G1201 VTS 원격 교육 (요약·한영 대역)

International Organization for Marine Aids to Navigation
www.iala.int

GUIDELINE G1201
ON REMOTE TRAINING IN VTS

Edition 1.0, June 2026
urn:mrn:iala:pub:g1201:ed1.0

Revisions to this document are to be noted in the table prior to the issue of a revised document. The latest edition of the Guideline is the only version in force unless the Guideline is explicitly revoked by the Council.

1 Introduction
  1.1 Purpose
  1.2 Terms and Definitions
    1.3.1 Synchronous Training
    1.3.2 Asynchronous Training
    1.3.3 Blended Delivery
    1.3.4 Hybrid Delivery
2 Benefits and Challenges
3 Approaches to Remote Training
  3.1 Training Tools
  3.2 Adapting Existing Training for Remote Training
4 Instructor Skill Sets for Remote Training
  4.1 Instructional skill sets for traditional and remote learning
5 Preparing for Remote Training
  5.1 Preparation for the Instructor
  5.2 Preparation for the Student
  5.3 Security
  5.4 Health and Safety
  5.5 Safe and Effective Learning Environment
6 Conducting Training
  6.1 Consideration of teaching methods
  6.2 Preparing for Remote Synchronous Training
7 Asynchronous Training Course Design
  7.1 Recorded Content
8 Definitions
9 Abbreviations
10 References

List of Tables
Table 1 Benefits and challenges of remote training
Table 2 Comparison for different approaches to training
Table 3 Physical training requirements with remote training option
Table 4 Instructor skill sets for remote training
Table 5 Synchronous and asynchronous delivery

List of Figures
Figure 1 Examples of traditional and remote instructor skill sets

A major factor in the effective delivery of Vessel Traffic Services (VTS) is the competence of its personnel. VTS personnel should only be considered competent when appropriately trained and qualified. It is recommended that competent authorities and VTS providers implement and establish VTS training and certification in a standardized and harmonized manner in accordance with guidelines and model courses.

Remote training has become a key part of modern education and professional development, offering accessible, flexible learning opportunities that helps VTS personnel stay skilled and maintain competency. It provides an alternative way to deliver training and ensures that all students, regardless of location, are appropriately trained and qualified for their VTS duties.

Advancements in technology, the drive to reduce operational costs and a growing focus on environmental sustainability have also played a significant role in its use.

Remote training also brings challenges which need to be considered when preparing and conducting remote training such as keeping learners engaged, peer-to-peer interactions, maintaining the integrity of assessments and bridging gaps in access to technology.

This guideline is designed to address these issues, providing a framework to create and deliver effective remote training programs in VTS.

The purpose of this document is to provide guidance to training organisations and VTS providers when preparing and conducting remote training for VTS personnel.

This Guideline is associated with Recommendation R0103 Training and Certification of VTS Personnel, a normative provision of Standard 1050 Training and Certification. To demonstrate compliance with the recommendation the practices described in this guideline should be taken into account.

Remote Training is any training interaction where the instructor and student are not in the same physical location, using online or offline methods and tools to achieve learning objectives. It can be delivered synchronously or asynchronously and may take the form of fully remote, blended or hybrid delivery.

For the purpose of this Guideline, the following definitions apply.

Synchronous means 'at the same time'. Synchronous learning refers to a situation where instructors and students gather at the same time and (virtual or physical) place and interact in 'real-time'. For remote synchronous learning the training relies on technology to support real-time interaction.

Asynchronous means 'not existing or occurring at the same time'. Asynchronous learning refers to a situation where students access materials independently, regardless of time and place, within a specified timeframe during which the materials are made available.

Blended delivery combines traditional face-to-face instruction with online learning. This approach uses the strengths of both methods to create a flexible and effective learning experience.

Hybrid delivery is where participants may be both in a traditional face-to-face classroom situation with some students or instructors online. This can also include online tools to support the learning, such as cloud-based simulation used by students who are physically within the same training environment.

Remote training in VTS brings a number of benefits and challenges, which differ depending on the type of training and how it is delivered, see Table 1. These differences have implications for the skill sets required by instructors, see Section 4.

There are different approaches that can be used to support remote training. Efficient use of training tools is essential to an effective training program.

Table 2 provides a comparison of different aspects of training between synchronous, asynchronous, recorded content and in-person training. This comparison considers: timing, interaction, engagement, structure, facilitation needs, flexibility, technology, provision of feedback, assessment, accessibility, options for 'best use', strengths and limitations.

