상선에 당직사관으로 승선하기 위한 해기사는 승선 전 해기사로서 갖추어야 할 적절한 자격요건을 국제규정에 맞게 충족시켜야 한다. 해사영어 활용 능력은 이와 관련한 중요한 요소 중 하나이다. 해기 교육 과정에 입교한 학생들은 교내 수업을 통해 선박과 관련된 영문 서류, 검사 문서 그리고 사고 보고서에 이르기까지 다양한 상황에 대한 해사영어활용능력을 습득하게 되며 이를 통해 일반 영어뿐만이 아닌 실무에서 사용되는 해사분야 전문 용어 및 특수 문장까지 학습하게 된다. 하지만 선박 및 해운산업의 특수성으로 인해 해사영어를 포함한 해기 지식이 전달되고 또 평가되는 데에는 많은 제약이 존재한다. 해당 연구는 항시 접속 가능한 해사영어 학습 및 시험 플랫폼의 활용을 기반으로 학생들의 학습 결과를 측정하고 이를 통한 교육 효과를 조사하였다. 실험은 승선실습 과정에 참여한 실습항해사를 두 집단으로 나누어 진행되었다. 한 집단은 해사영어 학습 및 평가 플랫폼을 활용하였고 다른 한 집단은 해사영어 학습 및 평가 플랫폼을 활용하지 않았다. 6주의 실험을 통한 최종 시험 결과 두 집단 간 해사영어 시험성적에 유의한 차이가 발생하였으며 이를 통해 해사영어 학습 및 평가 플랫폼의 활용이 해사영어 시험 점수에 유의미한 점수 차이를 가져오는 것을 확인하였다. 또한 학생들의 개인 학습시간을 조사하여 그 교육 효과를 정량화하였으며 나아가 추후 연구에 대한 개선방향을 제시하고자 하였다. 해당 연구는 해사 교육 분야에 다양하게 적용하여 활용할 수 있는 학습 플랫폼 활용 효능을 조사하였으며 향후 해사영어 교육 외에 그 범위를 넓혀 활용될 수 있을 것으로 사료된다.
상선에 당직사관으로 승선하기 위한 해기사는 승선 전 해기사로서 갖추어야 할 적절한 자격요건을 국제규정에 맞게 충족시켜야 한다. 해사영어 활용 능력은 이와 관련한 중요한 요소 중 하나이다. 해기 교육 과정에 입교한 학생들은 교내 수업을 통해 선박과 관련된 영문 서류, 검사 문서 그리고 사고 보고서에 이르기까지 다양한 상황에 대한 해사영어활용능력을 습득하게 되며 이를 통해 일반 영어뿐만이 아닌 실무에서 사용되는 해사분야 전문 용어 및 특수 문장까지 학습하게 된다. 하지만 선박 및 해운산업의 특수성으로 인해 해사영어를 포함한 해기 지식이 전달되고 또 평가되는 데에는 많은 제약이 존재한다. 해당 연구는 항시 접속 가능한 해사영어 학습 및 시험 플랫폼의 활용을 기반으로 학생들의 학습 결과를 측정하고 이를 통한 교육 효과를 조사하였다. 실험은 승선실습 과정에 참여한 실습항해사를 두 집단으로 나누어 진행되었다. 한 집단은 해사영어 학습 및 평가 플랫폼을 활용하였고 다른 한 집단은 해사영어 학습 및 평가 플랫폼을 활용하지 않았다. 6주의 실험을 통한 최종 시험 결과 두 집단 간 해사영어 시험성적에 유의한 차이가 발생하였으며 이를 통해 해사영어 학습 및 평가 플랫폼의 활용이 해사영어 시험 점수에 유의미한 점수 차이를 가져오는 것을 확인하였다. 또한 학생들의 개인 학습시간을 조사하여 그 교육 효과를 정량화하였으며 나아가 추후 연구에 대한 개선방향을 제시하고자 하였다. 해당 연구는 해사 교육 분야에 다양하게 적용하여 활용할 수 있는 학습 플랫폼 활용 효능을 조사하였으며 향후 해사영어 교육 외에 그 범위를 넓혀 활용될 수 있을 것으로 사료된다.
