On Education And Training In Maritime Communications And The Gmdss During The Covid-19

Alexandrov, Chavdar; Grozev, Grozdyu; Димитров, Георги; Hristov, Avgustin

doi:10.53656/ped21-6s.09on

Cited by 2 publications

(1 citation statement)

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“…Articles on this subject are also supported by papers on remote, online, and distance teaching. Various subjects and investigations overlap in these two categories however, the majority of the remote or online teaching studies are conducted with a focus on COVID-19 [2,87,97,120,131,133]. This distinctive feature also alters the type of work done by the studies.…”

Section: Main Topics In Researchmentioning

confidence: 99%

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

Türkistanli

2023

Comp Applic In Engineering

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The minimum requirements in maritime education and training (MET) are set by the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW). First established in 1978, the STCW convention standardized educational procedures for seafarers. Since then, it has become the most influential regulatory document for maritime education. The STCW code had major revisions in 1995 and 2010. These amendments were in response to the recognized need to bring the Convention up to date. However, it has been over a decade since the latest amendments came into force, and over the past decade, new educational technologies and digital educational methods have developed significantly. Not only that, but technologies used onboard ships have also advanced considerably. Today, digitalization and the fourth industrial revolution are rapidly reshaping the maritime industry, as well as maritime education. These issues coupled with the disruption caused by the Covid pandemic increased the need for more advanced training tools and methods in MET. Concerns are rising regarding the need for more comprehensive rules that will better reflect today's educational needs and progress in the literature. This paper takes a first step toward addressing these issues by improving the understanding of the currently used advanced teaching methods in MET. This bibliometric review provides developments in the field from the perspective of educators and researchers. As a result, we discovered several narratives and literature gaps in MET. This article reviews the currently investigated subjects and topics, used educational tools and equipment, types of research, and main influencers in MET research. The field is still newly developing, but at a rapid pace. Newly developed tools and methods are increasing, but advances are also constrained because they are made to fit the decade‐old regulations.

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Section: Main Topics In Researchmentioning

confidence: 99%

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

Türkistanli

2023

Comp Applic In Engineering

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An evaluation of maritime simulators from technical, instructional, and organizational perspectives: a hybrid multi-criteria decision-making approach

Tusher

Munim

Nazir

2023

WMU J Marit Affairs

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Recent advancements in simulation technology facilitated maritime training in various modalities such as full-mission, desktop-based, cloud-based, and virtual reality (VR) simulators. Each of the simulator modality has unique pros and cons considering their technical capabilities, pedagogical opportunities, and different organizational aspects. On the other hand, enhanced training opportunity and diversity of training depends on the proper utilization of simulators. In this context, the absence of an unbiased, transparent, and robust simulator selection process poses a complex decision-making challenge for the maritime instructors and decision-makers at the institutions. In this study, a hybrid multi-criteria decision-making (MCDM) approach is proposed to evaluate four major types of simulator modalities. For the evaluation, a MCDM framework is developed based on 13 key factors (sub-criteria) for simulator selection grouped under three higher-level criteria—technical, instructional, and organizational criteria. Data was collected using a structured best-worst method (BWM) survey from subject matter experts. The Bayesian BWM is used for ranking of the 13 sub-criteria, and the Preference Ranking Organization Method for Enrichment Evaluation (PROMETHEE) is used to evaluate the four simulator modalities utilizing sub-criteria ranking scores from Bayesian BWM. The results reveal that the regulatory compliance of simulators is the most important criterion, while the cost of simulators is considered the least important criterion during the simulator selection process. Overall, full-mission simulators are the most preferred followed by VR simulators, cloud-based and desktop simulators. However, a sensitivity analysis demonstrated context-specific preferences for certain simulator types over others.

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On Education And Training In Maritime Communications And The Gmdss During The Covid-19

Cited by 2 publications

References 0 publications

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

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

An evaluation of maritime simulators from technical, instructional, and organizational perspectives: a hybrid multi-criteria decision-making approach

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