Journal is indexed in following databases:



2023 Journal Impact Factor - 0.7
2023 CiteScore - 1.4



HomePage
 




 


 

ISSN 2083-6473
ISSN 2083-6481 (electronic version)
 

 

 

Editor-in-Chief

Associate Editor
Prof. Tomasz Neumann
 

Published by
TransNav, Faculty of Navigation
Gdynia Maritime University
3, John Paul II Avenue
81-345 Gdynia, POLAND
www http://www.transnav.eu
e-mail transnav@umg.edu.pl
An Exploration of the Theoretical Foundations of Onboard Seafarer Training: A Systematic Review of the Literature
1 World Maritime University, Malmö, Sweden
ABSTRACT: At the core of the shipping enterprise is the competence of the crew of the ships. For this reason, the international community (particularly as represented by the International Maritime Organization (IMO)) has always endeavoured to ensure that seafarer education and training is as optimal as can be achieved by the global community of nations. A variety of elements are normally associated with such education and training. They include educational elements conducted ashore in maritime education and training institutions (classroom-based lectures, laboratory exercises and simulators, for example) as well as training conducted on board a ship in service. It has been well recognised that one of the most effective means of practical training for seafarers is the training conducted on board ships, so-called “onboard training”. There is, however, a wide range of approaches taken by different jurisdictions in their application of specific strategies for onboard training. The approaches may differ in timing (at what stage of the educational process onboard training is conducted) and duration (how long the training is carried out), for example. These differences exist even though onboard training itself may be argued to universally derive its primary philosophical basis from the learning theories of situated learning and cognitive apprenticeship. To identify the rationale and factors informing different approaches to the implementation of onboard training from a theoretical perspective (establish a theoretical framework), and thereby to set the stage for the interrogation of how these approaches will address the challenges of the future (arising, for example, from the acceleration of technologically-mediated education and training), it is necessary to, first of all, examine how apprenticeship and on-the-job training have been perceived in the theoretical literature inside or outside the maritime domain and how the different approaches are informed by these theories. This paper, therefore, employed a systematic literature review to identify the theoretical foundation of on-the-job training and apprenticeship. Objective: To explore theoretical foundations of apprenticeship/on-the-job training and how they may apply to onboard training in the maritime industry. Methods: The authors conducted an electronic literature search with specified selection criteria for inclusion/exclusion using two databases - EBSCO Discovery Service and SCOPUS. Thereafter, and through qualitative coding of the literature found, several research themes were identified and explored. Using an electronic search with a specific search strategy from the two databases, a total of 3476 studies were identified. After screening per the relevant inclusion and exclusion criteria, 48 studies were ultimately included in the review. Results: The review of the 48 studies (from a wide range of industries) found no study that focused on the theoretical foundations of onboard training specifically. However, it was confirmed from the study that three macro learning theories – relating to situated learning, cognitive apprenticeship and the zone of proximal development - are the dominant theories that relate to apprenticeship