Understanding graduates' experiences with a simulator-based ship handling course series

• Online Access: http://hdl.handle.net/2047/D20382028

The maritime industry plays an important role in the global economy and transportation of goods. A projected shortage of mariners over the next five years stresses the need for expedited maritime education programs to produce qualified mariners. Simulators play a key role in a two-year Applied Nautical Science program to expedite students to licensing and in the developing of the necessary knowledge and skills to perform in the industry. This qualitative study used descriptive phenomenology to understand how graduates of an applied nautical science program perceived their learning and skill development in two simulator-based ship handling courses in addition to perception levels of work-readiness. Nine program graduates with industry work experience were interviewed. The results revealed two major themes of skill development and transfer of knowledge, with sub-themes important to their experiences: roles of both the instructor and the simulator in their technical skill development; cognitive skill development; professionalism and communication; and the application of learning experiences. The results were reviewed in the context of existing literature and through the lens of Kolb's Experiential Learning Theory. Recommendations for simulator-based maritime course design and delivery were made, including the consideration of instructor-simulator synergy for expedited learning and skill development. Opportunities for future research were discussed.--Author's abstract