S. Nazir et al.

Case 5 also deviates from the other cases with a training time of 6–8 h/session. In
addition, the students were described to utilize 4–6 h to prepare for the exercises Bfor
the preparation they also need at least 4–6 h.^ This indicates that the training objectives
in case 5 exceed the other cases objectives, and subsequently, had to prolong their
training time (Farmer et al. 1999; IMO 2012).
However, since 66.66% utilizes a training time of 4 h, this could be seen as an
optimal number of hours to utilize in the training. Consequently, 4 h might be enough
time to eliminate the possibility of insufficient training time, preventing a reduction in
the transfer of training. In addition, 4 h might contain the training time at a level were
the exercises performed does not exceed the actual job requirements.

5.3 Teaching of general principles

As we can see in Fig. 6, 83.33%, cases 2, 3, 4, 5, and 6, introduces the full mission
training quite late in the education, in comparison to case 1. This indicates that students
entering the full mission training in case 1 have had less theoretical knowledge than in
the other cases. Consequently, the understanding of the full mission training might be
lower in case 1 and could lead to a reduced transfer of training (Bransford et al. 2000).
Moreover, a diverse understanding of the underlying theory could not occur so early in
the education, leading the students to build knowledge on what they observe, instead of
the actual facts educated in relevant curriculum (Vygotsky et al. 1978).
However, Dewey (2004) suggests that people Blearn by doing,^ indicating that an
early introduction to the full mission training could in fact increase the student’s
understanding.

5.4 Students needs

5.4.1 Systematic group division

As we can see in Table 6, only 33.33%, cases 2 and 5, were found to have a system
regarding the group division during the simulator training. When choosing the groups,
the instructor must take the students’ knowledge and needs into account (Farmer et al.
1999; IMO 2012; Postholm 2011). Both cases 2 and 5 were found to have systems

Introduction of full mission training

9
8
8
7 7
7
6 6
6
5
4
3
3
2
1
0
Case 1 Case 2 Case 3 Case 4 Case 5 Case 6

Semester

Fig. 6 Introduction of full mission training