When the Bridge Is Not at Sea: Investigating Transfer of Learning from Full Mission Bridge Simulator to Navigation Training Onboard
ISBN: 978-91-990757-7-8
Abstract
This dissertation explores, through a mixed-methods approach, how fullmission bridge simulators support transfer of learning to navigation training onboard, and under what conditions transfer can be trusted. Qualitative and quantitative components were integrated across the four articles. The first study explores how key onboard training stakeholders perceive its challenges, limitations, and the possibility of reducing required sea-time. Findings show broad agreement that OBT remains important, though openness to simulator use was conditional on credible evidence that simulator-developed competence can transfer onboard. The second and third studies examine this through transfer of learning theory. A systematic review identifies elements influencing transfer across general and simulator contexts, revealing that simulator contexts emphasize facility and fidelity more than alignment and similarity with the workplace. The third study uses Exploratory Factor Analysis to examine these elements empirically in full-mission bridge simulator training, identifying two dimensions: student perception and participation, and learning environment and task realism. The fourth study investigates how experienced seafarers perceive the importance and similarity of these elements. Only a limited number were perceived as both important and sufficiently similar, while half did not pass the thresholds. Qualitative findings indicate these gaps stem not only from technological limitations, but also instructor practices, scenario design, organizational realities, and learners' backgrounds. Notably, instructors emerged as an influential dimension in their own right, shaping other elements and creating chain effects that influence transfer.
Overall, the dissertation argues that transfer of learning from simulator-based training to navigation training onboard is feasible, but conditional and uneven. Its main contribution is showing that trust in simulator transfer cannot rely on physical fidelity alone but depends on whether key elements, such as goal orientation, feedback, work engagement, and instructor involvement, are sufficiently aligned with onboard navigation operation. Drawing on trust theory as a complementary lens, the dissertation explains why similarity and evidence alone may not suffice unless also perceived as credible within a specific institutional context. The findings thus contribute to transfer of learning theory in MET and provide a transfer trustworthiness framework, incorporating instructors as a key component, for improving simulator design, instruction, assessment, and alignment with shipboard navigation. Future research could extend the framework to other competence areas, examine simulator types beyond full-mission systems, and use longitudinal designs to examine onboard performance.