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Modern cadet training. the challenge between the various training systems and new demands set by the industry

Formela K., Bošnjak R., Pusch V.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

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2023

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Vol. 17 No. 4

929--934

EN

Maritime transport responsible for as much as 90% of world trade, currently suffers from a shortage of quali-fied officers. The 2010 International Convention on Standards of Training and Watchkeeping (STCW) en-courages the international community to promote employment at sea among young people, especially females. So far, the Cadet Record Book (CRB), based on International Seafarers’ Federation (ISF) requirements is the basic and only document confirming obtaining the required qualifications by cadets to become an officer. Due to the continuous progress of technology and the maritime industry demands, the companies are developing their own (more detailed) cadet training systems. Such solutions enable a more detailed approach to training which results in better preparation for future work at sea. In this paper, one such system is presented in detail, which is already in use by one of the company and compares it to present training requirements.

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Study on effective maritime training through the anchoring training

Kunieda Y., Murai K., Kashima H., Sugawara M.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

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2019

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Vol. 13, no. 2

381--386

EN

Anchoring exercises on a training ship have a significant effect on the acquisition of ship handling skills. Furthermore, such training is also effective for the development of critical thinking and problem solving. The authors investigated this topic to develop effective training methods for anchoring exercises. We created a rubric for anchor training, and the instructor evaluated trainees based on the rubric items. These rubrics were effective for judging trainee performance. The effect of dialogue in group work was shown by comments from instructors and the trainees. Group presentations were also evaluated via student comments. After conducting the anchoring training in native language in the spring, the same exercise was conducted in English in the fall. Only English instructions were offered during the training exercise in the first year (2016). In the second year (2017), students took a brief e-learning course in English about anchoring before attempting the second exercise in English. According to instructor evaluations, the second session in 2017 saw a much greater improvement in trainee performance than did the second session in 2016. English practice in the e-learning course allowed students to focus more on practising the techniques they had learned previously when performing the second training exercise in English.

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Impact of simulation fidelity on student self-efficacy and perceived skill development in maritime training

Renganayagalu S. K., Mallam S., Nazir S., Ernstsen J., Haavardtun P.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

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2019

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Vol. 13, no. 3

663--669

EN

Maritime education and training (MET) has a long tradition of using simulator training to develop competent seafarers and relevant seafaring skills. In a safety critical domain like maritime industry, simulators provide opportunities to acquire technical, procedural and operational skills without the risks and expense associated with on-the-job training. In such training, computer-generated simulations and simulators with higher realism are inferred to better training outcomes. This realism, or the extent to which simulators replicate the experience of a real work environment, is referred to as the “fidelity” of a simulator. As the simulation technology develops, the maritime industry adapts to more advanced, higher fidelity simulators. However, the cost of a simulator generally increases with increasing fidelity, and thus practical and economic constraints must be considered. In this paper, we investigated two types of simulators on perceived skill development of the students at engine room simulation training. We compared the self-efficacy levels of 11 second year marine engineering students and their perceived skill development between two different fidelity engine room simulators. The result suggests that students have higher motivation and prefer to train with immersive training simulators compared to the traditional training. This article aims to add to existing knowledge on the influence of fidelity of simulators in training effectiveness in maritime education and training.

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Active learning in maritime education

Kunieda Y., Kashima Y., Kido H., Murai K.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

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2017

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Vol. 11, no. 1

135--140

EN

In the field of education, the importance of active learning as a more effective educational method has recently been noted. The element of active learning was introduced to the anchoring training of the training ship for third-year students of Tokyo University of Marine Science and Technology, and its effects have been verified. The learning effect of training was confirmed by the questionnaire results of the students. Moreover, the self-evaluations of student and evaluation of instructor confirmed the skill of grasping a ship's position with improved accuracy and learning effects. Self-evaluation and evaluation by the other student, which were introduced as the element of active learning, both demonstrated a positive learning effect. Furthermore, since an effective training method was examined, a result is reported.