First paper to be published in the IAMU Section of JoMA

The Secretary is pleased to inform you that the first paper is now published in the October issue of the IAMU Section of WMU Journal of Maritime Affairs. The details of this memorable paper is as follows. It is also up online on the journal website.

Title:
Using the flipped classroom to improve student engagement and prepare graduates to meet Maritime Industry requirements: A focus on Maritime Education

Authors:
Allison J. James**
Australian Maritime College
University of Tasmania
Launceston, Tasmania
Ph (+613) 6324 9837
a.james@amc.edu.au

Dr Christopher K.H. Chin
Australian Maritime College
University of Tasmania
Launceston, Tasmania
c.chin@amc.edu.au

Dr Belinda R. Williams
Tasmanian School of Business and Economics
University of Tasmania
Launceston Campus, Tasmania
belinda.williams@utas.edu.au
** Corresponding author

Abstract:
This paper challenges Maritime Educators (MEs) to utilise the flipped or partially flipped classroom to meet increasingly diverse stakeholder needs. Given the international and geographically dispersed nature of the Maritime Industry (MI), the skills required are more complex than in a ‘domestic’ situation. Further considerations include continuous improvement of learning and teaching practices whilst engaging with a unique student cohort, preparing a graduate suited to specific MI requirements and working within constrained university resources. At first this may appear to be addressing too many divergent stakeholder expectations. The authors propose using backward course design (design that meets the needs and goals of the specific nature of the MI through stakeholder consultation) as a premise to flipped teaching, thus unifying stakeholder requirements. Skills developed in the flipped classroom are particularly useful within the international nature of the MI. The skills required for effectively working in a linguistically and culturally diverse industry such as teamwork, decision making, problem solving and conflict resolution are practiced in the flipped classroom. These skills along with specific consideration of MI based cases and examples discussed in class-time produce a more ‘work-ready’ graduate attuned to specific industry requirements. This paper provides two application examples of the flipped classroom in the MI and highlights how this approach can lead to improved teaching outcomes for MEs.

Key Words:
Maritime Education; flipped classroom; backward course design; student engagement; work readiness.