Annex A.1 provides approaches to address the challenges when implementing online training.

The tools available for training in both blended and hybrid environments continue to evolve. Any tools selected should support the objectives as identified in the model courses. The training tools used should reflect the objectives of the training program and be suited to the approach for the training, i.e. synchronous/asynchronous, hybrid or blended learning.

Examples of training tools may include:

• e-learning platforms
• multi-point audio/video conference
• multi-point online communication
• online screen sharing
• online streaming media, including sharing of video and sound
• online assessment
• recording
• file downloading/uploading
• email
• instant messaging
• file sharing
• simulation training (cloud based).

Guideline G1027 Simulation in VTS Training provides further guidance on the use of simulation to support VTS training, including the use of cloud based or virtual simulation allowing online and remote training.

Adapting existing training to remote training needs to consider the learning objectives. It may be relatively straightforward with 'like for like' options, or there may be a requirement to identify more creative responses.

Some possible options for remote training are provided in Table 3.

Developing and delivering effective remote training, using blended and hybrid approaches, requires specific skill sets in addition to traditional instructional skill sets. (Figure 1 refers)

A summary of the skill sets is provided in Table 4. This has been developed based on Analyse, Design, Develop, Implement and Evaluate (ADDIE), a standard approach to Instructional Systems Design (ISD).

Whether teaching in a traditional face-to-face environment or in a remote learning environment, there are core skill sets for all instructors. The provision of synchronous remote training requires additional skill sets, see Figure 1.

Traditional instructor skills include:

• knowing the tools being used to training
• ability to convey information clearly and concisely (communication skills)
• use of tonal quality when presenting/ Pitch, Pace, Power and Pause
• maintain instructional energy and learner focus
• encouraging student interaction
• time management
• fatigue management
• cultural awareness

For online or remote training, in addition to traditional skill sets, some specific skills to support online/remote learning include:

• consciously integrating interactions into online activities using breakout sessions
• identifying options to encourage interaction by using different tools (e.g. messaging apps, whiteboards, group activities and presentations)
• demonstrating the ability to use multiple screens when teaching, sharing content both visual and auditory
• identifying additional, sometimes innovative, approaches to achieving the objectives for training
• ensuring a strong online 'presence' using voice and visual presence to convey enthusiasm and energy
• ensuring strong understanding of the online tools being used, with the ability to trouble shoot technical problems remotely
• demonstrating patience with technology, conveying a sense of support even when technology may not work as expected

To prepare both the instructor and the student for the course, pre-course sessions, pre-reading and provision of 'tools overview' documents prior to commencing the course should be considered.

Effective remote VTS training begins with deliberate preparation by the instructor. Learning objectives are the key to effective training and these should be clearly defined and aligned with VTS competencies and tasks, with a realistic assessment of what can be achieved in a remote environment.

Instructors should confirm whether the session is instructor-led synchronous, asynchronous or blended and ensure content is appropriately scoped to avoid excessive cognitive load or unrealistic expectations of learner performance.

As for all training, the instructor should prepare all learning materials in advance, including presentations, recorded content, scenarios and reference materials. Any demonstrations or screen-sharing activities should be rehearsed to ensure smooth delivery and to confirm that sensitive or operational systems are not unintentionally accessed. Clear session plans, time allocations and interaction points should be established, reflecting a schedule that can manage attention, workload and learner engagement.

Technical and safety considerations are critical. Instructors should test all platforms, audio, video and connectivity in advance and have contingency plans in place for technical failures. Expectations regarding participation, use of cameras and microphones, confidentiality and recording should be communicated clearly at the outset. Instructors should also plan how they will monitor engagement and wellbeing remotely, including scheduled breaks and opportunities for questions, to maintain a safe and effective learning environment.

Instructors should also prepare themselves. This includes ensuring they are technically confident with the delivery platform, mentally prepared to manage dynamic interaction in a remote setting. Consideration should be given to personal workload and fatigue management, particularly during extended or consecutive sessions. Instructors should schedule appropriate breaks, manage cognitive demand and maintain professional presence and energy throughout the training to ensure consistent and effective delivery.

Students should prepare for remote VTS training by ensuring they have a suitable learning environment that supports concentration, safety and privacy. This includes a quiet space free from operational distractions, an ergonomically appropriate workstation, with reliable access to the required technology. It is acknowledged that there may be distractions from home life when students join synchronous online training.

