707
1 INTRODUCTION
Thenecessityandimportanceofonlineteachingand
learninghasbeenmuchstresseduponbyresearchers
and practitioners at various involvement levels,
especially during the last decade [1, 2, 3, 4, 5].
Beginning as an emergency response to COVID
pandemic,onlinelearninghaseventuallybecomethe
only
feasibleopportunityforstudiestogoonbecause
of the current situation in Ukraine. For the young
generation of the Ukrainian students, the
unprecedentedsituationof beingrefugeesorstaying
in unsafe conditions within the country, with no
possibility of having offline classes makes acquiring
new skills, moreover communicative skills of
a
foreignlanguage,extremelychallenging.
Once appeared, online education has been
successfully developed and implemented in our
everydaypractice toteachingand learning Maritime
Englishat KhersonState MaritimeAcademy.Within
lastfouryearstheteachershavebeenworkingonthe
e‐course designing and further improvement,
employing effective pedagogical
approaches to meet
both academic standards and learners’ changing
expectations.
Taking one step at a time the teachers have
constructed an efficacious online course of Maritime
English that is grounded on the principles of
communicativeapproachandactivelearning,suchas
importance of interaction between the training
process participants, students’ engagement
in doing
meaningfulactivitiesandreflection ontheirlearning
performance[6].
Promoting Active Online Interaction with Maritime
English Students
V.Kudryavtseva,S.Barsuk&O.Frolova
KhersonStateMaritimeAcademy,Kherson,Ukraine
ABSTRACT:Thepresentpaperisaimedatsharingpracticalexperienceoforganizingactiveinteractionwith
MaritimeEnglishstudentsofremotegroupsinconditionsofpermanentonlineteachingandlearningprocesses.
Theauthorsexplorevariousstrategiesthatcanbeintegratedintothedesignand developmentof
tailorede‐
booksandtutors’e‐coursestofosterhighlevelofMaritimeEnglishstudents’onlineinteraction.Inaddition,the
useofmoderndigitaltoolsforthesuccessfulrunningofe‐booksande‐coursesisdiscussedaswellastherole
these tools play in promoting atmosphere of interaction
to allow students be deeply engaged into learning
activities and contribute to genuine discussion. A few aspects considered with regard to the process of
designing e‐books and e‐courses are accessibility of learning materials, integration of design elements, and
developmentofstudents’onlinecommunity,encouragingdiscussionsandapplicationofeffective
assessment
methods.
The study examines their experience of teaching Maritime English using Moodle and Zoom platforms. The
findingsofthestudycanbeusefulforeducatorstopromotemoreinteractiveonlinelearning.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 17
Number 3
September 2023
DOI:10.12716/1001.17.03.23
708
The purpose of the paper is to describe practical
experience of organizing active interaction with
Maritime English students of remote groups in
conditionsofpermanentonlineteachingandlearning
processes.
2 MODELOFACTIVEONLINEINTERACTION
Central to theresearch presented here is a model of
activeonlineinteractiondeveloped
bytheauthors.It
consists of five inner components which are
integratedwithtwooutercomponents(Figure1).
Figure1.Componentsofactiveonlineinteraction
The model places the inner components (tailored
e‐books, tutor’s e‐course, Zoom conferencing, self‐
studyandassessment)withinthe contextofthetwo
outer components (active learning approaches and
active learning tools). All the inner and outer
components of the model are aimed at promoting
students’ online interaction within the
whole course
of Maritime English. These components and their
interrelationships are outlined in more detail in this
paper.
3 OUTERELEMENTSOFACTIVEONLINE
INTERACTION
3.1 Activelearningapproaches
Being successfully put into traditional face‐to‐face
practice and then gradually embedded into online
course,activelearningapproachescorrelatewell
with
D. R. Garrison’s Community of Inquiry Framework
[7] recognized as one of most used in online
pedagogy. All the components of the model are
interconnected and, when driven by active learning
approaches, optimize students’ engagement.
