Absenteeism in maritime education: insights, challenges, and innovative solutions
Bibliographic record
Abstract
Students’ attendance at classes is a measure that reflects students’ enthusiasm for the course and their status in the university. University-level absenteeism is influenced by various factors, ranging from academic self-perception and attitudes towards lecturers to academic performance. Work-related absenteeism is also linked to stress, group size, commitment, and job satisfaction. It is essential to discern the specific importance of these factors. The STCW-IMO convention provides the international minimum standards for maritime education and training and the minimum requirements for the competences of seafarers and also adapted standard models of competence-based training to this convention. Even though all this knowledge and skills are well specified, attendance is only required for some specific maritime courses. Due to the importance of classroom attendance, this paper presents the results of the teaching innovation project titled “Active methodologies for face-to-face and participatory learning (ASAP-UPC)” and seeks to quantify current levels of absenteeism, identify its main causes and propose initiatives to improve classroom attendance at the Barcelona School of Nautical Studies (FNB-UPC). These findings hold significance for FNB-UPC lecturers and decision-making bodies, as they highlight areas that can be improved to offer a more useful experience to our students. Moreover, the outcomes of this research can potentially be applied to other Maritime Education and Training Institutions (METIs).
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".