Higher education

Pedagogy

Medical education

Operating system

Mathematics education

Political science

Psychology

Set (abstract data type)

Programming language

Workload

Bologna Process

Computer science

Syllabus

Process (computing)

Medicine

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.

Learning outcomes, workload and systems of credits for Maritime English courses – some aspects of the Bologna Process