Cognitiveengagementandlearners’autonomy–two
essential components of an effective online course –
havebeenincreasedthroughembeddinginquiryinto
thelearningprocess,when studentscollaboratewith
their peers synchronously or asynchronously to
investigate a driving question, search and evaluate
information and build new knowledge [7]. The
activities and projects are based and designed on
authentic work experience and directed to meet
students’
recognizedtrainingneeds[6].
Theteacher’sroleisperformedthroughorganizing
discussions on Zoom meetings, providing timely
feedback on the LMS Moodle forum, coaching and
personalized learning on individual tutor’s e‐course,
elaborating individual playlists and scaffolding
learning materials, guiding students’ access to
information.
To a large extent, supporting social interactions
amongstudentsalsodependsontheteacher’sregular
effortstofosterastrongsenseofcommunity.Itcanbe
reached through students’ engagement in learning
outcomessetting,choosingassessmentstrategies,and
self‐ and peer reflection both synchronously and
asynchronouslytoadvanceself‐directedlearning.
To provide efficient e‐learning and
motivate
students to take responsibility for their academic
achievements, flipped class has been mainstreamed,
when students get familiarized with learning
materials before the lesson and check the new
concepts perception during synchronous online
meetingsonZoom.Suchapproachoptimizeslearning
and increasesefficiency of lessons releasingtime for
speakingpractice.
3.2
Activelearningtools
Active learning tools are the basics for promoting
students’ active online interaction. With everyday
lessons,despiteofthembeingonline,thereisnoneed
toallotmaximumtimeforthelevelsofunderstanding
and remembering. Introduced into immediate
practicalusage,vocabularyunits(aboutfourtofiveat
every lesson) or grammar structures (no more than
oneeither tobe revisedorpresented) get contextual
applicationinfreeractivities.
In various researches active learning tools are
understood quite differently, nevertheless, one
important component is specified – activities
involvingessentialskillsbasedonBloom’staxonomy
[8]. Active learning is mostly
grounded on pair and
group work. These can be quite well realized on
Zoomplatformwithitsbreakoutroomsprovidedthat
studentsareled by the Maritime English instructors
proficientincommunicativeapproachtoteachingand
learning processes.Pairwork can be widely used at
any lesson stage and be
extremely efficient if the
instructionsareclearlyset.
Possibilitiesfor meaningfulcollaborationin small
groupstoorganizediscussionslikefish‐bowls,expert
groups,jigsawgroups,polling/ reasoningby means
of case‐studies, problem solving, job echoing /
simulations / role‐plays reveal just a short list of all
possible variants
for grouping students and setting
tasks. The restrictions for group work concern
students’communicativeproficiency,groupsizesand
improperlydesignedtargets.
Projectmakingofdifferentcomplexitylevelsasan
activelearning toolcan beappliedin thework with
709
senior students where its usage, based on their
onboardandlifeexperience, ismostrewarding.But,
asemphasized,inpracticeitisstilloflittlepriorityin
everydayeducation[9].
A probable solution for this might be using a
sandpit–groupdiscussionwherefreecommunication
andexchange of
opinionsare encouragedto explore
theproblemsontheagendaeitherattheeducational
institution or onboard vessels. This important pre‐
workforimplementingprojectmakingatlessonsmay
be done in two ways – focused faculty attention or
jointinterdisciplinaryeffortstoelaborationofalistof
problematicissuesin
modernshipping.Also,thismay
bebest donewiththe students ofmanagement level
who are in the know of modern advancements and
criticalaspectsinthemaritimeindustry.
All of the above mentioned active learning tools
invariably provoke genuine interest of students as
such that allow them to exchange
ideas and lead to
improvedcommunicationskills.
4 INNERELEMENTSOFACTIVEONLINE
INTERACTION
4.1 Tailorede‐books
Much appreciated by students and teachers, the
appropriatelytailorede‐booksserveasareliabletool
for online learning and teaching. The basic
requirementtosuchcoursee‐booksasperceivedand
implemented
by us is to incorporate the methodical
approachusedbythefaculty.