and on-the-job training in general. This review also found that different perspectives relating to processes of learning, guidance and support and the materiality of the context are critical considerations for apprenticeship and on-the-job training. Future research should explore how these factors are manifested in or considered by seafarer education and training jurisdictions when they select specific onboard training strategies and how other forms of competence building (such as training on simulators ashore) may or may not be limited in augmenting or replacing time onboard ship. Contribution: This work addresses a gap in the literature relating to the theoretical underpinnings of onboard training in the maritime industry and contributes both a theoretical/conceptual framework for onboard training and a theory-informed definition of this expression of apprenticeship. Knowledge about these theoretical underpinnings is essential as the industry considers options for the remission of sea time, the increased automation of ships and the diversity of practices of onboard training in different jurisdictions.
REFERENCES
UNCTAD, “Review of maritime transport 2022,” United Nations Conference on Trade and Development, 2022.
I. Cicek, C. Deniz, A. Kusoglu, and T. Nakazawa, “A Comparative Study of Training Methods for Training and Education of Marine Engineering Students of IAMU Universities,” in Proceedings of IAMU AGA2, Kobe, Japan: IAMU, 2001, pp. 17–24.
M. E. Manuel and R. Baumler, “The Evolution of Seafarer Education and Training in International Law,” in Maritime Law in Motion. WMU studies in Maritime Affairs, P. K. Mukherjee, M. Q. Mejia, and J. Xu, Eds., 2020, pp. 471–494. doi: 10.1007/978-3-030-31749-2_22. - doi:10.1007/978-3-030-31749-2_22
International Maritime Organization, The International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978 (2017 Ed.). London, UK, 2018.
International Maritime Organization, “STATUS OF IMO TREATIES. Comprehensive information on the status of multilateral Conventions and instruments in respect of which the International Maritime Organization or its Secretary-General performs depository or other functions,” London, UK, 2023.
S. Saarheim and S. D. Browne, “Assessment of STCW Competencies Aboard a Maritime Academy Training Vessel,” in Proceedings of IAMU AGA17, Haiphong, Vietnam, 2016, pp. 70–77.
W. Uitterhoeve, D. van Heel, P. Werner, and H. van der Ende, “The Dutch perspective on the use of simulators and sea time reduction in Maritime Education and Training,” in MARSIM 2018 Proceedings, Halifax, Nova Scotia, Canada: International Marine Simulator Forum, Aug. 2018.
G. R. Emad, “Reforming Professional Education: A Case of Cognitive Human Factor/Human Element in Shipping Industry,” in Advances in human factors in training, education, and learning science, 2021, pp. 183–189. doi: 10.1007/978-3-030-80000-0_22. - doi:10.1007/978-3-030-80000-0_22
T. Kim et al., “The continuum of simulator-based maritime training and education,” WMU Journal of Maritime Affairs, vol. 20, no. 2, pp. 135–150, Jun. 2021, doi: 10.1007/s13437-021-00242-2. - doi:10.1007/s13437-021-00242-2
M. H. Dewan, R. Godina, M. R. K. Chowdhury, C. W. M. Noor, W. M. N. Wan Nik, and M. Man, “Immersive and Non-Immersive Simulators for the Education and Training in Maritime Domain—A Review,” J Mar Sci Eng, vol. 11, no. 1, p. 147, Jan. 2023, doi: 10.3390/jmse11010147. - doi:10.3390/jmse11010147
International Maritime Organization, “Report to the Maritime Safety Committee, HTW9/15”, International Maritime Organization, London, UK, 2023.
M. J. Grant and A. Booth, “A typology of reviews: An analysis of 14 review types and associated methodologies,” Health Information and Libraries Journal, vol. 26, no. 2. pp. 91–108, Jun. 2009. doi: 10.1111/j.1471-1842.2009.00848.x. - doi:10.1111/j.1471-1842.2009.00848.x
