Challenges and solutions in adapting maritime English and philosophy curriculum to online delivery via zoom

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Kherson State Maritime Academy

Challenges and solutions in adapting maritime English and philosophy curriculum to online delivery via zoom

Diahyleva Olena PhD, Associate professor Vice-Rector on Academic Work

Kononova Olena senior lecturer Maritime Applied College

Yurzhenko Alona PhD, Associate professor

Paziak Alla Teacher

Ukraine

Summary

The paper highlights the features of the modern problem of effective e-learning, which increases the level of communication support between teachers and cadets, as well as the creation of incentives for the educational environment. The authors focused attention on the importance of using Zoom to ensure flexibility, efficiency and interactivity of the learning process. The importance of learning Maritime English as a specialized language for the maritime industry has been proven. Attention is focused on the implementation of online boards, in particular Miro. educational ukraine english language maritime

The paper also considers the problem of organizing online lessons of “Philosophy” course via Zoom platform. The importance of creating a stimulating interactive environment for holding discussions is noted. The authors suggest specific strategies for optimizing e-learning, such as working in groups, using virtual projects, and asynchronous methods to facilitate the learning process for students with different geographic locations and technical capabilities.

Overall, using Zoom to teach is a step in the modern education process that prepares students for the challenges of the maritime industry. Adapting the curriculum to the online format via Zoom requires creativity, flexibility and improvement of teaching methods to ensure quality education in a virtual environment.

Keywords: adaptation of educational programs, e-learning, Zoom, Miro

Анотація

Проблеми та рішення адаптації навчальних програм морської англійської та філософії до онлайн формату у Zoom

Дягилева Олена Сергіївна кандидат педагогічних наук, доцент

проректор з навчально-методичної роботи Херсонська державна морська академія, Україна,

Кононова Олена Юріївна старший викладач Морський фаховий коледж Херсонської державної морської академії, Україна

Юрженко Альона Юріївна кандидат педагогічних наук, доцент Херсонська державна морська академія, Україна

Пазяк Алла Сергіївна Викладач Херсонська державна морська академія, Україна

У статті висвітлено особливості сучасної проблеми забезпечення ефективного електронного навчання, що визначається необхідністю підтримки зв'язку між викладачами та курсантами, а також створенням стимулюючого навчального середовища. Авторами зосереджено увагу на важливості використання Zoom для забезпечення гнучкості, ефективності та інтерактивності у процесі навчання. Доведено важливість вивчення Морської англійської як спеціалізованої мови для морської індустрії. Висвітлено як ефективна комунікація морською англійською сприяє уникненню непорозумінь та покращує ефективність операцій на суднах, у пошуку роботи та розвитку кар'єри. Акцентовано увагу на впровадженні онлайн-дошок, зокрема Miro. Miro дозволяє створювати сценарії та симулювати реальні ситуації, що особливо важливо в контексті навчання в морській галузі. Ця можливість дозволяє студентам віртуально взаємодіяти з реальними ситуаціями, наводячи їх на практичний досвід та вирішення проблем.

У статті розглядається і проблема організації онлайн-занять з навчальної дисципліни «Філософія» через платформу Zoom. Зазначається важливість створення стимулюючого інтерактивного середовища для проведення дискусій. Авторами запропоновано конкретні стратегії для оптимізації електронного навчання, такі як робота в групах, використання віртуальних проектів та асинхронних методів для полегшення процесу навчання для студентів з різною географічною локацією та технічними можливостями.

Загалом, використання Zoom для навчання є важливим кроком у сучасному освітньому процесі, що допомагає студентам підготуватися до викликів морської індустрії. Адаптація навчальних програм до онлайн-формату через Zoom вимагає творчості, гнучкості та вдосконалення методів викладання для забезпечення якісної освіти у віртуальному середовищі.

Ключові слова: адаптація навчальних програм, електронне навчання, Zoom, Miro

Introduction

Maintaining a strong connection between teachers and cadets is crucial in e-learning. When students feel connected to their teachers, they are more engaged in their learning. They are more likely to participate in class discussions, complete assignments, and take an active role in their education. Teachers who maintain a connection with their students can help motivate them to stay focused and work hard. They can provide guidance, encouragement, and feedback to help students overcome challenges and achieve their goals.

E-learning can be challenging, especially for students who may be dealing with distractions, technical difficulties, or other obstacles. When teachers stay connected with their students, they can provide emotional support and guidance to help them navigate these challenges and stay on track. Teachers who know their students well can tailor their instruction to meet their individual needs and preferences. They can adapt their teaching style, materials, and assignments to help each student learn in the way that works best for them.

Finally, maintaining a connection between teachers and students helps to build a sense of community in the classroom. This can be especially important in e-learning, where students may feel isolated or disconnected. By fostering a sense of community, teachers can help students feel more connected to their peers and to the school as a whole. The research is relevant and important for improving the quality of learning in the electronic environment and the effective implementation of educational programs in Maritime English and Philosophy via Zoom platform.

The purpose of the article is to develop specific recommendations and strategies for effectively adapting the Maritime English and Philosophy course to the online format using the Zoom platform, with a focus on maintaining effective interaction between teachers and students.

An overview of the main material

Maritime English is a specialized form of the English language used in the maritime industry for communication between ship crew members, port authorities, and other related entities [1].

It is essential for future seafarers to have a good understanding of Maritime English because clear communication is critical for the safe operation of a ship. The ability to communicate effectively and accurately in Maritime English can prevent misunderstandings and errors that could lead to accidents and other safety incidents.

