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.
Purpose The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning. Design/methodology/approach An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions. Findings Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions. Research limitations/implications Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment. Originality/value This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.
The learning of programming using simulation involves unique educational environments and human factors. However, research in this field has been mainly centred on the efficacy of the simulation tool whereas there is a lack of comparative studies between the associated teaching and learning procedures. To address the gap, this study facilitates an evidence-driven discussion on learning and teaching, as well as their relationship, in simulation-based programming education. Investigation areas include virtual and physical environments of simulation sessions, relevant learning enablers and impediments, and roles of students and faculty members in the process. The study followed qualitative methodology using focus groups and semi-structured interviews. Thirty-seven students and four lecturers on a computing course at a British university shared experiences and perceptions on simulation-based programming sessions. The data were analysed thematically and through cross-evaluation. The findings have provided fresh insights on several enabling and challenging aspects of simulation-based programming education. On the one hand, visualisation, consistency of learning procedures, and student engagement emerged as empowering factors. On the other, the negative implications of collaborative tasks, students' attention diversion while shifting between virtual and physical environments of learning, and lecturers' over-emphasis on technology in teaching preparation, appeared as challenges. The paper contributes to understanding the advantages and challenges of using simulation in programming education. It suggests essential teaching principles and their application procedures, which add value to the overall computing education at tertiary level. The learning is transferrable among other engineering programmes and academic disciplines that use simulation for educational purposes.
Morley and Jamil critique the changing higher education landscape where metrics, marketisation and challenging employment prospects for graduates put into question traditional modes of higher education ethos and delivery. Theorists identify alternative approaches where learning is focused on greater authenticity, personalisation and longitudinal development. The chapter introduces the emerging concept of ‘real world learning’, which is under-researched within higher education yet shows early potential to address some of the disjunctions between students’ learning and the world of work. An introduction is made to the chapters within the book that follow, written with the intention to illuminate what is real world learning and how it can be applied to curriculum design and pedagogy.
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