In compliance with the guidelines of the IMO
Model Course “Maritime English” [10], the e‐books
developedbythe departmentfacultyfor eachof ten
semestersarebasedoncommunicativeapproachwith
inputs of active learning, deeper learning,
and
inquiry‐based learning.The above mentioned model
coursespecifiesthenecessityforstudentstopractice
basics of the language (topical vocabulary and
recommended grammar structures) as well as to
acquirereading,listening,speakingandwritingskills.
Theactivitiesinoure‐booksforonlinelearningcover
allthoserequirementsand
areplacedaccordingly.
Each e‐book contains five modules of twelve to
fourteen lessons structured either as Presentation –
Practice – Production (PPP) for the first and second
yearsofstudy(supportlevel),Engage– Activate1–
Study – Activate 2 (EASA) for the third and fourth
yearsof
study(operational level)andPatchwork for
thefifthyear(managementlevel)involvingstudents
into controlled, semi‐controlled and productive
activitiesinthelogicalsequence.
Starting from the second year of study, students
getmoreandmoreexposedtoreadingextractsfrom
official documents like guides, codes, conventions
which deepen their theoretical
knowledge derived
fromtechnicaltextsinthee‐booksandtoreadingand
analyzingnarrativepartsofmaritimeaccidentreports
whichleadthemtoindividualandgroupjudgments
reachedthroughreasoningtobethencomparedwith
conclusionsinofficialreports.Mostlessons,especially
closer to the end of modules, contain
short case
studieswhileoneofthefinallessonsofeverymodule,
planned as flipped class, is devoted to analyzing a
narrativeofamaritimeaccidentreport.Theanalysisis
doneincompliancewithasetofquestionsandtasks
placedafterthetext:
1. Knowingwhathappened
2. Criticalunderstanding
offacts(chainofmisdoings)
3. Identifyinggoals
4. Conductinganalysisbasedontheoreticalreadings
5. Statingtheproblem
6. Analyzingcasedata
7. Generatingandevaluatingalternatives
8. Developinganactionplan.
As it might be clearly seen, a challenging task
pursuedbythedepartmentfacultyistolead
students
fromloworderthinkingskillstohighorderthinking
skills(HOTs). Theactivitiesfordevelopingstudents’
knowledge of vocabulary, mastery of grammar
structures, understanding professional basics in
Englishbymeansofreadingtechnicaltexts,listening,
viewing,andwritingarenormallyaimedatproviding
students with elementary skills of understanding,
remembering,
and applying, if to follow Bloom’s
taxonomy[8].Thatisnotenoughforfutureseafarers
who have to take quick decisions in unpredictable
situationswhere they need higherforms of thinking
suchasanalyzing,evaluating,andcreating.
Thus,oure‐booksareenrichedwithquestionsand
tasksstimulatingdiscussions:Why
doesthenatureof
some cargoes cause confusion? / What is the
difference between hazardous materials and
dangerous goods? Which situation is more
dangerous?Why?/Why could theMaster decideto
sail when a severe cyclone had been forecasted? /
Simulate a briefing between the Master, the Chief
Officer and
the Agent on providing safe cargo
transportation using the plan. / Select the best
alternativeforthesituation./Compilealistofactions
to implement the selected alternative in sequential
order./ Howwould youperformifyou wereatthe
scene?
Thee‐booksareuploadedonthe
LMSMoodlein
theformatthatdoesnotallowstudentstoproceedto
other controlled activities without correct answers.
Thisapproachhelpsthemunderstandandremember
the required response. As for productive activities,
students have an ample possibility to express their
ideas, exchange their opinions and share their
experiencedue to
Zoombreakoutroomswherethey
can work in pairs or small groups simultaneously
and,thus,practisecommunicativeskillsextensively.
