Abstract
Nowadays simulation training technology is a priority method of maritime specialists’ practical training in the world. The main purpose of using VR simulators within an educational process is to simulate work on real equipment in order to form professional competencies of seafarers. The article describes system of blended learning on the basis of Kherson State Maritime Academy, that includes alternation of traditional and online learning, virtual training by means of the VR technology, training on simulators. In accordance with the principles of blended learning in Academy, there was developed an author's course ``Rescue boats and life rafts specialist'', which aims at providing theoretical and practical training of seafarers on launching and handling the lifeboats and liferafts and, as a result, ensures seafarers’ formation of professional competency ``life-saving appliances operation''. The article also reveals the results of an experiment with implementation of VR technologies in forming the professional competency ``life-saving appliances operation''. The deviation of the results in control and experimental groups was 9,8\%. The effectiveness of our research was manifested in the fact that students have gained experience of practical skills before coming to the vessel and showed higher level of educational achievements in professional competency ``life-saving appliances operation''.
Publisher
Academy of Cognitive and Natural Sciences
Reference43 articles.
1. Barkatov, I.V., Farafonov, V.S., Tiurin, V.O., Honcharuk, S.S., Barkatov, V.I. and Kravtsov, H.M., 2020. New effective aid for teaching technology subjects: 3D spherical panoramas joined with virtual reality. Ceur workshop proceedings, 2731, pp.163–175.
2. Belonovskaya, I.D., Kiryakova, A.V., Goriainova, T.A. and Drobot, M.A., 2021. Developing the potential of visualization technologies in hybrid tuition. Education and self development, 16(3), pp.127–144. Available from: https://doi.org/10.26907/esd.16.3.12.
3. Bhaskaran, B., 2018. Importance of simulators in maritime training. International journal of research and analytical reviews, 5(4), pp.6–8. Available from: http://ijrar.com/upload_issue/ijrar_issue_20542123.pdf.
4. Bloom, B.S., ed., 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York: Longmans. Available from: https://www.uky.edu/~rsand1/china2018/texts/Bloom%20et%20al%20-Taxonomy%20of%20Educational%20Objectives.pdf.
5. Bondarenko, O.V., Mantulenko, S.V. and Pikilnyak, A.V., 2018. Google Classroom as a tool of support of blended learning for geography students. Ceur workshop proceedings, 2257, pp.182–191.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献