Remote training is a formal learning activity. Students need to have dedicated time set aside and clear separation from live operational duties. Remote training in VTS should not be carried out while on an operational watch.

Before the session, students should familiarise themselves with the learning objectives, agenda and any pre-course materials provided. Completing preparatory readings or viewing recordings can help establish a common baseline. Students should also test their technical setup in advance to minimise disruptions and reduce stress during the training.

Active engagement is an important part of preparation. Students should come prepared to participate in discussions, complete activities and ask questions when clarification is needed. They should be aware of expectations regarding confidentiality, appropriate use of recordings and respectful communication. Taking responsibility for managing personal wellbeing, such as taking breaks, managing screen time and reporting issues that affect learning, supports both individual learning outcomes and the overall effectiveness of remote VTS training.

Guideline G1182 on Cyber Security Specifics from an IALA Perspective, provides details on principles and best practices from a cyber security perspective. Elements to consider include:

• system security - Training tools that are used should adhere to relevant usage requirements and internet safety practices, being able to address common cyber threats such as viruses and malware
• data security - Training tools that are used should support data backup and protection
• privacy protection - Training tools that are used should ensure that user-generated data when using the platform cannot be accessed by any unauthorized users
• fault handling - Training tools that are used should include fault handling, such as error logs generation, fault counting and analysing, diagnostic testing, error correction

Health and safety considerations include:

• physical risk – reduced travel and fatigue from commuting and limited exposure to hazardous environments (e.g. operational control rooms, ports, or severe weather travel)
• wellbeing - participants can train from familiar environments, reducing stress and allowing better rest before and after sessions
• ergonomic risks - home workstations may not meet ergonomic standards, increasing the risk of musculoskeletal strain during long sessions
• cognitive fatigue - prolonged screen time, especially for complex VTS concepts, can increase mental fatigue and reduce attention

A safe and effective learning environment is fundamental to the successful delivery of remote training for VTS. Remote training must support the acquisition of knowledge and skills without introducing additional health, safety, or operational risks to participants. This includes ensuring that learning activities are conducted in conditions that minimize physical strain, manage cognitive workload and protect the wellbeing of VTS personnel, while maintaining clear separation from live operational duties.

Equally important is the creation of a psychologically safe learning environment. Remote delivery can encourage participation by reducing perceived pressure associated with classroom or control-room settings, allowing students to ask questions, test understanding and make errors in a controlled setting. Clear expectations, structured facilitation and appropriate use of realistic examples are essential to ensure that students can engage confidently.

To be effective, remote training must also be deliberately designed to support interaction and engagement. This includes the use of structured discussion, case studies, guided exercises and collaborative tools that promote active participation and situational understanding.

When appropriately designed and supported by suitable technology and instructional practices, remote training can provide a safe, inclusive and effective learning environment.

Annex A provides checklists and points to remember when setting up a remote training environment.

Instructional techniques or strategies refer to the methods, techniques or tools that can be used to assist the learning to understand and interact with the content being presented¹. There are many different approaches that can be taken. Some of the most common approaches to training are presented in Table 5.

Different approaches to teaching and use of various methods should be considered for synchronous and asynchronous training delivery. As technology develops, the opportunity to implement innovative and effective solutions will continue to evolve.

Relevant factors that may be considered for the selection of teaching method include:

1 Network Connectivity

• Applies to both instructors and students;
• Identify minimum bandwidth – usually between 5 and 10 Mbps, depending on the tools being used;
• Identify opportunities to address variability in bandwidth during the training session;
  • If both parties have sound network conditions, live-streaming would be selected
  • If limitations in bandwidth arise, options for sharing of weblinks in lieu of live streamlining content could be considered
  • If a student has poor internet, offline resources might be provided, or video recorded courses arranged
• Advise technical requirements well in advance of the training session; and
• Provide a pre-course session to better prepare students for the training, including confirming access to the tools.

2 Course Content

• Course content should reflect the IALA Model Courses and comply with any additional requirements identified by the competent authority; and
• Course design should focus on interactive learning using, for example, case study analysis and pre-prepared activities to address specific learning objectives.

3 Skillsets of online Instructors

• Instructors should have skillsets required for online and remote training (see section 4).

4 Time Zones and Schedules

• Applies to both instructors and students;
• It may be possible to align the instructors and students in the same, or similar, time zones when providing synchronous training; and
• If the time zone is significantly different, a 'shift work' approach to training can be applied (supporting the shift environment of VTS) or pre-recorded training (asynchronous) may be used.