In the e‐books, students’ individual work on
languageandcontentacquisitionissupportedbythe
structured layout of training materials, self‐check
questions and a word list to each module,
brief
information on the conventions and codes studied,
and lists of topical standard marine communication
phrases(SMCP).
4.2 Tutor’se‐course
One of the essential components of the fully online
Maritime English course is a tutor’s e‐course on the
LMS Moodle aimed to increase students’ interaction
with peers and the
instructor. Created as a
supplementary asynchronous course, it provides an
710
additionalsourceoflearningmaterialsandspacefor
languagemasteringviaavarietyoftaskformatsand
multiple learning content. While the basic Maritime
English courseis applicablefor general usage by all
students enrolled in the course irrespective of their
levels,theindividualtutor’se‐courseiscreatedby
the
instructor with the primary purpose to meet the
particular needs of a specific group and individual
learners.Theappeal fordesigningsuchacoursehas
arisenfromthenecessitytodevelopflexiblelearning
environmentandmakealinkbetweenanindividual
student progress and Maritime English course to
reinforce
student knowledge gained at synchronous
onlinelessonsonZoomandenhancestudentaccessto
information.
Whendesigningthetutor’se‐course,theinstructor
focuses on four main components: flexible content,
digital tools, targeted instruction, and personalized
playliststocustomizelearningtoindividuals[11].The
teacher’s presence online requires deliberate efforts
made
bytheinstructortoadjusttheformatoflearning
materials presentation and proper tasks to organize
genuine interaction among participants [12]. While
conducting online lessons on Zoom, the instructor
diagnoses any misconceptions and gaps in learners’
knowledge and uses these observations to facilitate
discourse and create an opportunity for customized
practice to indulge students into learning and boost
meaningfulengagement.
Studentsneedtobeexposedtothetutor’se‐course
asearlyasthestudiesbegin.Inawelcomeletterthe
instructor familiarizes Maritime English course
participantswithitsobjectives,contentandduration.
Thelearningoutcomesstudentsshouldacquireonthe
course completion and the assessment criteria for
measuring achievements should be transparent for
studentstoenhancetheirengagementwithinthemain
course.
To improve teaching efficacy and increase online
interaction,flippedclasspedagogyisembeddedasan
effectiveapproach.Studentsexplorevariouslearning
materials to a large extent represented by
the IMO
publications (international conventions, maritime
accident reports, checklists, maritime business
correspondence), and by articles from professional
websites or educational videos. Such extensive
reading or videos require substantial time to
understand and elicit key concepts, thus, students
needtoscrutinizethemwellinadvancebyemploying
different learning strategies asynchronously in
the
tutor’se‐courseontheLMSMoodle.Itallowskeeping
learning materials authentic and developing job‐
orientedskills.Teachingoccursthroughconstructing
proper tasks to facilitate knowledge building and
supportstrugglinglearners.
Asanexpertofthesubject,theinstructordesigns
the tasks cultivating cognitive presence and directs
learners
from fully‐controlled exercises used for
reading/listening comprehension and
vocabulary/grammar practice (Match terms with
definitions/Labelthepictures/Ordertheprocedure/
Answer multiple choice questions / Replacing new
vocabulary with synonyms / Fill in the gaps etc.)
throughsemi‐controlledactivitiestocheckconceptual
knowledge (Complete the statements
/ Choose the
bestanswer/Oddoneoutetc.)tofreepracticetasks
thatrequireabilitiestoapplyknowledge,evaluatethe
situation adequacy, solve the problem and create
possiblealternatives.Studentscanworkindividually
andinteractwiththeinstructoronlyorcollaboratein
smallgroupstoshareknowledgeand
learnfromtheir
peers. The most fertile ground for such tasks is a
systemofcasestudies,whenlearnersareexpectedto
demonstrateHOTs(Findtherootandbasiccausesof
an accident / Make a list of misdoings / Ask and
answer five why‐questions / Find an alternative
solution
etc.).Oneofthewaystopromoteinteraction
amongeducationalprocess participantsand create a
true learning community is organizing a discussion
boardontheLMSMoodleforumandpeer‐reflection
writingeither asynchronouslyin thetutor’s e‐course
orsynchronouslyonZoom.
