Once the global coronavirus pandemic hit the U.S., the military moved to ramp up remote pilot training options. But it is unclear if the trend will continue after the contagion passes.
Before COVID-19, the Air Force was developing immersive training devices that would help instruct students remotely as part of Air Education and Training Command’s Pilot Training Next program, says Lt. Col. Ryan Riley, commander of Detachment 24. Instead of the pupil coming into the office, receiving an in-person brief, locating a training device and executing a mission, Riley’s team was looking at how to conduct those events with both the student and instructor at separate locations.
- Army pauses to assess training options
- Air Force and Navy immediately pivot to remote instruction
“What we wanted to see, prior to COVID-19, was how far [we could] push the bounds of remote instruction,” Riley says.
The pandemic turned that desire into a need to provide students the same level of instruction remotely as they would in person.
The Air Force and training companies were already working to develop virtual training systems when COVID-19 struck, and the pandemic seems to have accelerated adoption. “There are only so many places to train,” says Todd Probert, defense and security group president at CAE. Though the military was once reluctant to fully tap into distance training, the question has become: “Is there a way to centralize that instruction?” he says. Pilots more than 100 mi. from a training base would be required to quarantine for two weeks once they arrived.
The technology, however, was “very glitchy,” Riley says.
The main problem was latency. So the team got to work, disassembling hardware and issuing the newest equipment to students and some of the instructor corps. Another issue was the fact that the detachment’s home-use devices were running off a laptop. The team discovered that various software programs such as remote screen-sharing were taxing the central processing unit (CPU) heavily, overwhelming laptops, says Lt. Col. Robert Knapp, Detachment 24 operations officer.
“No matter how good a laptop you buy, they’re just never going to run at the same speed as a desktop computer,” Knapp says. “We took some of our older desktop computers that were in the building and sent those home with students to replace the laptops, which opened up a lot more CPU bandwidth.”
The students also were asked to plug their devices into their routers instead of using wireless home internet, which reduced latency and resulted in a more streamlined, less glitchy process.
Meanwhile, the Army was tackling similar challenges at Fort Rucker in Dale County, Alabama, where the service produces pilots to fly the Boeing AH-64 Apache and CH-47 Chinook and Sikorsky UH-60 Black Hawk. In addition to training its own pilots at Fort Rucker, the service also assists with the training of foreign military aviators from as many as 47 countries annually at the base.
The Army established a virtual instructor’s course so that the instructor pilots could learn how to teach using a digital platform, says Maj. Gen. David Francis, U.S. Army Aviation Center of Excellence and Fort Rucker commanding general. “COVID-19 has enabled us to really take a look at ourselves and how we’re delivering training,” he says. Francis envisions a blend of in-person and virtual training once the crisis passes.
As the pandemic took hold, the Navy, too, set up remote instruction with unprecedented speed. With 45 students per class, the service would not have been able to comply with social distancing guidance from the Centers for Disease Control and Prevention, according to Lt. Tim Benoit, aviation preflight indoctrination instructor at Naval Aviation Schools Command located in Pensacola, Florida. So in just five days, the Navy created a digital classroom and launched classes for its student Coast Guard, Marine Corps and Navy pilots.
Benoit had selected flight instructors to test the new digital system, and the next day he prepared a presentation to train the rest of the instructors. “We were able to adapt to this without missing any productivity targets,” Benoit says.
The Navy does not plan to employ remote instruction after the COVID-19 crisis but views the technology as an alternative when a natural disaster such as a hurricane hits. The service is recognizing the advantages of remote learning, however, which include saving time and money. Students have access to each session’s recording and associated course materials, and the technology would allow students not in Pensacola to take the courses.
“It can also be used in conjunction with in-person training to prep students . . . and it’s been used to enable guest speakers” in another city, Benoit says. “Those are some things that I think may persist beyond the pandemic.”
Related Content