5 Use of Artificial Intelligence (AI) in VTS training

• As experience in the use of AI in training is gained, consider options to integrate AI, Chat bot or similar tools in the training; and
• IALA has developed an overview guideline on AI, G1178 – An introduction to AI from an IALA Perspective).

Once the program has been developed, to prepare for remote synchronous training in VTS the following steps should be considered:

1 Develop course timetableWhen developing the timetable for synchronous online sessions, consider the needs of the learner, including possible screen fatigue. Using the ultradian rhythms (roughly 90 minutes) with scheduled breaks that are long enough (e.g., 30 minutes) to enable participants to leave the learning space, change their focal length and refresh for the next session can support synchronous remote training that may be delivered over a number of days or weeks. For shorter training sessions, breaks may be identified after 50-60 minutes, with each break being no less than 15 minutes.

Key points to consider include:

• Prepare the timetable to address work/break structure (e.g. 90 min session / 30 min break structure)
• Consider, where possible and practical, different time zones for learners and instructors
• Include sufficient time for peer-to-peer interaction in breakout rooms, or activities
• Schedule in time for reflection on the content presented, work on activities and assignments, or for general questions

2 Schedule the instructorsNoting the instructor skill sets (see section 4) schedule instructors in a way that supports their strengths and enables best understanding of the content.

Key points to consider include:

• Identify and confirm the instructors for the different topics
• Ensure instructors are comfortable with online training technologies and technique
• Provide training sessions for instructors on remote training techniques, if required

3 Confirm teaching methodologies

• Review the course design, ensuring training methodologies are suitable to the content
• Provide alternative approaches to address challenges and ensure deeper engagement with the content
• Vary the delivery with interaction planned every 2-4 minutes and formal break out group work or reflection activities every 40-45 minutes

4 Ensure technology is current, available and functioning

• Review and confirm technology is functioning
• Provide students with detailed instructions regarding the technology requirements
• Verify any passwords or links to confirm they are working

5 Implement a response process to address technical challenges

• Implement an alternative contact method for students and instructors (e.g. a training messaging group)
• Create 'trouble shooting' guides for key technologies
• Identify a point of contact for dealing with technical challenges

Asynchronous training course design for remote training in VTS includes similar steps, with a focus on the asynchronous element. This includes considering the purpose and operational scope for the instructor and the student such as characteristics and constraints, selecting content suitable for asynchronous learning, providing clear instructions and pathways for the learning, developing and integrating engaging learning activities and incorporating timely feedback to support the learning.

Asynchronous learning content may be incorporated into the wider training program, supporting learning at different levels.

In addition to these six key points, consideration of the accessibility, usability and reliability of the technical platform used for asynchronous learning needs to be considered.

1 Training purpose and operational scopeStart by clearly identifying what the training is intended to achieve and where it sits within the overall VTS training pathway. This includes confirming whether the course supports initial training, refresher training, continued professional development, or preparatory learning ahead of simulator or on-the-job training. Learning objectives should be clearly linked to VTS tasks, responsibilities and decision-making contexts. Outcomes should be limited to those that can be effectively achieved without real-time instructor intervention.

2 Student characteristics and constraintsUnderstand who the students are and the conditions under which they will complete the training. This includes their VTS experience level, language proficiency, familiarity with digital learning platforms and likely study environment. For asynchronous delivery, particular attention should be given to cognitive workload, expected time-on-task and the need for flexibility to accommodate shift work and fatigue management common in VTS operations.

3 Content suitable for asynchronous deliveryNot all VTS learning is appropriate for asynchronous formats. Content should focus on knowledge acquisition, procedural understanding, regulatory frameworks and concept reinforcement, rather than real-time coordination or high-workload decision-making.

In addition, content should be:

• clearly presented
• self-contained and
• structured so that learners can pause, revisit and reflect without losing continuity

4 Learning pathways and instructionsOrganise the course into short, logically sequenced modules with clearly stated objectives and completion criteria. Each module should follow a consistent structure (e.g. introduction, core content, activity, reflection, knowledge check) to reduce cognitive load. Ensure there is clear content navigation with predictable layouts to maintain engagement.