D. Moher et al., “Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement,” PLoS Medicine, vol. 6, no. 7. Jul. 2009. doi: 10.1371/journal.pmed.1000097. - doi:10.1371/journal.pmed.1000097
J. P. T. Higgins et al., Eds., Cochrane Handbook for Systematic Reviews of Interventions version 6.3 (updated February 2022). Cochrane 2022. Accessed: Jan. 28, 2023. [Online]. Available: www.training.cochrane.org/handbook
M. J. Page et al., “The PRISMA 2020 statement: An updated guideline for reporting systematic reviews,” The BMJ, vol. 372. BMJ Publishing Group, Mar. 29, 2021. doi: 10.1136/bmj.n71. - doi:10.1136/bmj.n71
M. Gusenbauer and N. R. Haddaway, “Which academic search systems are suitable for systematic reviews or meta‐analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources,” Res Synth Methods, vol. 11, no. 2, pp. 181–217, Mar. 2020, doi: 10.1002/jrsm.1378. - doi:10.1002/jrsm.1378
A. Carrera-Rivera, W. Ochoa, F. Larrinaga, and G. Lasa, “How-to conduct a systematic literature review: A quick guide for computer science research,” MethodsX, vol. 9, p. 101895, 2022, doi: 10.1016/j.mex.2022.101895. - doi:10.1016/j.mex.2022.101895
J. S. Gomersall, Y. T. Jadotte, Y. Xue, S. Lockwood, D. Riddle, and A. Preda, “Conducting systematic reviews of economic evaluations,” Int J Evid Based Healthc, vol. 13, no. 3, pp. 170–178, Sep. 2015, doi: 10.1097/XEB.0000000000000063. - doi:10.1097/XEB.0000000000000063
E. Smith, “Apprenticeships,” in International Encyclopedia of Education, Elsevier Ltd, 2010, pp. 312–319. doi: 10.1016/B978-0-08-044894-7.00774-0. - doi:10.1016/B978-0-08-044894-7.00774-0
A. Kelly, “‘Too busy to think, too tired to learn’-the attrition of the apprenticeship model of surgical training in the United Kingdom,” pp. 45–65, 2006.
A. Cope, J. Bezemer, S. Mavroveli, and R. Kneebone, “What Attitudes and Values Are Incorporated into Self as Part of Professional Identity Construction When Becoming a Surgeon?,” in Academic Medicine, Lippincott Williams and Wilkins, Apr. 2017, pp. 544–549. doi: 10.1097/ACM.0000000000001454. - doi:10.1097/ACM.0000000000001454
P. J. Gorman, A. H. Meier, and T. M. Krummel, “Computer-assisted training and learning in surgery.,” Comput Aided Surg, vol. 5, no. 2, pp. 120–30, 2000, doi: 10.1002/1097-0150(2000)5:2<120::AID-IGS6>3.0.CO;2-L. - doi:10.1002/1097-0150(2000)5:2<120::AID-IGS6>3.0.CO;2-L
P. Rashid, “Surgical education and adult learning: Integrating theory into practice.,” F1000Res, vol. 6, p. 143, 2017, doi: 10.12688/f1000research.10870.1. - doi:10.12688/f1000research.10870.1
F. Ghofranipour, S. Ghaffarifar, F. Ahmadi, H. Hosseinzadeh, and A. Akbarzadeh, “Improving interns’ patient–physician communication skills: Application of self-efficacy theory, a pilot study,” Cogent Psychol, vol. 5, no. 1, p. 1524083, Dec. 2018, doi: 10.1080/23311908.2018.1524083. - doi:10.1080/23311908.2018.1524083
J. Massé, S. Dupéré, É. Martin, and M. C. Lévesque, “Transformative medical education: must community-based traineeship experiences be part of the curriculum? A qualitative study,” Int J Equity Health, vol. 19, no. 1, p. 94, Dec. 2020, doi: 10.1186/s12939-020-01213-4. - doi:10.1186/s12939-020-01213-4
R. E. Stalmeijer, D. H. J. M. Dolmans, I. H. A. P. Wolfhagen, and A. J. J. A. Scherpbier, “Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students?”, Advances in Health Sciences Education, vol. 14, no. 4, pp. 535–546, Oct. 2009, doi: 10.1007/s10459-008-9136-0. - doi:10.1007/s10459-008-9136-0
M. Tran et al., “Transitions in general practice training: quantifying epidemiological variation in trainees’ experiences and clinical behaviours,” BMC Med Educ, vol. 22, no. 1, p. 124, Dec. 2022, doi: 10.1186/s12909-022-03178-0. - doi:10.1186/s12909-022-03178-0
