Deep learning elements in maritime simulation programmes: a pedagogical exploration of learner experiences

Abstract

In this paper, we explore the learning and teaching of a maritime simulation programme to understand its deep learning elements. We followed the mixed methods approach and collected student perception data from a maritime school, situated within a UK university, using reflection-based survey (n = 112) and three focus groups with eleven students. Findings include the needs for defining clear learning outcomes, improving the learning content to enable exploration and second-chance learning, minimising theory–practice gaps by ensuring skills-knowledge balance and in-depth scholarship building, facilitating tasks for learning preparation and learning extension, and repositioning simulation components and their assessment schemes across the academic programme. Overall, the paper provides evidence on the importance of deep learning activities in maritime simulation and suggests guidelines on improving the existing practice. Although the findings are derived from a maritime education programme, they can be considered and applied in other academic disciplines which use simulation in their teaching and learning.

Evaluación del aprendizaje profundo metacognitivo y autodeterminado en estudiantes universitarios (Metacognitive and self-determined deep learning assessment in university students)

“…En definitiva, se pone de manifiesto como en el ámbito de la universidad es necesario desarrollar un aprendizaje profundo metacognitivo y autodeterminado para dar respuesta a la legislación universitaria y contribuir en la construcción y la transformación de la sociedad. Se trata de ofrecer una formación de calidad en la universidad, desde la enseñanza por competencias, que atienda a los retos y desafíos del conocimiento y tenga en cuenta el progreso de la sociedad (Jamil & Bhuiyan, 2021). Una adecuada generación y gestión del conocimiento, por parte de los profesores universitarios, generará aprendizaje profundo metacognitivo y autodeterminado, redundando en la mejora del rendimiento académico, con proyección social (Abad & Ramirez, 2017;Alcañiz et al, 2016;Bernal et al, 2019;Cañas et al, 2021;Hong et al, 2015;Langdon et al, 2019;Salcedo et al, 2015).…”

“…La Ley de educación universitaria atiende a la necesidad de formar personas capaces de convertir la sobreabundancia de la información en conocimiento, aspecto relacionado con la necesidad de generar un aprendizaje profundo metacognitivo en los estudiantes, teniendo en cuenta la importancia que adquieren las necesidades psicológicas básicas (autonomía, competencia y relación), para construir la sociedad. Objetivo esencial de la reforma universitaria internacional (Jamil & Bhuiyan, 2021).…”

Significance of Blooms Taxonomy in Tartary Education A Case Study in the Maritime Industry

“…For example, if a trainer makes a mistake while in a practice session in real life situation it is very difficult to revert the situation. Maritime simulation is an important requirement in the training and professional development activities for seafarers to ensure safe and efficient navigation and seamanship (Jamil & Bhuiyan, 2021). The simulator training is usually aimed at very limited number of students at a time.…”

Building Student Self-Directed Learning Through Virtual and Flipped Classroom

“…Online learning is cost-effective, flexible, and gives students a choice of experiments that multiple students can do independently and simultaneously [16]. Flipped Classroom is considered an effective strategy to reach the navy inside and outside the classroom [17]. The Flipped Classroom strategy can also help the teaching process by converting lecture notes, and excellent multimedia video homework posted online to watch and study freely before class [18].…”