“OTHERWISE YOU CAN PLAY DRIVING THE BOAT ON YOUR PLAYSTATION INSTEAD”:

Detta är en Master-uppsats från Göteborgs universitet/Institutionen för pedagogik, kommunikation och lärande

Sammanfattning: Purpose: This thesis aims to investigate how the training process occurred during a simulatorbasedexercise in maritime education, examining if and how aspects of realism duringsimulation co-construct the outcome of the students’ learning experience. The mainfocus is on inspecting the relationships between human and material agents to showhow these elements contribute to the learning process.Theory: In order to investigate the interactions between the agents, sociocultural andsociomaterial theories were employed. The participants are considered professionalsparticipating in their “Communities of Practice” to accomplish the simulated tasks andachieve the essential competences and skills (Lave & Wenger, 1991). Students,instructor, and materials are seen as agents interacting with each other and co-creatingknowledge in a virtual educational context taking a “knowing-in-practice” perspectiveon learning (Fenwick & Nerland, 2014).Method: The research is designed as a case study in Maritime Education and Training, studyingtraining during a simulator exercise for training future Dynamic Positioning Officers(DPOs). The data were generalised utilising three methods. Observations, videorecording, and group discussion are equally committed in this ethnographic study. Toanalyse the data a framework influenced by Hontvedt &Øvergård (2020) wasdeveloped, and a narrative approach was adopted.4Results: The finding showed that the prior experiences of the students, teaching-learningmaterials, the tools, and the task all contribute to the learning process in training DPOsin a simulator-based exercise. In particular, the relationships between instructor andstudents are crucial elements for the training and learning process in simulator-basedteam exercise. On the contrary, a realistic simulator environment is a less critical factorin co-constructing the outcome of the students’ learning experience in DP training. Thefindings imply taking a holistic view of learning through simulations, considering howtraining in virtual environments fits into a number of learning activities within aneducational program.

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