Maritime regulations require that ships maintain accurate records and reports in English. Future seafarers who have a good understanding of Maritime English can ensure compliance with these regulations and avoid potential penalties [2].

Effective communication in Maritime English can improve efficiency in ship operations. When crewmembers can communicate clearly and efficiently, they can quickly and accurately convey important information and instructions, which can help to avoid delays and minimize downtime.

Future seafarers who have a good command of Maritime English have a competitive edge when seeking employment. Employers prefer candidates who can communicate effectively in Maritime English, and having this skill can lead to career advancement opportunities [3].

The maritime industry is a global industry, and Maritime English is the primary language used for communication between ships and ports around the world. Future seafarers who have a good understanding of Maritime English can communicate effectively with crewmembers, port authorities, and other entities from different countries, leading to better working relationships and smoother operations.

Zoom video conferences were chosen as teachers for several reasons:

Real-time Interaction (video conferences allow teachers and students to interact in real-time, making it easier to ask questions, clarify concepts, and engage in discussions). This can help to keep students engaged and motivated in their learning.

Visual Aids (video conferences can include visual aids such as charts, diagrams, and videos, which can help to reinforce learning and make complex concepts easier to understand).

Flexibility (video conferences can be conducted from anywhere with an internet connection, making it easier to bring together students and teachers from different locations).

This can provide students with access to a wider range of educational resources and instructors, helping to enhance their learning experience.

Cost-Effective (video conferences can be a cost-effective alternative to traditional classroom-based instruction). The use of video conferences eliminate the need for travel and can help to reduce the cost of classroom facilities, making Maritime English education more accessible and affordable for students [4].

Real-world Simulation: Video conferences can be used to simulate real-world scenarios that students may encounter in their future careers as seafarers. For example, they can be used to practice communication with port authorities, ship captains, and other crew members, helping students to develop the skills they need to succeed in the maritime industry [1].

Zoom has the opportunity to use a whiteboard which is so important while e-learning. Miro is an online collaborative whiteboard platform that enables teams to work together in real-time, regardless of their physical locations. It provides a virtual canvas where users can create, share, and collaborate on various types of content (e.g. diagrams, charts, wireframes, mind maps) [5]. Miro plugin is possible to be implemented into Zoom. Teacher immediately receives various advantages on using this whiteboard. Whiteboards allow for the visual representation of concepts, making it easier for learners to understand complex ideas. Diagrams, charts, and drawings can enhance the clarity of explanations.

“Philosophy” course requires discussions of philosophical problems, which are quite difficult to organize due to the lack of personal contact. Its assimilation involves understanding by future specialists the main stages and problems of philosophical knowledge, the development of a culture of thinking, the acquisition of skills in working with primary sources, a critical understanding of the category and concepts of the spiritual culture of society [6]. When using Zoom for virtual meetings, Philosophy teachers should pay special attention to creating a stimulating interactive environment that promotes active student participation in discussions.

How to optimize online classes in philosophy through the Zoom platform? During online classes, students can be divided into virtual groups for group discussions, where they can discuss specific aspects of the topic or solve problems. For this, we use the “Breakout Rooms” function in Zoom to automatically divide participants into small groups.

Teachers should create structured questions that facilitate the analysis of philosophical issues and encourage students to express their own opinions. Using the “Share Screen” function, teacher can display key ideas or text materials, as well as for presenting virtual presentations [7].

An effective strategy is to involve students in preparing reports or presentations during online Zoom classes. This allows students to delve deeper into their chosen topic and teach them public speaking skills. Instructors should provide guidance on the structure of presentations and establish clear grading criteria. In order to support group work, teachers can organize virtual group projects. This will allow students to collaborate, discuss issues and solve philosophical problems together. It is important to define roles in the group and provide mechanisms for discussing results [8].

In addition to real-time virtual meetings, it is important to consider asynchronous learning opportunities. Recording lectures, accessing materials and interacting with other students at appropriate times can facilitate the learning process for those with geographical time zones or technical difficulties [9].

Chat facilitates the process of constant interaction between students and the teacher during classes, thus encouraging students to ask questions and share their thoughts. Maybe even address some of the chat topics during the general discussion.

Although teaching Philosophy in an online format can present challenges, improved strategies and the use of modern technologies allow for stimulating and fruitful conditions for discussion among students [10]. The use of innovative methods helps to preserve the essence of philosophical education in the online environment, providing quality education for students.

Conclusions

Overall, video conferences using Zoom can be a valuable tool for teaching Maritime English and Philosophy to future seafarers while e-learning, providing them with a flexible, cost-effective, and interactive learning experience that can prepare them for successful careers in the maritime industry.

This approach to teaching opens up new opportunities to prepare students for successful careers in the maritime industry. Using Zoom allows for interactive and engaging lectures and hands-on sessions that support high levels of student engagement. By connecting educators and future maritime professionals, this technology helps to overcome the challenges of e-learning and creates a sustainable foundation for learning that meets the modern demands of the maritime industry. This approach enhances students' ability to communicate, understand and use Maritime English effectively, and develops their philosophical and critical thinking skills, which are essential skills for successful work onboard a vessel. Thus, the use of Zoom for virtual learning is an important step in the modern educational process that helps prepare students for the challenges of a future maritime career.

References

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6. Brennan J. Engaging learners through Zoom: Strategies for virtual teaching across disciplines. John Wiley & Sons, 2020.

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