Learning outcomes, workload and systems of credits for Maritime English courses – some aspects of the Bologna Process (CROSBI ID 560498)
Prilog sa skupa u zborniku | izvorni znanstveni rad
Podaci o odgovornosti
Pritchard, Boris ; Tominac, Sandra
engleski
Learning outcomes, workload and systems of credits for Maritime English courses – some aspects of the Bologna Process
The Bologna process places special requirements on MET institutions and on teaching Maritime English. The advantages and disadvantages of the Bologna Process are a matter of deep disputes among teachers and educational authorities. These are reflected especially in the learning outcomes which may sometimes be in conflict with STCW requirements. This paper deals with the results of first years of implementation of the Bologna Process and, especially, with the extent of reaching the learning outcomes set out in course syllabuses for Maritime English. The authors argue that the overall results are unsatisfactory for a number of reasons of both subjective and objective nature. Furthermore it is claimed that the negative impact of the low achievement of the Bologna Process so far can be partly solved by introducing computer-based teaching and learning (CBT) especially in the area of assessment and testing and in evaluating the learning outcomes. This paper serves as a background for a research in the form questionnaires to be dealt with and discussed during the workshop to be held at IMEC 21 and subsequently by continuing the on-line discussions via IMEC Forum.
Maritime English; learning outcomes; Bologna process; maritime institutional texts
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Podaci o prilogu
57-72.
2009.
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objavljeno
978-83-89901-37-8
Podaci o matičnoj publikaciji
International Maritime English Conference - IMEC 21 - Proceedings
Plucinska, Elzbieta
Szczecin: Mariitme University of Szczecin & International Maritime Lecturers' Association
Podaci o skupu
International Maritime English Conference - IMEC 21
poster
06.10.2009-10.10.2009
Szczecin, Poljska