Abstract
Modern digital learning tools have become an integral part of maritime education and training (MET). Modernisation of MET with digital tools requires the development of new skills for maritime professionals (e.g., specialists in the management of shipboard technical systems and complexes). The purpose of the present study was to analyse the role of digital learning platforms, specifically, learning management systems (LMS), modular object-oriented dynamic learning environments (MOODLE), and online ESP courses. The study described the LMS MOODLE tools used in ESP online courses for future specialists in the management of shipboard technical systems and complexes to develop their professional competence. The study analysed the possibilities of the digital educational environment for the development of professional skills and competences of students of maritime educational institutions. The advantages of integrating e-learning into the training of ship’s mechanics were determined, specifically through flexibility in access to materials, adaptability of the educational process, and the possibility of forming individual learning paths. It was concluded that the LMS MOODLE significantly contributes to the development of professional competence of maritime specialists in e-learning. This ensures a comprehensive approach to MET and allows future specialists in the management of shipboard technical systems and complexes to take an active part in e-learning. As a result, students acquire theoretical knowledge with practical skills necessary for further work on board. The practical value of this study lies in its possible application of LMS MOODLE by teachers in teaching ESP in maritime higher education institutions
Keywords
maritime institutions; marine professionals; digitalisation; maritime English; e-learning
References
[1] Aziz, M.I.A., & Zakaria, W.Z.B.W. (2022). Assessing the intention to use digital tools amongst malaysian seafarers. SABF.
[2] Bahno, Y., & Serhiichuk, O. (2024). Didactic principles of implementation of mixed forms of education in the educational environment of educational institutions. Scientia et Societus, 3(2), 70-81. doi: 10.69587/ss/2.2024.70.
[3] Bekteshi, E., Shala, M., & Xhaferi, B. (2021). Challenges of English teaching in engineering courses. Journal of Modern Research in English Language Studiesi, 8(4), 1-20. doi: 10.30479/JMRELS.2020.13275.1640.
[4] Ceylani, E., Kolçak, İ.Ç., & Solmaz, M.S. (2022). A ranking of critical competencies for future seafarers in the scope of digital transformation. In Proceedings of the international association of maritime universities conference (pp. 206-216). Batumi: International Association of Maritime Universities.
[5] Declaration of Helsinki. (2013). Retrieved from https://www.wma.net/policies-post/wma-declaration-of-helsinki/.
[6] Ghosh, S., Emad, G.R., & Ravi, A. (2024). Investigating the characteristics of skills and competency frameworks through a systematic literature review: A feasibility study to revise the STCW Code for seafarer training. Australian Journal of Maritime & Ocean Affairs, 1-17. doi: 10.1080/18366503.2024.2374606.
[7] Gucma, M., Deja, A., & Szymonowicz, J. (2023). Environmental solutions for maritime ships: Challenges and needs. Production Engineering Archives, 29(2), 216-224. doi: 10.30657/pea.2023.29.25.
[8] Kondratenko, L.O., Samoylenko, H.T., Kiv, A.E., Selivanova, A.V., Pursky, O.I., Filimonova, T.O., & Buchatska, I.O. (2021). Computer simulation of processes that influence adolescent learning motivation. CTE Workshop Proceedings, 8, 495-506. doi: 10.55056/cte.303.
[9] Kudryavtseva, V., Malakhivska, T., Moroz, O., Petrovska, Y., & Frolova, O. (2018). Welcome aboard: Coursebook. Kherson: STAR.
[10] Kurban, C.F. (2018). Designing effective, contemporary assessment on a flipped educational sciences course. Interactive Learning Environments, 27(8), 1143-1159. doi: 10.1080/10494820.2018.1522650.
[11] Li, J., Dong, W., Yan, X., Shi, L., & Lv, C. (2024). A study on digital literacy and influencing factors among Chinese seafarers. Scientific Reports, 14, article number 29574. doi: 10.1038/s41598-024-81069-8.
[12] Liashenko, U. (2024). Training of future ship engineers and electricians by means of competence, communicative and interdisciplinary approaches. ScienceRise: Pedagogical Education, 3(60), 4-9. doi: 10.15587/2519-4984.2024.305117.
[13] Lytvynova, S.H. (2015). All-Ukrainian project “Cloud services in education” as a factor of development of cloud-oriented educational environments in general educational institutions. Cloud-Based Learning Environment, 13, 16-23. doi: 10.55056/nocote.v13i0.878.
[14] Mezentseva, S.V. (2020). A new culture of broadcasting knowledge in the conditions of the digital educational environment of an artistic university (about the experience of working in the Moodle and Moodle Music Systems). ICONI, 3, 80-86. doi: 10.33779/2658-4824.2020.3.080-086.