C. Merritt, M. Daniel, B. W. Munzer, M. Nocera, J. C. Ross, and S. A. Santen, “A cognitive apprenticeship-based faculty development intervention for emergency medicine educators,” Western Journal of Emergency Medicine, vol. 19, no. 1, pp. 198–204, Jan. 2018, doi: 10.5811/westjem.2017.11.36429. - doi:10.5811/westjem.2017.11.36429
E. C. Hamoen, P. G. M. De Jong, F. M. Van Blankenstein, and M. E. J. Reinders, “Design and First Impressions of a Small Private Online Course in Clinical Workplace Learning: Questionnaire and Interview Study.,” JMIR Med Educ, vol. 8, no. 2, p. e29624, Apr. 2022, doi: 10.2196/29624. - doi:10.2196/29624
N. R. Pinelli et al., “Identifying the Presence of Cognitive Apprenticeship in the Layered Learning Practice Model.,” Am J Pharm Educ, vol. 82, no. 1, p. 6155, Feb. 2018, doi: 10.5688/ajpe6155. - doi:10.5688/ajpe6155
R. Ohta, Y. Ryu, T. Katsube, J. Otani, and Y. Moriwaki, “Strengths and Challenges for Medical Students and Residents in Rural Japan,” Fam Med, vol. 53, no. 1, pp. 32–38, Jan. 2021, doi: 10.22454/FamMed.2021.308872. - doi:10.22454/FamMed.2021.308872
F. M. Bates, J. N. Dolce, and W. R. Waynor, “The Cognitive Apprenticeship Model: Implications for its use in Psychiatric Rehabilitation Provider Training,” J Rehabil, vol. 78, no. 1, pp. 5–10, 2012, doi: 10.2975/31.3.2008.219.225. - doi:10.2975/31.3.2008.219.225
T. S. Høifødt, A.-G. Talseth, and R. Olstad, “A qualitative study of the learning processes in young physicians treating suicidal patients: from insecurity to personal pattern knowledge and self-confidence.,” BMC Med Educ, vol. 7, p. 21, Jul. 2007, doi: 10.1186/1472-6920-7-21. - doi:10.1186/1472-6920-7-21
A. A. Khine and N. Hartman, “Significance of relationships in the cognitive apprenticeship of medical specialty training,” Afr J Health Prof Educ, vol. 13, no. 1, p. 36, Apr. 2021, doi: 10.7196/ajhpe.2021.v13i1.1114. - doi:10.7196/AJHPE.2021.v13i1.1114
P.-H. Wu and G.-J. Hwang, “A context-aware mobile learning system for supporting cognitive apprenticeship in nursing skill training,” Educational Technology & Society, vol. 15, no. 223, pp. 223–236, Jan. 2012.
M. Matsuo, “Instructional skills for on-the-job training and experiential learning: an empirical study of Japanese firms,” 2014. - doi:10.1111/ijtd.12035
K. Duemmler and I. Caprani, “Identity strategies in light of a low-prestige occupation: the case of retail apprentices,” Journal of Education and Work, vol. 30, no. 4, pp. 339–352, May 2017, doi: 10.1080/13639080.2016.1221501. - doi:10.1080/13639080.2016.1221501
D. A. Greer, A. Cathcart, and L. Neale, “Helping doctoral students teach: transitioning to early career academia through cognitive apprenticeship,” Higher Education Research & Development, vol. 35, no. 4, pp. 712–726, Jul. 2016, doi: 10.1080/07294360.2015.1137873. - doi:10.1080/07294360.2015.1137873
M. Lacy, “Learning Transactional Analysis through Cognitive Apprenticeship,” Transactional Analysis Journal, vol. 42, no. 4, pp. 265–276, Oct. 2012, doi: 10.1177/036215371204200405. - doi:10.1177/036215371204200405
T.-C. Liu, “Web-based cognitive apprenticeship model for improving pre-service teachers’ performances and attitudes towards instructional planning: design and field experiment,” Educational Technology & Society, vol. 8, no. 2, pp. 136–149, 2005.
D. Robinson, “Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward,” Teach Teach Educ, vol. 61, pp. 164–178, Jan. 2017, doi: 10.1016/j.tate.2016.09.007. - doi:10.1016/j.tate.2016.09.007
P. L. Tsui and Y. C. Chen, “Sustainable development of hotel food and beverage service training: Learning satisfaction with the situated cognitive apprenticeship approach,” Sustainability (Switzerland), vol. 12, no. 5, Mar. 2020, doi: 10.3390/su12051951. - doi:10.3390/su12051951
