Development an Instructional Design Model Selection Approach for Maritime Education and Training Using Fuzzy Axiomatic Design

Autor/inn/en	Kandemir, Ismail; Cicek, Kadir
Titel	Development an Instructional Design Model Selection Approach for Maritime Education and Training Using Fuzzy Axiomatic Design
Quelle	In: Education and Information Technologies, 28 (2023) 9, S.11291-11312 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kandemir, Ismail) ORCID (Cicek, Kadir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11623-w
Schlagwörter	Instructional Design; Models; Marine Education; Safety Education; Job Training; Occupational Safety and Health; Emergency Programs + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Sicherheitserziehung; Berufsqualifizierender Bildungsgang; Occupational safety; Arbeitssicherheit; Hilfsprogramm
Abstract	Due to the inherently dangerous environment in the maritime industry, it is an essential aspect for the human resources in the industry to have a high level of knowledge, skill and competence. Therefore, maritime education and training needs to be structured as a unique instructional design model that will ensure the acquisition of the required knowledge, skills, and competencies at the highest level. In this paper, we develop a new approach using an axiomatic design methodology extended with fuzzy set theory to define the suitable instructional design model for maritime education and training. Accordingly, we aimed to establish a decision support system for instructional designers at an institutional level and instructors at the individual level who focus on instructional design, development, and processes. The demonstration of the proposed approach is conducted for basic offshore safety induction and emergency training which is one of the compulsory training courses for people who already work or will work on offshore facilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01