training.
Details
- Title
- Higher-order driving instruction and opportunities for improvement: Exploring differences across learner driver experience
- Authors
- Natalie Watson-Brown (Author) - University of the Sunshine Coast, Queensland, Thompson InstituteBridie Scott-Parker (Author) - University of the Sunshine Coast, Queensland, Thompson InstituteTeresa Senserrick (Author) - Queensland University of Technology
- Publication details
- Journal of Safety Research, Vol.75, pp.67-77
- Publisher
- Elsevier Ltd
- Date published
- 2020
- DOI
- 10.1016/j.jsr.2020.08.002
- ISSN
- 1879-1247; 0022-4375
- Organisation Unit
- School of Social Sciences - Legacy; University of the Sunshine Coast, Queensland; Thompson Institute; School of Law and Society; Sustainability Research Cluster
- Language
- English
- Record Identifier
- 99479407602621
- Output Type
- Journal article
Metrics
37 Record Views
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- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Ergonomics
- Public, Environmental & Occupational Health
- Social Sciences, Interdisciplinary
- Transportation
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Source: InCites