A Paradigm Shift of Learning in Maritime Education amidst COVID-19 Pandemic
Bibliographic record
Abstract
AbstractThis paper aimed to determine the maritime students’ readiness to cope with the abrupt paradigm shift from face-to-face to online learning for the first time in maritime education amidst the outbreak of the COVID-19 pandemic. It utilized a descriptive-normative approach where incoming 2nd year and 3rd-year maritime students were the respondents. Data gathering was online using a survey questionnaire in Google Forms. Statistical tools used were frequency count, percentage and a 5% margin of error in projecting students’ population throughout the schoolyear 2020-2021.The study showed a majority or 7 of 10 among maritime students were not ready to cope with the paradigm shift on the basis of not having a computer of their own for school works; no internet connectivity at home; no access to internet shops; and personal wellbeing. Almost 3 of 5 preferred face-to-face learning. Participation was limited with only the maritime students while everybody was under the community lockdowns for safety and health reasons. Internet connectivity of the students also was a limiting factor.A catch-up framework in maritime education for SY 2020-2021, 2021-2022, and 2022-2023 addresses problems relative to the start of SY 2020-2021 by delaying it to January 2021. This will give the maritime students inclusive opportunities to graduate within the prescribed period despite the impact of the COVID-19 pandemic. The government, school authorities, parents and faculty members also benefit from this framework once adapted.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".