5 Interactive learning activitiesAsynchronous courses should move beyond passive reading or videos. Activities may include:

• scenario-based questions
• guided analysis of traffic situations
• short decision-making exercises
• reflective prompts
• quizzes with explanatory feedback

These activities should reinforce learning objectives and encourage active engagement, while remaining achievable without synchronous (live) instructor support. Activities may be submitted for review and feedback or included in an automated feedback mechanism.

6 Feedback and self-assessmentProvide learners with timely and meaningful feedback through automated quizzes, model answers, or guided explanations. Self-assessment tools help learners gauge their understanding and identify areas requiring further study. For VTS training, feedback should emphasise reasoning and situational awareness, working to ensure deeper understanding, not just correct or incorrect answers. As technology develops, asynchronous training can integrate AI in the feedback tools, providing a 'digital instructor' to support the learner.

Recorded content plays an important role in remote training for VTS, particularly in asynchronous learning environments. Well-designed recordings allow students to engage with material at their own pace, revisit complex concepts and reinforce understanding without the time pressure associated with live instruction.

Recordings are especially effective when introducing regulatory frameworks, standard operational concepts and procedures and providing foundational knowledge that underpins safe and efficient traffic monitoring and management.

Considerations for effective recorded content include:

• Deliberate designing the content for learning rather than simply capturing live sessions
• Present in a concise, clearly structured manner that focuses on specific learning objectives
• Use realistic visual material to support understanding
• Include demonstrations (e.g. clicking a button or opening a new page)
• Consider cognitive load, ensuring clear audio and simple visuals

When developing recorded content, additional practical tips include:

• Writing the script in a simple, clear language
• Reading the script aloud to check for coherence
• Sending the script to a colleague for feedback

To support recorded content, consider providing asynchronous elements with supplemental material such as printed notes or case studies.

The definitions of terms used in this Guideline can be found in the International Dictionary of Marine Aids to Navigation (IALA dictionary).

1. IMO. Resolution A.1158(32) Guidelines for Vessel Traffic Services
2. IALA. Recommendation R0103 (V-103) Training and Certification of VTS Personnel
3. IALA. Guideline G1150 Establishing, Planning and Implementing a VTS
4. IALA. Guideline G1156 Recruitment, Training and Certification of VTS Personnel
5. IALA. C0103-1 VTS Operators Training
6. IALA. C0103-2 VTS Supervisor Training
7. IALA. C0103-3 VTS On-the-job Training (OJT)
8. IALA. C0103-5 VTS Recurrent, Refresher and Adaptation Training

1 Establish clear guidelinesSet ground rules as a group, ensuring active listening and questioning are included (e.g. 'Cameras on', 'We listen to each other' and 'Questions are always welcome.').

Example: Make these guidelines visible to everyone, include in material and 'check in' to be sure they are being followed on a regular basis.

2 Lead by exampleBe on time, show respect, listen actively and communicate openly.

Example: Address inappropriate behaviour calmly, respectfully and directly.

3 Encourage collaborationUse break-out rooms for group assignments and rotate group members.

Example: Monitor activities and ensure all are interacting.

4 Create a comfortable and inclusive learning spaceMake sure everyone has what they need to participate.

Example: Pay attention to group dynamics to prevent anyone from feeling excluded.

5 Promote questions and learning from mistakesEmphasize that making mistakes is part of the learning process.

Example: Acknowledge and appreciate when someone asks a question or tries something new.

6 Encourage an ergonomic workspaceAdvise participants to use a good chair, desk and lighting

Example: Send a checklist for a healthy home workspace beforehand

7 Identify procedures to address technical challengesAgree on what to do in case of technical issues or emergencies

Example: Share a phone number or alternative login link in advance

8 Design in time for breaks and movementSchedule regular short breaks to move around

Example: 90 minute sessions, 30 minute breaks

9 Confirm accessibility of materialsEnsure all documents are digitally available and easy to open

Example: Share all presentations and handouts in advance via email or a shared folder

1 Digital Safety

• Use strong, unique passwords for all accounts
• Keep software and antivirus programs up to date
• Share meeting links only with participants

2 Privacy Protection

• Check privacy settings before starting sessions
• Do not share personal information in public chats
• Use secure platforms that comply with privacy regulations
• For any recordings or images, confirm privacy settings

3 Clear Communication

• Set clear rules for online behaviour (netiquette)
• Encourage respectful and inclusive language
• Provide clear instructions for assignments and participation

4 Accessible Materials

• Offer materials in multiple formats (PDF, video, audio, text)
• Use captions or transcripts for videos
• Ensure platforms are accessible for people with disabilities