As a supplementary course, the tutor’s e‐
course
doesnotfocusonevaluationaspectsandisaimedat
deepeningstudents’engagementinthecourse,create
virtual interaction between the instructor and
students, and, thus, reinforce the learning process
efficacy. Nevertheless, the elements of critical value
that contribute to the feeling of learning satisfaction
and goals achievement are the
instructor’s feedback
and peer reflection. In online teachingthe instructor
behaves as a mentor and facilitator, thus, a timely
feedback on students’ performance helps them
recognizetheirprogressanddevelopownpathwayto
promote learning. Moreover,undergraduates should
be encouraged to review and comment upon peers’
responses,assessindividualcontribution
intoagroup
project,reflectonthecoursecontentanddominating
activitiestoshareresponsibilityfortheirlearning.
The tutor’s e‐course provides necessary support
for the basic Maritime English course and moves
learning beyond online lessons, turns learning into
active involvement and contributes to true learning
communitydevelopment.
4.3 Zoom
conferencing
Under the current circumstances online lessons of
Maritime English are conducted for students
synchronously on Zoom. The teachers have been
instructed how to teach effectively on this virtual
platform. For many of them teaching on Zoom was
quitea challengingtaskandrequiredmuch effortto
optimize their teaching
style. The workshop
CommunicationStrategiesinOnlineEnvironmenthas
been held for the teachers of the English Language
Departmentfor DeckOfficersthisacademicyear.Its
objectivewastofamiliarizetheteacherswithdifferent
techniquestopromoteonlineinteractionanddiscuss
the ways of improving the tailored e‐books and
tutor’s
e‐courses. It was organized as a round table
discussion dedicated to the reflection on the
effectiveness of teaching on Zoom. The speakers
shared their experience in online teaching on Zoom
anddiscussedtheproblemstheyfaceintheirregular
practice. Regretfully, active learning may be applied
atonline lessons
ofMaritimeEnglish on Zoom with
somelimitationswhichareasfollows:
impossibility of organizing the activities that get
students moving and make their learning more
enjoyable and personalized, e.g. post‐it parade,
fourcorners;
711
themostapplicableformsofinteractioninlearning
MaritimeEnglish(pairandsmallgroupwork)still
give way to individual performance; due to it,
student speaking time at the lessons decreases
considerably while individual offline tasks in
writtenformcanbecomemoredominant[6].
In our effort to
promote active online interaction
with Maritime English students, the authors have
comeuponanumberofrecommendations.
SynchronousonlinelessonsofMaritimeEnglishon
Zoomcanbeimprovedmainlybyregularprogressive
practice. Much depends on teachers’ enthusiasm to
discovernewideas andpractices and apply themat
theirlessons.
Preparing
a detailed plan for an online lesson is
essential. The structure of offline and online lesson
plansmustbethesame:thelessontopic,thelearning
objective, the PPP structure or the EASA structure.
Theteachershouldclearlyunderstandwhenandhow
thestudentswillinteractwitheachotherduring
each
lessonstage.
The main focus of the online lesson must be on
developing students’ speaking skills. It is quite
important to be clear about what vocabulary or
grammarpatternsthestudentsaretopractiseduring
thelesson.Theteacherisfreeinthechoiceofdifferent
ideas and Zoom tools
to suit the learning objective.
The students should be regularly provided with the
teacher’s feedback on the speaking activities
(especiallythoseconductedinbreakoutrooms)asthis
will advance their motivation for mastering their
speakingskills.
4.4 Self‐study
One more effective approach to enhance students
learning engagement is the
self‐study modules
embeddedinthebasicMaritimeEnglishcourseonthe
LMS Moodle. Designed to provide an additional
opportunity to explore professional content they are
primarily directed to develop soft skills for the
undergraduates who have acquired a set of basic
shipboardskills.
