Examining the use of blended learning in maritime education and training
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Notice bibliographique
Résumé
Nowadays, Maritime Education and Training (MET) is seen as a significant aspect in improving seafarers' understanding, knowledge, and proficiency under the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers (STCW).However, this paradigm faces many challenges.To solve the issues, METIs are trying to develop Blended Learning (BL) approach.This dissertation tried to identify the modality of BL by literature review, which describes how BL can cope with the limitations of the current MET paradigm.It also looked at the current status, limitations, and the effectiveness of collaboration among Maritime Education & Training Institutions (METIs) to improve learning programs concerning BL by conducting interviews.Two strategies were used in this research further to disseminate BL: a literature review and semi-structured interviews.Findings from the literature revealed that BL has four characteristics composed of net-centricity, which means students can take lectures whenever and wherever they are, tailored syllabus, accurate assessment, and enhanced interaction.All of these elements can compensate for limitations competence-based training.Effective BL is based on pre-defined legal sources, highly developed technical infrastructure, and well-trained human resources.The interview results indicate that the pandemic of COVID-19 has accelerated institutions explored to adopt BL and this trend.However, modality, except for netcentricity, is not observed from the interview.This might be because they were forced to rely only on e-learning.The analysis of the interview results also revealed that several METIs lack legal, technical, and human resource basis.As a result, a legal basis for BL, such as guidance, should be developed at IMO.Furthermore, some institutions suffer from unstable internet connections in terms of technical infrastructure, so alternative measures, such as satellite communication, should be considered.Moreover, in terms of human resources, only a few institutions provide BL training for instructors.Instead, institutions have sought to improve their BL by providing webinars for instructors, weekly meetings with faculty members, peer learning, and knowledge sharing sessions on how to conduct BL courses online.Finally, findings revealed that collaboration could save money and enable METIs to deliver enhanced and improved training programs by sharing facilities and human resources.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle