135
1 INTRODUCTION
In recent years, in the field of education, active
learning has attracted attention as an important
element in the “conversion to the study from
education.”Thatis,theimportanceofactivelearning
as a more effective educational method has been
noted.IntheCentralCouncilforEducationinJapan,
act
ivelearningwas definedin 2012asfollows:“The
general term for teaching and learning methods
which involve the participation of the student in
activestudyunlikeonewaylecturesfromateacher.”
When students learn actively, they are engaged
cognitively, ethically, and socially with learning,
culture, knowledge, and experience. Discovery
methods, Problem‐Based Learning, Experience
Learning, Invest
igation Learning, etc. are included.
Group‐Discussioninaclassroom,DebateandGroup
work, etc. are examples of effective active learning.
Professor Mizogami of the Kyoto University Center
forthePromotionofExcellenceinHigherEducation
defined the benefit of active learning as follows:
“Act
ive learning overcomes passive one‐side
knowledge transfer‐type lessons.” Active learning
requires students to participate in “writing,”
“talking,” and “presenting,” thereby ensuring that
cognitiveprocessesareengaged.
Activelearning isnot aspecific learningmethod,
but a teaching and learning process in which the
student is required to perform act
ively, with a
purpose.
Maritime education consists of a lecture in a
classroom, and training onboard. Training onboard
can be said to be a knowledge fixing type‐active
learning.Inpriorlearningandtraining,theelements
of active learning were further incorporated and
anchoringtrainingwasperformedforthepurposeof
aim
ing at substantial training. In the anchoring
trainingofatrainingshiptothestudents(68persons)
of the 3rd grade of Tokyo University of Marine
Science and Technology, training that incorporated
elements of active learning was performed and the
effectinvestigated.
Active Learning in Maritime Education
Y.Kunieda&H.Kashima
TokyoUniversityofMarineScienceandTechnology,Tokyo,Japan
H.Kido
J
apanAgencyofMaritimeEducationandTrainingforSeafarers,Yokohama,Japan
K.Murai
KobeUniversity,Kobe,Japan
ABSTRACT:Inthefieldofeducation,theimportanceofactivelearningasamoreeffectiveeducationalmethod
hasrecentlybeennoted.Theelementofactivelearningwasintroducedtotheanchoringtrainingofthetraining
shipforthird‐yearstudentsofTokyoUniversityofMarineScienceandTechnology,andit
seffectshavebeen
verified.Thelearningeffectoftrainingwasconfirmedbythequestionnaireresultsofthestudents.Moreover,
theself‐evaluationsofstudentandevaluationofinstructorconfirmedtheskillofgraspingashipʹspositionwith
improved accuracy and learning effects. Self‐evaluation and evaluation by the other student, which were
int
roducedastheelementofactivelearning,bothdemonstratedapositivelearningeffect.Furthermore,since
aneffectivetrainingmethodwasexamined,aresultisreported.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 11
Number 1
March 2017
DOI:10.12716/1001.11.01.16
136
2 THEANCHORINGTRAINING
Anchoringtrainingisperformedusingthefollowing
procedures.
1 A student heaves up the anchor of the training
ship.
2 Astudentnavigatestheplannedroute.
3 A student drops her anchor to the planned
anchorage.
In the wheelhouse, training consists of four‐ to
five‐person
groupswiththefollowingspecifiedroles:
The role of a captain, the role of navigation officers
(two persons), the role of ahelmsman(one person),
andtheroleofa lookout(only inthe caseof afive‐
persongroup).Thecaptaintakesthelead,performing
work ranging from weighing
anchors to anchoring.
The planned route and track of training carried out
are illustrated in Fig. 1. In a series of anchoring
training classes, the element of active learning was
incorporatedandconductedasfollows.
Figure1Plannedrouteandtrack
2.1 NavigationPlan
The instructor gave the students the information
requiredfortraininginadvance,includingthetargets
ofland,notes,etc.The studentsineachgroup drew
upanavigationplan.Inthestageplannedbriefly,the
student provided the instructor with an explanation
using the chart. Advice was then
received from the
instructor and the plan was corrected. Fig. 2 shows
thesceneofnavigationplanning.
Developing a navigation plan, discussing in a
group,planning,andexplaininganavigationplanto
the instructor may all be conceived as instances of
activelearning.
2.2 Briefing
Thestudentplayingtherole
ofcaptainexplainedthe
drawn‐up navigation plan to the team member and
theinstructor.Theinstructorthenexplainedthemain
pointandprovidednotesonnavigation.
Thestudentwillexplainhisnavigationplan, and
notonlythestudentintheroleofcaptainbutallteam
members will participate. This
has a greater active
trainingeffect.
2.3 Theanchoringtraining
Thestudentintheroleofacaptaintookthelead:he
hoveuptheanchor,navigatedtheplannedroute,and
anchoredtotheplannedanchorage. Thesetaskswere
performedbystudentsalone.Itwasonlywhenthere
was risk
of a collision and grounding in shallow
waterthattheinstructoradvisedstudentsontherole
ofacaptain.
Activetrainingisthatcarriedoutonlybystudents,
since a considerable amount of responsibility is
required.
2.4 Evaluationoftraining
Evaluation by an instructor was performed, and,
while carrying out the
studentʹs self‐evaluation
simultaneously,evaluationbyotherstudentswasalso
performed.Allevaluationbasedontheevaluationlist
wascreatedinrubricform.
By carrying out self‐evaluation, the student can
look back upon his shiphandling and strive for
improvement.Thestudentcanalsoimprovehisown
shiphandlingby
evaluatingotherstudents. Theseare
alsoveryactivetrainingforms.
2.5 Debriefing
Good and improved points in relation to
shiphandling were explained after the end of the
anchoring training by the student in the role of
captain to all students. Then, while the instructor
commented, the main point of shiphandling was
explained.
Thestudentintheroleofa captainpresentinghis
anchoring training, with other students listening to
the presentation and recording his comments,
encouragesotherstudentstothinkmanythings,and
consequentlytothinkactively.
Figure2.Asceneofnavigationplanning
137
3 THEANCHORINGTRAINING
IMPLEMENTATIONRESULTANDDISCUSSION
3.1 Investigationofconsciousnessinastudentʹstraining
3.1.1 Students’consciousnessduringanchoringtraining
asawhole
After carrying out the anchoring training,
investigationsviaaquestionnairewereconductedin
relationtotheconsciousnessstudentsexperienced.
Studentʹs consciousness of the
anchoring training
asawholeisillustratedinFig.3.Itwas95%whenthe
responses “very helpful” and “helpful” were
comparedwiththewholeanchoringtraining.Almost
all students appraise this anchoring training
positively. On the other hand, the number of those
whorespondedwith“itwasnothelpful
atall”and“it
wasnothelpful”wasonly3(5%).
Itmaybeassumedthat,becausemanyelementsof
active learning are incorporated, almost all students
consider the anchoring training a positive activity.
Responsibility is given to the student from plan to
executionandreviewofthetraining,whichare
ledby
the student. As a result, a studentʹs motivation
increasesandthisleadstoagoodresult.
Figure3.Students’consciousnessoverthewholeanchoring
training
Figure4Student’sconsciousnessovernavigationplanning
3.1.2 Students’consciousnessduringnavigation
planning
The result of having investigated the studentʹs
consciousness in relation to navigation planning is
shown in Fig. 4. The responses “it was very good”
and “it was good” constituted 82%. Although there
were no negative responses, the response “it can be
saidto
beneither,(neutrality)”was18%.
Infour‐tofive‐personteams,thestudentplaying
the role of captain took the lead and drew up the
navigationplan.Activediscussionwasconductedin
the process of planning, and it is considered that
studentsʹunderstandingprogressedthroughdrawing
up a plan. Moreover, if
all navigation plans were
made,thestudentexplainedtheplantotheinstructor.
When the instructor gave advice, students’
understanding deepened. Moreover, the students
correctedthenavigationplaninaccordancewiththe
instructor’sadvice.
3.1.3 Students’consciousnessduringself‐evaluation
Students looked back upon their own navigation
and the good
points and bad points were clarified
through self‐evaluation. The consciousness of a
studentengaginginself‐evaluationisshowninFig.5.
The responses “it was very effective” and “it was
effective” were 81%. There were many affirmative
responses, since the method resulted in future
improvements for trainees. Moreover, evaluation
conducted through the evaluation list could be
evaluated for every item, and provided an effective
ratherthanvagueevaluation.
Figure5.Consciousnessofthestudentaboutself‐evaluation
3.1.4 Students’consciousnessofevaluationbyother
students
By evaluating other students, the student can
observe navigation from another position and can
harnessnavigationabilitiesthroughobservation.This
is considered to become helpful when the student
navigates.Theconsciousnessofstudentswithregard
totheevaluationofotherstudentsisshown
inFig.6.
The reply “it was very effective” and “it was
effective”was70%inall.The“Neutrality”evaluation
was 21%, twice that of self‐evaluation. Since the
studentwasconcentratingonhisnavigation, thiscan
138
besurmisedtohavebeenunabletoconcentrateonthe
evaluationoftheothers.Studentsʹcommentsincluded
much affirmative content. For example, “Since the
partwhichIshouldbecarefulofcanbeunderstood
by evaluating the otherstudents, I think that it was
good.” Another comment was, “By seeing
a ship
operator’scommandinordertoevaluate,thepartin
whichthenavigationisbadwasfoundandthegood
effectincaseInextcarryoutwasacquired.”
Ontheotherhand, there were other sorts of less
positivecomments,suchas“AlthoughImyselfcould
notdo
it,evaluatingothershesitated.”“Theindexfor
evaluation was incomprehensible.” “I think that
evaluationoftheothersisunnecessary.”
Figure6.Consciousness of studentstoevaluationby other
students
3.1.5 Students’consciousnessduringdebriefing
Theconsciousnessofthestudentwhiledebriefing
after the anchoring training is shown in Fig. 7.
Approximately 93% responded with “it was very
good”and“itwasgood.”Thedatalooksbackupon
navigation after the anchoring training completion,
and presents a result. A student performs
self‐
evaluationofthemethodofavoidingtheothervessel,
courseestablishment,etc.Furthermore,theinstructor
commentsonthenavigationthestudentperformed.
Figure7.Theconsciousnessofstudentsindebriefing
In addition, the main point and skill in the
anchoring navigation are explained. It is considered
thattheacquisitionofastudentʹsknowledgeandskill
haveprogressedthroughthisprocess.
Affirmative responses occupied 80% or more by
eachiteminvestigated inthis way.Furthermore, the
following comments were made by
students: “It
becamegoodlearningtocarryoutonlybyastudent
as much as possible.” “I think that it was more
effective training since it was training by a small
numberofpeople.”“Althoughitwasdifficulttoplan
and carry out the anchoring training plan only by
ourselves,
itwasmotivated.”“Thoughitwasastatus
called a student, work with a strong sense of
responsibilitywasabletobedone.”“Itwasgoodto
sailandanchoronlybyastudent.”“Bydiscussingin
ateam,itwasgoodtofindoutsubjectswhencarrying
out shiphandling for
the anchoring navigation.”
“Since it had training by the small number, each
actionwasable to have checked firmly. And since I
was able to understand the flow of a series of
anchoring navigation, it was good for me.” These
comments all indicate that students receive further
education by considering
themselves actively,
discussing with each other and carrying out
evaluation.
3.2 Evaluationbyinstructors
Two instructors who experienced the captain were
evaluated according to the assessment list rubric. In
this anchoring training, since only active learning
type training was conducted, comparison with non‐
activelearningtypetrainingcouldnotbeperformed.
Following this, we examined the contents of
evaluations,which were comparativelygood. Active
learning does not have an effect on a specific skill
from the definition, and originally is effective as a
whole. We examined the contents observed, as they
were especially effective in this training. The
evaluation list is
constituted through nine items
shownbelow:
1 Theprocedure,whichheavesuptheanchor
2 Lookoutandusinginstruments
3 Settingupthecourse
4 Action by give‐way vessel or action by stand‐on
vessel
5 Grasping the shipʹs position, and anchoring
position
6 Theanchoringprocedure.
7 The
procedure, which gradually decreases the
ship’sspeed
8 Bridge Resource Management/Bridge Team
Management(BRM/BTM)
9 Theoverallimpression
The overall impression is that effective training
wasacquired.Thisisespeciallysofortheevaluation
score of “(5) Grasping the shipʹs position, and
anchoring position,” which was comparatively high.
Therefore,
thispracticemayhavebeenmoreeffective
thantheothers.Thisisconsideredtruebasedonthe
use of bow targets, the targets of a transverse
direction,andtheuseofradar.Thatis,itis thought
thatitisaneffectofthestudenthavinginvestigated
theseprocessesinadvance.
139
At the very least, grasping the shipʹs position is
indispensable to prevent grounding. Since it is
navigated only by students, it is thought that this
navigation was carried out with considerable strain
andwascarefullyperformed.Thus,itisthoughtthat
students utilized the bow target etc. effectively. The
anchoring position shows the result of grasping the
shipʹs position. Except for two instances, the
anchoringpositionwascontainedinthecirclewithin
a radius of 130 m of planned anchoring position as
shown in Fig. 8. It can be said that anchoring was
performedwithsufficientaccuracy.
Figure8.Anchoringpositions
Moreover, the instructorʹs comments are relayed
below from a viewpoint with “the acquisition and
improvement in the various navigation skills by
implementation of anchoring navigation,” which is
the purpose of the training: “Planning performed in
advance has taken considerable time and efforts
including the exchange of opinions in a team,
therefore,itseemsthatanunderstandingdeepened.”
“Althoughtherewasasceneforwhichitdependson
the others in a team too much, the consciousness
which heightens the capability as a team being
consciousofBRM/BTM wasableto see.” “Although
there was a scene where the distance with
a fishing
boatoranSDFvesseltopasswasnear,look‐outwas
continued carefully and give‐way shiphandling was
carried out appropriately.” These comments show
that the learning effect increased byintroducing the
elementofactivelearning.
3.3 Effectofself‐evaluation
Sincetheself‐evaluationintroducedasan
elementof
typicalactivelearningwaslowerthantheinstructorʹs
evaluation as a whole, it is thought that students
evaluated severely. While two instructors’ average
score was 19.4 points (36 points full marks), the
averagescoreofself‐evaluationwas18.6points.The
difference between instructorʹs evaluation score
and
the self‐evaluation of procedures involving leaving
up the anchor, gradually decreasing speed, and the
anchoring procedure, were large. In the self‐
evaluation of the leaving up the anchor procedure,
manystudentsprovidedanevaluationlowerthanthe
instructorʹs evaluation. Approximately 44% of
students provided a self‐evaluation lower
than the
instructorʹs evaluation. On the other hand, the
instructorʹsevaluationscoreandself‐evaluationscore
were almost the same for the following evaluation
items.
1 Settingupthecourse
2 Action by give‐way vessel or action by stand‐on
vessel
3 Grasping the shipʹs position,
and anchoring
position
Figure 9 shows the relationship between an
instructorʹs evaluation score and the corresponding
self‐evaluation score. The horizontal axis shows the
instructorʹsscoreandtheverticalaxisshowstheself‐
evaluation score. A dashed line shows the straight
lineofx=yandthesolid
lineshowsanapproximated
straightline.AsshowninFigure9,thenarrowscore
rangeoftheself‐evaluationscoreis0.5points,andthe
rangeismorethandoubletheinstructorʹsevaluation
of 1.1 points. In the low score range, self‐evaluation
scores were evaluated more highly than
were
instructorevaluations.Ontheotherhand,inthehigh
score range, self‐evaluation scores were lower than
instructorevaluationscores.Moreover,itemswiththe
instructorʹs high evaluation score had a low self‐
evaluation score, and the difference compared with
theinstructorʹsevaluationwaslarge.Thatis,itturns
out that items that received a high instructorʹs
evaluation were evaluated more critically via self‐
evaluation.
Figure9.Relationshipbetweeninstructorʹsevaluationscore
andself‐evaluationscore
The self‐evaluation scores of one of the students
were as good as the instructorʹs evaluation scores.
Moreover, the comment of self‐evaluation was
describedwithcertainty.Andsincethecontentsofthe
comment are exact, it may be supposed that the
studentʹs skill has improved. Moreover, since the
studentisevaluatinghisskillcalmlyandprecisely,it
isunderstoodthathisskillisalsohigh.Thestudentʹs
commentsareshownbelow:“AlthoughIcouldhave
graspedthepositionoffishingboats,Iwasnotableto
havegraspedmotionofthefishingboats.Therefore,I
thought it
important to observe continually.” “I
understood that the tide was ebbing. I was able to
reducethespeedsuitabletotheinfluenceofthewind
and tide.” As a whole, an instructorʹs evaluation of
the student who performed self‐evaluation
appropriately was high. As mentioned above,
enforcementofself‐evaluation
iseffectivefortraining
1.5
2
2.5
3
1.5 2 2.5 3
instructor's evaluationscore
self‐valuationscore
(points)
(points)
0
0
140
and it is suggested that self‐evaluation is more
effective.
3.4 Effectoftheevaluationofotherstudents
Itseemsthatevaluatingotherstudentsimprovesthe
skill of the student who evaluates, since the
evaluation of other students involves observing and
evaluating the contents of shiphandling of other
students. Many
students think that evaluating other
students is effective, as evidenced through
questionnaireresults.
In all evaluation items, evaluation of other
studentsbyastudentwashigherthantheinstructorʹs
evaluation.Whiletheaverageevaluationscorebyan
instructor was 2.16 points, the average evaluation
score by a student was
2.87 points, which is 0.71
pointshigher.Aninstructorʹsevaluationscoreandthe
studentʹsevaluationscorehadthegreatdifferencefor
thefollowingitem:
1 Lookoutandusinginstruments
2 Settingupthecourse
3 Grasping the shipʹs position and anchoring
position
4 BRM/BTM
The relationship between an
instructorʹs
evaluationandtheevaluationofotherstudentsbya
studentisshowninFig. 10.Thehorizontalaxisshows
aninstructorʹsevaluationscore,and theverticalaxis
showsthestudentʹsevaluationscore.Thedashedline
shows x = y and the solid line shows an
approximation
straight line. In all evaluation items,
the studentʹs evaluation score was higher than the
instructorʹs evaluation score. Furthermore, the
difference became smaller as the evaluation score
increased.
Figure10. Relationship between instructorʹs evaluation
scoreandevaluationscoreofotherstudents
Evaluationofotherstudentsbyastudentresultsin
evaluation before his/her anchoring training
performance.However,thestudentwhohastraining
firstevaluates the laststudent afterfinishing his/her
owntraining.Afterevaluatingtheotherstudent,the
evaluationscorebytheinstructorofthestudentwho
hadhadtrainingwas19.33
points.Ontheotherhand,
the evaluation score of the instructor of the student
who had training previously was 14.13 points.
Althoughthereislittledataonthispoint,itisguessed
thatitiseffectiveinthecaseinwhichtrainingoccurs
afterevaluatingtheotherstudent.
4 INCREASING
THELEARNINGEFFECT
IMPROVEMENT
In order to increase the learning effect, the result of
havingconsideredfuturetrainingbasedonthisresult
isasfollows:
1 Althoughtheanchoring position wasdetermined
beforehand, students should determine all
navigation plans, including selection of an
anchoringposition.
2 Therubricsevaluationlistused
forevaluationwas
createdinadvance.Fromnowon,studentsshould
assumetheleadandcreateevaluationlists,while
includingavaluationindexwithaninstructor.
3 Whilepresentingtheresultsofself‐evaluationand
evaluation of other students, an opportunity to
carryoutanexchangeofideasisestablished.
4 The situation assumed in advance should be
discussedinateam,andimagetrainingshouldbe
performed so that urgent management may be
attained.
5 The student himself establishes concrete targets
(forexample,settinganchorwithina100‐mradius
oftheplannedanchoringposition),anddiscusses
themabouta
result.
5 SUMMARY
Elements of active learning are incorporated in the
anchoring training currently performed in maritime
education,andtheeffectsofthistraininghave,inthis
study,beenverified.Theresulthasconfirmedthata
considerable learning effect occurs through
incorporatingtheelementofactivelearning.Iwould
like
toimplementthecontentconsidered,inorderto
improve future training and the learning effect, as
wellasfurthertoverifythelearningeffectitself.
REFERENCES
Akifumi Kobayashi, “Active learning introduction‐active
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Kayo Matsushita et.al, “Deep active learning‐In order to
makea
universitylessonenhance‐,”KeisoShobo,2015.
2012 Central Council for Education reply “Turn to
qualitative conversion of the university education for
building the new future”‐ The University which
continueslearning andraises thecapabilityconsidered
activelythroughoutlife‐
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lessonstudyparadigm,”
Toshindo,2014.