Asithasbeendiscussedinour
previousresearch
thereis agap betweentheskillsneeded aboardand
theskillsactuallytrainedatmaritimeinstitutions[13].
Tofillinthesegapsnewtrainingcontentisneededto
enhance such skills as critical thinking, stress
resilience, leadership and team work. As taking
amendmentstothecurriculummay
obviouslyrequire
significant time and formalities, more feasible
approaches to meet the shipping industry standards
andencouragefurtherlearningareeitherimbedding
newmodulesintheexistingMaritimeEnglishcourse
or introducing the entirely new courses that offer
micro‐credentialprogrammesthatmakelinkbetween
thecurriculumgoalsandtheskills
neededtosucceed
intheworkforceofthefuture.
Asbanalandobviousasitmayseem,self‐studying
isoneofthesmallstepsthathelpachievebiggoals.In
our Maritime English course each module includes
self‐studytotrainthesoftskillsmentionedabove.
It is designed
following the EASA structure and
embracesinquiry‐basedlearningframework.Usually
a self‐study module starts with questioning on an
entirelynewconcepttoencouragestudents’curiosity
andboosttheirlearning.
Forexample,studyingtopic“SAROperations”the
students are provoked to answer the question why
someshipsindistressdo
nottransmitMaydayalert.
Studentsareexpectedtosearchprofessionalwebsites
for cases and investigate different maritime accident
reports, analyze the chain of actions and suppose
possiblemishaps.
At Activate 1 stage students are exposed to a
variety of articles discussing different aspects of
leadership,managementstyles,andteamwork.
The
Study stage comprises several activities
aligned from controlled – semi‐controlled – to free
practice,andstudentsretainwhattheyhavelearned
to further solidify their knowledge and master the
language.
At Activate2 students are expected to be ableto
explainthenewconceptsandapplytheirknowledge
to various
situations/tasks (case‐studies, suggesting
alternatives, role‐plays or simulations, presentations
by means of Venn diagrams, concept maps or
flowcharts). With an attempt to increase students’
interaction, active learning should be organized in
smallgroupsbyutilizingZoomandMoodleplatform
toolsforsynchronousandasynchronousinteraction.
Onemorepartof
aself‐studymoduleisaquiztest
designedbytheinstructor.Automaticallymarked, it
serves the dual purposes: as an opportunity for
students’ self‐evaluation and evidence regarding the
skills that the students have internalized. The
instructor collects complementary information for
furtheranalysistoenhanceteachingandlearning.
There are
various self‐study methods thatcan be
implemented and the benefits students can gain are
endless. By diverting to self‐study students are
encouraged to develop soft skills even though they
arenotcoveredbythecurriculumbutarerewarding
fortheircareerinfuturethatfacilitatessuccessfuland
meaningful
learningexperience.
4.5 Assessment
Being an integral component of the educational
process, assessment serves as a motivational and
analyticaltoolforstudentsaswellasfor instructors.
As understood in our practical experience,
motivationaltoolsareinternalandexternalinfluences
thatcontributetostudents’satisfaction[14]withtheir
academicstudieswhile
analyticaltoolshelpstudents
summarize their learning outcomes and enhance
meaningfulpersonalinputtofurthersuccess.
Themulti‐levelassessmentsystemappliedwithin
thecoursebyourresearchgroupworkswellforboth
purposes. Students have formal and informal
opportunitiestoself‐evaluatetheirlearningprogress.
Level one is connected
with proceeding
individually through online activities of a certain
lessoneitherbeforeorafterthelessonordoingthem
with the online student group and get one point
712
which is not taken into account for the formal
assessmentbuthelpsrecognizeone’sownfailuresor
achievements. Here special emphasis is laid on
controlled vocabulary and grammar activities as the
elementarybuild‐upmaterialatthestartofatopical
module.