According to international regulations, it is mandatory for navigators or engineers to acquire suitable skillsets before their designation as a duty officer on board. One of the most important elements is Maritime English (ME), wherein students are taught a required set of basic skills that enable t...
According to international regulations, it is mandatory for navigators or engineers to acquire suitable skillsets before their designation as a duty officer on board. One of the most important elements is Maritime English (ME), wherein students are taught a required set of basic skills that enable them to process various documents related to accidents, ship conditions, and inspections. Students have to be equipped not only with the use of general English skills but also with the coherent use of technical terms and phrases. However, due to the unique circumstances that exist in the maritime domain, the methods used for imparting maritime knowledge and the manner in which it is evaluated are restricted. Hence, this study aims to utilize an online Maritime English learning and testing platform that can be accessed on smart devices to analyze its impact on the students' learning process. An experiment was conducted on two groups of cadets, one that used the platform and another group that did not. After six-week, the experiment results showed a significant difference between the ME test scores of the two groups. The test scores were further analyzed by incorporating the students' personal elements to measure the ef icacy of the ME test platform. Therefore, the learning and evaluation processes are expected to be implemented in ways that are appropriate and convenient to specific circumstances and be widely used in the field of maritime education in the future.
According to international regulations, it is mandatory for navigators or engineers to acquire suitable skillsets before their designation as a duty officer on board. One of the most important elements is Maritime English (ME), wherein students are taught a required set of basic skills that enable them to process various documents related to accidents, ship conditions, and inspections. Students have to be equipped not only with the use of general English skills but also with the coherent use of technical terms and phrases. However, due to the unique circumstances that exist in the maritime domain, the methods used for imparting maritime knowledge and the manner in which it is evaluated are restricted. Hence, this study aims to utilize an online Maritime English learning and testing platform that can be accessed on smart devices to analyze its impact on the students' learning process. An experiment was conducted on two groups of cadets, one that used the platform and another group that did not. After six-week, the experiment results showed a significant difference between the ME test scores of the two groups. The test scores were further analyzed by incorporating the students' personal elements to measure the ef icacy of the ME test platform. Therefore, the learning and evaluation processes are expected to be implemented in ways that are appropriate and convenient to specific circumstances and be widely used in the field of maritime education in the future.
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
문제 정의
This research aimed at analyzing students’ self-efficacy by introducing a learning method and a testing platform that can be accessed in real time.
Therefore, the use of online learning platforms in the maritime sector is limited compared to other sectors. This research aims to develop a platform that is readily accessible to users in real-time to measure the impact of smart learning on enhancing the efficacy of Maritime English (ME) education.
제안 방법
Then the similarity is 80 %. In this way, the student could earn a partial score for a partly correct answer and this would also facilitate the reviewing process for student to know where to make up for a better score in the next round of tests.
The score enhancements were further analyzed to quantify the effect of using ME platform by incorporating the student ME test score. Consultancy was sought for this process and based on previous findings, the amount of required time expected from the students to achieve certain level of scores was explained.
To understand how much ME platform usage has an impact on the students, their efficacy of learning was further analyzed based on the non-participant group's score changes.
But unfortunately, the previous research findings also suggest that two essential element of education (SMCP and maritime technical words) for seafarers lacking. With this in mind, maritime education and testing platform developed in this research was designed to reflect the need to cover the use of SMCP and maritime technical terms.
대상 데이터
The entire experiment spanned over six weeks, from early October to mid-November 2019. As a result, a total of 148 tests, corresponding to around 3,000 questions and 444 sectional tests results, were gathered.
