The demonstration of reflection-in-action in maritime training

Abstract

The literature on simulation-based training highlights the importance of post-simulation debriefings as occasions for student selfreflection. Another central feature of these debriefings, which has not gained the same interest, is how debriefings are used by instructors to demonstrate professional modes of reflection-inaction: how they are used to show the deeply reasoned and skilled practices that characterize professional conduct. Based on video recordings of debriefing sessions in a navigation course for master mariners, this study discusses a case where an instructor demonstrates how navigational rules should be applied in line with good seamanship. With a starting point in the visual representation of the scenario, and by re-enacting the students' performance, the instructor formulates the problem that the students confronted in the scenario as well as potential solutions. In this way, the students' attempts to solve the task are explicated in terms of the more general lessons that the scenario was designed to teach. The study concludes by a) discussing the empirical case in relation to Schön's 'Educating the Reflective Practitioner' and b) outlining some implications for educational practice.

Advanced learning methods in maritime education and training: A bibliometric analysis on the digitalization of education and modern trends

“…While there exists a substantial number of research studies across various levels, methods, and topics, it is not feasible to examine them individually within the scope of this study. Nevertheless, the findings suggest that these articles have contributed to the development of the field, albeit they cannot be evaluated collectively under a single framework [1, 17, 18, 24, 29, 34, 37, 41, 45, 48, 49, 55, 56, 61, 64, 73, 75, 78, 83, 89, 95, 100, 106, 111, 115, 116, 119, 122, 124, 126, 129, 130, 132, 137, 138, 143, 144, 149–151, 153–156, 162, 165, 167, 170, 171].…”

Guest editorial

“…These studies provide rich and detailed analyses of the social, material, and cultural dimensions of the learning practices under scrutiny, drawing on situated perspectives of learning (e.g., Suchman 1987;Lave andWenger 1991), sociocultural approaches (e.g., Vygotsky 1980;Engeström 2016), andpragmatic theories of learning (e.g., Dewey 1998;Biesta 2007). Studies in such traditions have advanced our knowledge of simulator-based training in MET contexts (e.g., John et al 2019;Hontvedt and Arnseth 2013;Wahl 2020), the role of storytelling in professional learning (Emad and Roth 2016; Sellberg and Wiig 2020), and how professional reflection-in-action can be taught and learned (for example, Sellberg et al 2021). We have also seen theoretical perspectives that, at analytical depth, strive to understand learners' experiences in MET.…”

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

“…However, research-informed discussion on the teaching and learning within maritime simulation environment is gradually expanding in the literature. Examples include students' self-efficacy and motivation (Renganayagalu et al, 2019), academic module standardisation (Park, 2016), approaches to managing crisis and complex tasks (Baldauf et al, 2016;Hjelmervik et al, 2018), and role of reflection (Sellberg et al, 2021) in maritime simulation programmes. This paper adds a fresh perspective to this discourse and discusses the aspect of deep learning elements in such a technology-enabled and scenario-based teaching/learning practice.…”