Level two(self‐study), comprisingthree activities
(vocabulary,
grammarandashorttextforreading),is
meant to be done by students independently at any
timewithinthelengthofamoduleandassessedasa
one‐pointactivity,justforstudentstoknowtheyhave
done it correctly. This level is also considered as
informal.
Levelthree
asaninitialformalassessmentlevelis
presentedbyonlinemodularstop andcheck teststo
be done individually at the time of students’
convenience. They are open to be done about four
dayspriortotheendoflearningamodule’scontent.
Stop and check tests comprise over twenty tasks
reflecting proficiency in vocabulary use, grammar
structures, reading skills and professional
competence, the latter being situational tasks. The
exampleistakenfromthemodule“DangerousGoods
Handling”:
As a Cargo Officer you need to provide a safe
stowage for the cargo of NITROUS OXIDE (IMDG
Class2.2).Whatarethe
requirementstohandlingthis
cargo?
Chooseoneanswer:
May increase the risk of fire. Keep away from
combustibleorflammablematerials.
Self‐reactivesubstance.Noshock(drop,tumble)or
frictionallowed.
Donotpourwater.Providebottomstowage.
Payattentiontothedirectionofthewindand
do
notinhalevapourordust/mist.
Level four, the next formal assessment level,
requires demonstration of oral communicative skills
concerning the content of a module. To be
familiarized with the scope of learning material for
revision,studentsareprovidedwithalistoflogically
connectedquestions/tasks, e.g.the questions/tasksto
themodule“DangerousGoodsHandling”.
Remembering –Whatinformationisprovided by
theIMDGCode?
Understanding – How to find necessary
informationaboutdangerouscargo?
Applying – How do you know that the cargo is
dangerous?
Analyzing – What is the difference between
stowageandsegregation?
Evaluating – Why do some shippers avoid
declaringtheircargoproperly?
Creating – Develop a role‐play between a port
inspectorvisitingthevesselaftertheaccidentofan
oil spill and the Chief Mate responsible for the
cargoloadingoperation.
Criteria for assessing oral skills concern fluency,
appropriateness,
andaccuracyofspeech.
Level five, the top level of formal assessment, is
whollydedicatedtoapplicationofHOTsrequiredto
analyzeand evaluate thechainof actionsdone by a
ship’s crew prior, during and in the aftermath of a
maritime accident described in the report. Here
studentsareable
tomakeuseoftheirlifeexperience
ashore and onboard in discussions, debates, group
projects, and action plan elaborations containing a
detailed sequence of steps to be taken to avoid a
similaraccident.
Thus, assessment of students’ communicative
competencyisthe circle of continuousself‐sustained
improvement as with each
module it begins anew.
The purpose of assessment is seen in checking the
students’ progress towards the desired learning
outcomes, supporting their individual efforts,
developingabilitytoassesspeers’skillsandprovide
useful feedback as well as promoting students’ self‐
assessmentandcommunicativeskills.
Peerassessmentaccompaniesthelearningprocess
ensuring
the same standards of evaluation and
producing additional gains in student achievement,
“aboveandbeyond theeffectofreceivingfeedback”
[15],exceptforthegraduationcomputerbasedtestfor
thebachelordegree.Asateachingtool,itrevealsitself
in corrections, questions, comments, and advice
providedtheactivitiesareconducted
inastructured
way.
5 CONCLUSIONS
For Maritime English students in the country under
martial law, active online interaction has great
significance for their professional communication
maturing as well as for the further knowledge
acquisition and usage. The greatest advantages of
promoting online interaction can be achieved by
thorough elaboration of
the basic educational
components, those being tailored e‐books, tutor’s e‐
course,Zoomconferencing,self‐studyandassessment
onthebasisofactivelearningapproachesandactive
learning tools. The outlined requirements to each of
those multifaceted components and substantial
practiceofimplementingthemtestifytothenecessity
ofclose
facultycollaboration.
