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.
Highlights
Unique designs and applications of simulation have demonstrated wide educational success in many academic disciplines and professions, for example, nursing (Wyatt, Archer, & Fallows, 2015), computing (Jamil & Isiaq, 2019), business (Yahaya et al, 2017), and education (Chini, Straub, & Thomas, 2016)
Human errors are the primary cause for maritime accidents (Allianz Global Corporate & Specialty, 2017), maritime simulation is an important requirement in the training and professional development activities for seafarers to ensure safe and efficient navigation and seamanship
This paper explores pedagogical aspects of Bridge Simulation (BS), a common maritime simulation that creates virtual environment of the Bridge or the command centre of a ship from where all sides of the sea and waterways can be viewed
Summary
Unique designs and applications of simulation have demonstrated wide educational success in many academic disciplines and professions, for example, nursing (Wyatt, Archer, & Fallows, 2015), computing (Jamil & Isiaq, 2019), business (Yahaya et al, 2017), and education (Chini, Straub, & Thomas, 2016). Pedagogical features of simulation are generally creative and interactive, having capabilities to facilitate specialised contents through multiple means, for example the provisions for using practical experiences through conscious and repetitive practices, which can supply rich learning to students (Bryan et al, 2009; Kolb, 1984; Sawyer et al, 2011). Simulation can link academic learning with professional activities, many academic programmes use it as an alternative for industry placement (Kelly et al, 2014; Rochester et al, 2012). Human errors are the primary cause for maritime accidents (Allianz Global Corporate & Specialty, 2017), maritime simulation is an important requirement in the training and professional development activities for seafarers to ensure safe and efficient navigation and seamanship
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