On the Bridge to Learn: Analysing the Social Organization of Nautical Instruction in a Ship Simulator

Autor/inn/en	Hontvedt, Magnus; Arnseth, Hans Christian
Titel	On the Bridge to Learn: Analysing the Social Organization of Nautical Instruction in a Ship Simulator
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 8 (2013) 1, S.89-112 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-013-9166-3
Schlagwörter	Marine Education; Navigation; Professional Training; Social Environment; Interaction; Training Methods; Computer Simulation; Simulated Environment; Role Playing; Qualitative Research; Computer Assisted Instruction; Cooperative Learning; Instructional Effectiveness; Learning Activities; Learning Processes + Suchen Sie Ihr Suchwort? Berufliche Fachbildung; Berufliche Fortbildung; Soziales Umfeld; Interaktion; Didaktik; Trainingsmaßnahme; Computergrafik; Computersimulation; Künstliche Umwelt; Rollenspiel; Qualitative Forschung; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Unterrichtserfolg; Lernaktivität; Learning process; Lernprozess
Abstract	Research on simulator training has rarely focused on the way simulated contexts are constructed collaboratively. This study sheds light on how structuring role-play and fostering social interactions may prove fruitful for designing simulator training. The article reports on a qualitative study of nautical students training in a ship simulator. The study examines how a group of students, together with a professional maritime pilot, enacted professional roles and collaboratively constructed a simulated context for learning to navigate. Their activities on the bridge were framed within the maritime profession's hierarchical system of captain and officers, and we examine in detail how these institutionally defined positions become important resources for meaning-making during role-play. The article portrays how two competing activity contexts were constructed, and how the role-play provided opportunities for enacting professional roles and work tasks. However, it also shows that it is challenging to pick up on what is significant to learn and to confront this in debriefing. The article concludes that the students' collaboration and meaning-making is an entity of training that may be more efficiently addressed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10