E. Motta, A. Cattaneo, and J.-L. Gurtner, “Co-regulations of learning in small groups of chef apprentices: when do they appear and what influences them?,” Empirical Research in Vocational Education and Training, vol. 9, no. 1, p. 15, Dec. 2017, doi: 10.1186/s40461-017-0059-y. - doi:10.1186/s40461-017-0059-y
P. Chan, R. Miller, and E. Monroe, “Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges,” TechTrends, vol. 53, no. 6, pp. 35–41, Nov. 2009, doi: 10.1007/s11528-009-0341-3. - doi:10.1007/s11528-009-0341-3
J. Patrick, V. Smy, M. Tombs, and K. Shelton, “Being in one’s chosen job determines pre-training attitudes and training outcomes,” J Occup Organ Psychol, vol. 85, no. 2, pp. 245–257, Jun. 2012, doi: 10.1111/j.2044-8325.2011.02027.x. - doi:10.1111/j.2044-8325.2011.02027.x
S. W. Schmidt and V. W. Mott, “Development of a graduate education program for U.S. Army interns and careerists,” New Directions for Adult and Continuing Education, vol. 2012, no. 136, pp. 41–51, Dec. 2012, doi: 10.1002/ace.20034. - doi:10.1002/ace.20034
T. Jaarsma, H. Maat, P. Richards, and A. Wals, “The role of materiality in apprenticeships: The case of the Suame Magazine, Kumasi, Ghana,” Journal of Vocational Education and Training, vol. 63, no. 3, pp. 439–449, Sep. 2011, doi: 10.1080/13636820.2011.572173. - doi:10.1080/13636820.2011.572173
S. Glogoff and J. P. Flynn, “Developing a Systematic In-House Training Program for Integrated Library Systems,” Coll Res Libr, vol. 48, no. 6, pp. 528–536, Nov. 1987, doi: 10.5860/crl_48_06_528. - doi:10.5860/crl_48_06_528
A. Fuller and L. Unwin, “Learning as Apprentices in the Contemporary UK Workplace: creating and managing expansive and restrictive participation,” Journal of Education and Work, vol. 16, no. 4, pp. 407–426, Dec. 2003, doi: 10.1080/1363908032000093012. - doi:10.1080/1363908032000093012
T. Reul, “MARITIME TRAINING THROUGH THE USE OF SIMULATORS,” in Proceedings of IAMU AGA 16, 2015, Opatija, Croatia, pp. 355–360.
G. R. Emad, “Introduction of technology into workplace and the need for change in pedagogy,” Procedia Soc Behav Sci, vol. 2, no. 2, pp. 875–879, 2010, doi: 10.1016/j.sbspro.2010.03.119. - doi:10.1016/j.sbspro.2010.03.119
G. R. Emad, “Tracing legitimate learning in formal vocational education,” Procedia Soc Behav Sci, vol. 2, no. 2, pp. 959–963, 2010, doi: 10.1016/j.sbspro.2010.03.134. - doi:10.1016/j.sbspro.2010.03.134
G.-R. Emad and I. Oxford, “RETHINKING MARITIME EDUCATION AND TRAINING,” in Proceedings of the 16th International Maritime Lecturers Association Conference, 2008.
L. G. Evidente and E. T. Estimo, “Lived Experiences of Maritime Cadets: Their First Encounter Onboard Muticrewing Vessels,” in Proceedings of IAMU AGA15, Launceston, Australia, 2014, pp. 141–151.
B. J. Ertelt, A. Frey, M. Hochmuth, J. J. Ruppert, and S. Seyffer, “Apprenticeships as a unique shaping field for the development of an individual future-oriented ‘vocationality,’” Sustainability (Switzerland), vol. 13, no. 4. MDPI AG, pp. 1–14, Feb. 02, 2021. doi: 10.3390/su13042279. - doi:10.3390/su13042279
K. Phoyen and C. Boonroungrut, “Enterprise innovation-driven apprenticeship: a suggested programme,” Turkish Online Journal of Qualitative Inquiry, vol. 12, no. 9, pp. 2568–2577, Aug. 2021.
D. Guile and M. Young, “Apprenticeship as a conceptual basis for a social theory of learning,” Journal of Vocational Education and Training, vol. 50, no. 2, pp. 173–192, 1998, doi: 10.1080/13636829800200044. - doi:10.1080/13636829800200044
D. Bas, “On-the-Job Training in Africa,” Int Labour Rev, vol. 128, no. 4, pp. 485–96, 1989.
J. Lave and E. Wenger, Situated learning: Legitimate peripheral participation. New York: Cambridge University Press, 1991. - doi:10.1017/CBO9780511815355