Thehighlightedcomponentsneedmoreprofound
research in terms of developing exhaustive and
clearlypresentedguidelinestobeusedasmethodical
materials by Maritime English instructors and
students.Somemorestepsshouldbeundertakenfor
enriching the presented model with the learning
materialsforenhancingsoftskillscontentemphasized
as a challenge and as a prerequisite for educating
resilient and competent seafarers for the shipping
industry.
REFERENCES
[1]M. Bartlett, “Model for Engaging the Online Learner”,
Journal of Educators Online 19 (1), 2022. [Online].
Available:https://doi.org/10.9743/JEO.2022.19.1.14
[2]D. R. Garrison, T. Anderson and W. Archer, “Critical
Inquiry in a Text‐Based Environment: Computer
ConferencinginHigherEducationModel”,TheInternet
andHigherEducation,2(2‐3),pp.87‐105,
2000.
[3]A. Khan A et al., “Active Learning: Engaging Students
To Maximize Learning In An Online Course”, The
ElectronicJournalofe‐Learning,Volume15,Issue2,pp.
107‐115,2017.[Online].Available:www.ejel.org
713
[4]O. Kostenko et al., “Influence of digital educational
resources on didactic possibilities for the educational
process(on theexampleofEnglish language)”, Revista
Entrelínguas, Araraquara, v. 7, n. 00, e021112, 2021.
[Online]. Available:
https://doi.org/10.29051/el.v7i00.15888
[5]Remote teaching tips, British Council. [Online].
Available:www.teachingenglish.org.uk
[6]V. Kudryavtseva, S. Barsuk and O.
Frolova, “Active
LearningStrategiesinMaritimeEnglishTraining”,21st
Annual General Assembly, IAMU AGA 2021
ProceedingsoftheInternationalAssociationofMaritime
Universities,IAMUConference,pp.229‐238,2021.
[7]D. R. Garrison, E‐Learning in the 21st century: A
community of inquiry framework for research and
practice,3rded.,
NewYork:Routledge,2016.
[8]Bloom’s Taxonomy, Resource for Educators. [Online].
Available:http://www.bloomstaxonomy.net
[9]M. Kołodziejski and M. Przybysz‐Zaremba, “Project
Method in Educational Practice”, University Review,
Vol.11,No.4,pp.26‐32,2017.
[10]IMO Model Course 3.17. Maritime English, London:
InternationalMaritimeOrganization,2015.
[11]V. Kudryavtseva
and S. Barsuk, “Organizing
Personalized Instruction for Students of Maritime
English”, Humanities Science Current Issues, Issue 35,
Volume 7, pp. 213‐220, 2021. [Online]. Available:
https://doi.org/10.24919/2308‐4863/35‐7‐35
[12]D. R. Garrison and J. B. Arbaugh, “Researching the
community of inquiry framework: Review, issues, and
future directions”, The Internet
and Higher Education,
10, pp. 157–172, 2007. [Online]. Available:
https://doi.org/10.1016/j.iheduc.2007.04.001
[13]V.Kudryavtseva,S.BarsukandO.Frolova,“Enhancing
greenskillsinMaritimeEnglishCourse”,22ndAnnual
GeneralAssembly,IAMUAGA2022Proceedingsofthe
International Association of Maritime Universities,
IAMUConference,pp.29‐34,2022.
[14]F.‐S.Wach
etal.,“UniversityStudents’Satisfactionwith
their Academic Studies: Personality and Motivation
Matter”, Frontiers in Psychology, 7:55, 2016. [Online].
Available:https://doi.org/10.3389/fpsyg.2016.00055
[15]D. L. Sun et al., “Peer Assessment Enhances Student
Learning: The Results of a Matched Randomized
Crossover Experiment in a College Statistics Class”,
PLoS ONE 10(12): e0143177, 2015. [Online].
Available:
https://doi.org/10.1371/journal.pone.0143177