[15] Mohan, D. (2018). Flipped classroom, flipped teaching and flipped learning in the foreign/second language post-secondary classroom. Nouvelle Revue Synergies Canada, 2(11). doi: 10.21083/nrsc.v0i11.4016.
[16] Moroz, O.L. (2024). Practical ways to improve the efficiency of professionally-oriented communicative competency formation of future seafarers. In Materials of international conference “Realities and priorities of science and education development” (pp. 56-60). Chernihiv.
[17] Official website of the International Maritime Organization. (n.d.). Retrieved from https://www.imo.org.
[18] Pidpala, I. (2017). Legal requirements for the professional and qualification qualities of seafarers. Journal of Education, Health and Sport, 7(11), 465-480. doi: 10.5281/zenodo.4609265.
[19] Rasool, J.A., & Dawood, S.S. (2021). Evaluate the use of Moodle platforms for education in University of Duhok using online survey application. International Journal of Machine Learning and Computing, 11(2), 152-157. doi: 10.18178/ijmlc.2021.11.2.1028.
[20] Sakib, N., Gissi, E., & Backer, H. (2021). Addressing the pollution control potential of marine spatial planning for shipping activity. Marine Policy, 132, article number 104648. doi: 10.1016/j.marpol.2021.104648.
[21] Schaffzin, K.T. (2016). Learning outcomes in a flipped classroom: A comparison of civil procedure II test scores between students in a traditional class and a flipped class. University of Memphis Law Review, 46(3), 661-693. doi: 10.2139/ssrn.3956257.
[22] Semerikov, S., Striuk, A., Striuk, L., Striuk, M., & Shalatska, H. (2020). Sustainability in software engineering education: A case of general professional competencies. E3S Web of Conferences, 166, article number 10036. doi: 10.1051/e3sconf/202016610036.
[23] Sherman, M., Samchynska, Y., Sikelinda, M., & Yurzhenko, A. (2020). Formation of digital and research competences in the training of it professionals in a modern university. Information Technologies in Education, 44, 18-30. doi: 10.14308/ite000722.
[24] Shintial, Y., Asikin, M., & Mascarinas, A. (2024). The implementation of english for specific purposes in maritime vocational schools (MVS). Nestia Journal, 1(1).
[25] Striuk, A.M., & Semerikov, S.O. (2022). Professional competencies of future software engineers in the software design: Teaching techniques. Journal of Physics: Conference Series, 2288, article number 012012. doi: 10.1088/1742-6596/2288/1/012012.
[26] Sumartono, E. (2024). The life of seafarers in the digital age: An analysis of the philosophy of ethics and morality in the use of technology. Side: Scientific Development Journal, 1(3), 78-87.
[27] Tsimplis, M. (2020). Marine pollution from shipping activities. In Maritime law (pp. 403-464). London: Informa Law from Routledge. doi: 10.4324/9781003046943.
[28] Tymoshchuk, Y. (2019). The essence and specific features of professional competence for seafarer specialists in the process of teaching foreign language for specific purposes. Social Work and Education, 6(4), 419-426.
[29] Tyron, O., Korieshkova, S., Didenko, M., & Kaminska, S. (2020). Psycho-pedagogical approaches to the design of English learning course for ship engineers. International Journal of Engineering Pedagogy (iJEP), 10(6), 21-35. doi: 10.3991/ijep.v10i6.14107.
[30] Valko, N.V., Osadchyi, V.V., & Kruhlyk, V.S. (2021). Cloud resources use for students’ project activities. CTE Workshop Proceedings, 8, 304-317. doi: 10.55056/cte.240.
[31] Volkova, A. (2021). Making sense of simulators in teaching maritime English. Actual Questions of Humanitarian Studies, 42, 34-39. doi: 10.24919/2308-4863/42-3-6.
[32] Yakhontova, T.V. (2003). English academic writing for students and researchers (2nd ed.). Lviv.
[33] Zaitseva, N.V., Symonenko, S.V., & Osadchyi, V.V. (2022). A blended English for specific purposes course with the focus on critical thinking skills development for computer science students. Journal of Physics: Conference Series, 2288, article number 012037. doi: 10.1088/1742-6596/2288/1/012037.
[34] Zheliaskov, V., Berezovska, V., Tymofyeyeva, O., Chyzh, S., & Turlak, L. (2024). Soft skills in the professional competence of specialists in the maritime industry. Scientific Journal of Maritime Research-Pomorstvo, 38(1), 141-152. doi: 10.31217/p.38.1.11.
[35] Zinchenko, S., Tovstokoryi, O., Nosov, P., Popovych, I., & Kyrychenko, K. (2022). Pivot Point position determination and its use for manoeuvring a vessel. Ships and Offshore Structures, 18(3), 358-364. doi: 10.1080/17445302.2022.2052480.