Implementing Peer Teaching in Maritime Undergraduate Education to Improve Inclusivity and Student Engagement in The Classroom

Abstract

Maritime education in universities and colleges entails teaching various academic and practical courses, ranging from navigation and management modules to advanced courses such as firefighting and medical training. These modules are very compressed and must be completed within a set time frame, particularly for short courses. This study investigates the
feasibility and usefulness of implementing peer teaching for those modules and whether it can be done for just a few courses or all of them. For this project, experimental peer teaching in the classroom and a qualitative method will be employed, including an online survey of approximately a hundred students studying in various phases at Warsash Maritime Academy
(Solent University). The author studies the effectiveness of peer teaching by pre-selecting volunteer students and notifying them that they will teach their peers a portion of a particular module in the classroom, with at least two weeks to prepare. Later in the session, a JISC- prepared survey was distributed in the classroom using a QR code. The study explores the
challenges, restrictions, benefits, and drawbacks of the peer teaching technique and its impact on ensuring appropriate training for deck cadets.