Additionally, a consultancy was sought to an ME experts who have more than three years of ME teaching background and a total of four first officers that are tasked for onboard duties as shown in Table 6 and Table 7. The initial and final tests were given to them, and they were asked what according to them, would be the reasonable minimum score required to qualify to be junior officer and senior officers onboard. This is to get a consultancy on the ME test score differences that may exist between junior officers and senior officers owning to their expertise and past onboard experiences.
, 2010). The study was conducted with 127 maritime staff that included seagoing navigation officers and engineers. Almost 93 % of the respondents said that technical ME vocabulary is considered to be important and 81 % respondent said that the SMCP is considered to be important.
Although the experiment started with 30 students, the number dropped to 27 a month later due to early employment or other personal reasons. Thus, this experiment analyzed the data from 27 students, 14 students from the participating group and 13 students from the non-participating group respectively.
데이터처리
To analyze the data statistically, Levene’s test was used to determine the homogeneity of variance between groups, and the result showed that these two groups were assumed to have equal variances (F = .221, p = .642).
To identify any significant differences between the groups of variables, hypotheses were set up for both independent and dependent t-tests. The study was tested at the 0.
성능/효과
5 points in their score to meet the surveyed score as appropriate to be a junior officer. Based on the previous findings, the study has calculated that on a weekly basis, 47 minutes of ME platform usage is required for the enhancement of 492.5 points in five-week courses. This means that if the students take 80 questions, 4 sets of tests a week for a period of five weeks, they will probably answer four or five more questions correctly than they did initially among a total of 20 questions.
Moreover, independent T-test result shows that at the initial stage, no significant difference could be seen in all three parts of the tests (.05 < p), but after six (6) weeks, significant difference arises from the translation section and vocabulary section of SMCP Part A (p < .05).
후속연구
With this information, the second part explains how the ME platform was designed to meet the needs of students. And the third part analyzes the results of the tests that measured the efficacy of using online platforms in ME education and the further possible research.
This research aimed at analyzing students’ self-efficacy by introducing a learning method and a testing platform that can be accessed in real time. Considering the recent growing efforts to incorporate online platforms in different areas of expertise, it is believed that this study could be a reference in laying the groundwork for online ME education and test systems in the future.
Moreover, tools that can record or survey on students' usage of an online platform are required to gauge the students’ self-efficacy more accurately and in a meaningful way. Thus, further research should be conducted to supplement these shortcomings to accurately assess the efficacy of using the ME platform.
참고문헌 (8)
Anurag, C., A. Gaurav, and J. Meghna(2014), A Review on Applications of Smart Class and E-Learning, International Journal of Scientific Engineering and Research, Vol. 2, pp. 79-80.
Boris, P.(2004), A Databank of maritime english resources, 16th International Maritime English Conference, pp. 26-27.
Ian, O.(1993), Programming Classics: Implementing the World's Best Algorithms, Prentice Hall, pp. 188-192.
IMO(2005), Standard Marine Communication Prases (SMCP), pp. 10-11.
Khirulnizam, A. R.(2007), The Design of an Automated C Programming Assessment Using Pseudo-code Comparison Technique. National Conference on Software Engineering and Computer Systems, p. 6.
Korea Institute Of Maritime and Fisheries Technology(2018), Enhancing onboard English communication onboard, Issued: 6 Oct. 2018, DOI: http:// www.prism.go.kr/homepage/researchCommon/downloadResearchAttachFile.do?work_key001&file_typeCPR&seq_no001&pdf_conv_ynY&research_id1192000-201900014 pp. 15-17. Accessed 05 Jun. 2020.
Lieve, V., V. Willy, and N. Alison(2010), Communication for maritime purposes: a research project focusing on linguistic and intercultural features, 22nd International Maritime English Conference, pp. 122-139.
Tore, H. and M. Jon(2018), Standards for smart education - towards a development framework, Smart Learning Environments, Vol 5. No. 3, pp. 7-8.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.