C. R. Ridzwan and R. M. Yasin, “Cultivating Learning: A Grounded Theory of Skills Acquisition for Vocation in Modern Apprenticeships,” Procedia Soc Behav Sci, vol. 174, pp. 275–282, Feb. 2015, doi: 10.1016/j.sbspro.2015.01.658. - doi:10.1016/j.sbspro.2015.01.658
M. Fjellström and P. Kristmansson, “Constituting an apprenticeship curriculum,” Journal of Curriculum Studies, vol. 51, no. 4, pp. 567–581, Jul. 2019, doi: 10.1080/00220272.2019.1616115. - doi:10.1080/00220272.2019.1616115
L. C. Li, J. M. Grimshaw, C. Nielsen, M. Judd, P. C. Coyte, and I. D. Graham, “Use of communities of practice in business and health care sectors: A systematic review,” Implementation Science, vol. 4, no. 1, 2009, doi: 10.1186/1748-5908-4-27. - doi:10.1186/1748-5908-4-27
A. Collins, J. S. Brown, and S. E. Newman, “Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics,” Thinking: The journal of Philosophy for Children 8, vol. 8, no. 1, pp. 2–10, 1988. - doi:10.5840/thinking19888129
L. S. , Vygotsky, Mind in society: Development of higher psychological processes. Harvard university press, 1978.
D. A. Kolb, Experiential learning: Experience as the source of learning and development . Upper Saddle River, NJ: Prentice Hall, 1984.
L. Pylväs, P. Nokelainen, and H. Rintala, “Vocational Students’ Perceptions of Self-Regulated Learning in Work-Based VET,” Vocations and Learning, vol. 15, no. 2, pp. 241–259, Jul. 2022, doi: 10.1007/s12186-022-09286-8. - doi:10.1007/s12186-022-09286-8
M. Matsuo and J. Nakahara, “The effects of the PDCA cycle and OJT on workplace learning,” The International Journal of Human Resource Management, vol. 24, no. 1, pp. 195–207, Jan. 2013, doi: 10.1080/09585192.2012.674961. - doi:10.1080/09585192.2012.674961
A. Bandura and R. H. Walters, Social learning theory, vol. 1. Prentice Hall: Englewood cliffs, 1977.
Y. Abtahi, “Things kids think with: The role of the physical properties of mathematical tools in children’s learning in the context of addition of fractions,” University of Ottawa, 2016.
Y. Abtahi, “The ‘more knowledgeable other’: A necessity in the zone of proximal development? ,” For the learning of mathematic, vol. 1, no. 37, pp. 35–38, 2017.
R. C. Rus et al., “From Training Institution to Workplace: Towards a Training Model in the Industrial Training Institutes,” International Education Studies, vol. 8, no. 2, Jan. 2015, doi: 10.5539/ies.v8n2p60. - doi:10.5539/ies.v8n2p60
K. A. Overmann and T. Wynn, “Materiality and Human Cognition,” J Archaeol Method Theory, vol. 26, no. 2, pp. 457–478, Jun. 2019, doi: 10.1007/s10816-018-9378-y. - doi:10.1007/s10816-018-9378-y
W. J. Orlikowski, “Material knowing: the scaffolding of human knowledgeability,” European Journal of Information Systems, vol. 15, no. 5, pp. 460–466, Oct. 2006, doi: 10.1057/palgrave.ejis.3000639. - doi:10.1057/palgrave.ejis.3000639
M. B. Crawford, “Shop class as soulcraft,” The New Atlantis, vol. 13, pp. 7–24, 2006.
Citation note:
Mori Y., Manuel M.E.: An Exploration of the Theoretical Foundations of Onboard Seafarer Training: A Systematic Review of the Literature. TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation, Vol. 17, No. 4, doi:10.12716/1001.17.04.18, pp. 913-928, 2023
Authors in other databases:
Yusuke Mori:
Michael Ekow Manuel: Scopus icon36761174600 Scholar iconT2g8EtQAAAAJ

Other publications of authors:


File downloaded 219 times








Important: TransNav.eu cookie usage
The TransNav.eu website uses certain cookies. A cookie is a text-only string of information that the TransNav.EU website transfers to the cookie file of the browser on your computer. Cookies allow the TransNav.eu website to perform properly and remember your browsing history. Cookies also help a website to arrange content to match your preferred interests more quickly. Cookies alone cannot be used to identify you.
Akceptuję pliki cookies z tej strony